Thoughts on the Instructional Design Process

Although I have not used the exact title, I have used instructional design to some extent in all aspects of my career in education. In my first years as an educator and coach, I designed lesson plans and practice itineraries on a daily and weekly basis. Once I transitioned into an Instructional technologist, the skills I had learned from planning in the classroom and the gym carried over into my planning for training teachers. As I have looked at the six step approach to instructional design, I have noticed that I was basically following these steps, but not in such a formal manner.

Since instructional design has been at the core of my daily routine in my career, I found it very interesting to learn about the six steps of good instructional design and realized how my own planning had included many of the steps. Simply put, the six steps are to: identify the problem; analyze the tasks and conditions of the job; analyze current performance levels; identify causes of the problem; identify desired performance outcomes; and, identify the expectations of the training outcomes (Leidner and Jarvenpaa, 1995). 

So as I have learned about sound instructional design, I have realized that without a set process, the instructional design has a good possibility of failing. In other words, for a training that I conduct to be successful, there has to first be a purpose for the learner to attend. There must be a problem at hand that the learner needs to address. This has always been the deciding factor of a lesson taught, practice coached, or training delivered for me. If the learner does not see a purpose, they will not receive as much from the training. Next, it is extremely important to analyze how tasks are being performed and how these performance might be enhanced. Whether I have looked at student performances on assignments, team performances in an athletic event, or teacher performance in blended learning, I have had to analyze specifics of what needs to be addressed to enhance the performance of the learner. From the analysis, finding the cause of the problem can be the key to making sure the problem can be corrected.

Finally, I have realized that within the instructional design, it is important to determine what the desired performance outcome will look like. Will it be a project, a written assessment, or some type of performance or presentation that will show student mastery of the training? Once the desired outcome is identified, then the expectations must be lined out so that the learner knows exactly what is involved to reach success. Sound instructional design does take time, but the time pays off with the learner being immersed in a learning environment that enhances their tasks at hand.

References

Leidner, D. E., & Jarvenpaa, S. L. (1995). The use of information technology to enhance management school education: A theoretical view. MIS quarterly, 265-291.

Internet Resources to Enhance Geometry

As I worked with the 7th grade math teachers at IMMS to infuse technology into their upcoming lessons, we found several great resources online. We were searching for simulations or activities to give students a better understanding of volume. Here are some of the gems that we found:

• How High Volume Simulator - Students determine the volume of one container and then estimate in a different size container where the "fill line" would be when the water is poured in. once students check their estimation, another problem is generated. After looking at the web app, we decided that it would be good to have the students do a screencast as they estimate. During the screencast, the students would talk through the steps of how they determined the volume for each container. The recorded explanation would then be turned in to the teacher. The beauty of this activity is that students can work until they get the correct estimation to turn in!

• Math By Design - In this game based application, students help design a park. They must use all different types of geometry to complete the tasks. High level thinking is required as students must determine many different situations with composite figures to find area and volume. Other tasks also include working with similar objects and finding surface area. This interactive web app is a great way to engage students as they learn geometry!

 

• Pyramid Panic - This game forces students to use number sense and mental math to quickly maneuver through the game. The game uses properties students have learned for geometry as they move through the different phases.

Reflections on Analysis, Design, and R/Eolution Video

To begin the instructional design process, Leidner and Jarvenpaa (1995) suggest that taking time to conduct an in-depth analysis of the problem at hand will improve the quality of the final product. They provide a quick six step approach of assessment to determine the performance gap. First, the problem must be identified. Then, the tasks and conditions of the job must be analyzed. Next, the designer must analyze the current performance levels of the students/trainees. The designer must then identify what the causes of the problem may be and then identify the desired performance outcomes. The designer completes this six step analysis process by identifying the expectations of the training outcomes. At the completion of these six steps, the blueprint is laid out for the development of the planned instruction.

For my first project, I learned several things as I completed this six step process in determining the performance gap and the training that needed to be developed. First, in the client interview, I discovered that our teaching styles are different and that I will need to make sure to embrace her teaching style in the design of this training course. In doing so, I will be concentrating on including blended learning activities in the training course. Second, I realized how important it is to look at the specific needs of the learner and the instructor. In previous trainings that I have designed, this is a step that I have overlooked. Through this process, I see that this can help drive what the training activities might look like. Third, I have written goals for different plans in our school district but I have never includes goals in the development of my training sessions. I found that by developing these goals, I now have that blueprint to move into the design phase of the instructional design for this project.

So now I need to start thinking about the type of activities that I will include that directly tie in to the learning objectives I have generated in the analysis. In the timeline portion of the analysis, I determined that I should look into three separate activities. In the first activity, teachers will collaborate to find resources that explain the difference between blended learning and technology integration. Each group will present their finding in a shared Google Presentation. Once the groups have completed their entry in the Google Slide presentation, we will take time for each group to share to the whole group their definitions of blended learning and technology integration. In the second activity, groups will be given a list of three TEKS targeting different levels of Bloom’s Digital Taxonomy along with a specific web app. In this activity, teachers will work together to differentiate how the same web app can be used to teach each of the three TEKS while addressing the different levels of Bloom’s. For this activity, I am thinking about using a shared OneNote notebook where each group has a different page. The TEKS and Web app would already be listed and the groups would then list the level of Bloom’s and the activities that they could come up with for each TEK. In the third activity, teachers will share on an online collaboration board. I am thinking about using either Padlet or Realtime Board for this activity. In this activity, each teacher will post how they can change one of their upcoming lesson activities to a blended learning activity. With the Padlet being shared, teachers will be able to review what other class members posted for additional blended learning options.

In looking at analysis and design, there is a definite relation between the two, especially when following the six step approach suggested by Leidner and Jarvenpaa (1995). In order to be able to design a training, one must first determine a problem to address in the analysis phase. If there is not a problem, then designing instruction is not needed. If a problem is identified in the analysis, then the next step is to list the needs for the learner and the instructor. This list of needs will directly influence the design of the training. From the needs, the goals and objectives can be derived which will help in the designing of the lesson components. Finally, with the development of a timeline in the analysis, there is a roadmap for the design phase. In my experience through this process, the analysis directly influences the design of the instruction.

In the R/Evolution video, the notion that information finds us as opposed to us finding the information seems to be the main idea. How users access this information has changed with the use of technology. In the analysis phase, I was able to access data from reports generated through an online source to see what the teachers were including in technology infused lessons. From this, I was able to substantiate the problem that my client discussed in our initial interview. As far as the design of the training, the video showed me that an instructional design that allows the user to access online resources in a number of ways such as RSS feeds, tags, or curating the information. Knowing this will help me as I now move into the design phase of my project.

References

Leidner, D. E., & Jarvenpaa, S. L. (1995). The use of information technology to enhance management school education: A theoretical view. MIS quarterly, 265-291.

TCEA Day 2 - More Great Ideas

I continue to be amazed by all of the great ways teachers are infusing technology! Here are some great tools to pack in your toolbox!

1. Batchgeo - Gather info in a Google form or spreadsheet and copy and paste the data into this site. The data must include a location such as a country, state, city, or street address. The web app will take the locations and put them on a map! What a great way for students to pick a location to do research on!
2. Tammy Worcester - Shared great templates to use in Google Docs! Too many to list so look at the link! A couple to check out for sure: Whiz Kid Template (Quiz kids in a game format), Student Learning Journal (students can keep notes, assignments, etc).
3. Infuselearning.com - Another online quiz site on steroids! Engage students on any device, speaking any language! Answers can by typed, selected, or drawn.
4. Google Voice - Set up your own account and then have students call you and leave a voice mail with their explanation, reflection, or language practice! This one was really out of the box!
5. Canva - create wonderful flyers, posters, or infographs!

If there are any of these that you would like for me to help you with, let me know! I am excited to start using these!

TCEA Day 1 - So Many Resources for Infusing Technology

What a day full of great ideas for infusing technology! Here is a list of some of my favorites!

Gamify your class with Kahoot.it, ClassCraft (like Class Dojo), 3d GameLabrvey,

Padlet - use during warm-ups, brainstorming, or collaboration activities

Plickers - conduct surveys without devices...what???

OneNote - Ok, there is not enough time for me to tell all the great things bout OneNote! First, it is free, second, it is a great collaboration tool, and well, we need a full day of training on this one! It is an awesome tool to use for note-taking as well!

Google tips:
Need a timer? Just Google "10 second timer" and you have one. You can set it to any time frame!
Addons - Check out the add ons in Google docs, sheets, and slides! Forms-choice eliminator was very interesting as well as the random generator

I am excited about day 2 and what all I will learn! If you want to stay up with what all of us are learning, search for #castleberryisd in Twitter!

Using VoiceThread to Enhance Student Discourse

In Judy Pastusek's 6th grade social studies class, students were studying about East and West Germany. The students in Mrs. Pastusek's 2nd period class were asked how they could create a model of the two countries that showed everything they had learned about the them. This class came up with a great idea to build an ice cream sundae where one scoop represented East Germany and another scoop represented West Germany. The students felt that they could bring different toppings to represent the different aspects they had learned. To top this off (no pun intended!), Mrs. Pastusek asked if the class would mind if she had all of her classes create the same project! The 2nd period students agreed that this would be a great lesson for all.

Each class period brought their own toppings depending on what they want to use for items such as the Berlin Wall, the major cities, the wars that took place, etc. As items were brought in, students began to create a key to their model so that when the model was created, no time was wasted making those decisions.

On the day that the models were created, students scooped out their ice cream and began to top the ice cream with their labels for the model. Once the model was created, Mrs. Pastusek took their picture and uploaded the picture to VoiceThread. The students then added their recordings to describe why they selected the toppings and what the toppings represented. Below is their final product! What an awesome way to continue to work on student discourse!

Personal Theory of Learning

When I was enrolled in CECS 5030 - Learning Technologies, we were asked to write a paper on what we felt our theory of learning was at the time. Since that course, I have now completed five other courses. From what I have been introduced to, my theory of learning has not really changed. However, I did like how Leidner & Jarvenpaa (1995) described that the constructivist theory has spurred other theories such as the cooperative learning theory. Even though I had included student collaboration and reflection in my original paper, I wanted to include this information as well. Otherwise, my original thoughts have not swayed.

 Constructing Learning

Spanning the decade, research has been conducted to establish if technology enhances learning. Clark (1983) concluded that using media to deliver instruction has no benefit to learning, but that the restructuring of curriculum produces change. Not many years later, Kozma (1991) reported that the combination of media and method could enhance learning. With new technologies introduced daily, the debate referencing technology and enhanced learning continues. For learning to occur, teachers must apply best practices in the delivery of their content, while encouraging students to be creative and active learners.

Learning is a process in which the learner collects information from the surroundings and connects it with information stored in memory (Kozma, 1991). The learner must take an active part in the collection of this information for a gain in knowledge to take place. Dillon & Gabbard (1998) found that hypermedia technology lends itself to aid comprehension because it enables the learner to gather information quickly. Yet the acquisition of information can also be found through the processes of “self-inquiry, reflection, and dialogue” (Yeo, 2008). As the learner continues to ask questions, solve problems, and collaborate with others, the information collected, combined with prior knowledge, will promote learning.

In education, it is the teacher’s responsibility to encourage students to be stewards of their own learning. Effective teachers will find a way to make students think creatively and creative teachers are able to infuse multiple models of teaching in unique ways depending on the needs of their students (Bramwell, Reilly, Lilly, Kronish, & Chennabathni, 2011). Dillon & Gabbard (1991) found that teachers who integrate technology “with innovative classroom use, discretionary collaboration, and self-paced learning, may offer further advantages” to the learner. Students are empowered to learn when they participate in a classroom environment where the teacher encourages the use of learning technologies to stimulate inquiry, dialogue, and critical thinking.

Bramwell et al. (2011) also found that innovative teachers include constructivist learning theories in their list of teaching styles. Constructivism allows the student to actively engage in a lesson by constructing, creating, and inventing, while empowering the student to enhance their learning through collaboration and reflection (Balakrishnan, Rossafri, & Soon Fook, 2007). Thus, a byproduct of the constructivist model of learning is the cooperative model of learning where students learn through discourse (Leidner & Jarvenpaa, 1995). Yet, as Fox (2001) found in his research, students “can be helped by the expertise of teachers and they need instruction, demonstration and practice, as well as challenging problems and investigations to make progress.” It is the teacher’s role to guide the students as they immerse themselves in their own learning.

Most learning takes place when the student is an active participant in the pursuit of knowledge. For example, a new teacher will learn more in their first year of teaching than they were able to learn from a book, lecture, or video. Through actively participating in daily activities with students and collaborating with their colleagues, the new teacher is able to collect new information and combine it with information from memory to gain long lasting knowledge. When teachers enable their students to problem solve using learning technologies, dialogue, and reflection, students are empowered to learn as well.

References

Balakrishnan, M., Rossafri, M., & Soon Fook, F., (2007). Synergizing Pedagogy, Learning Theory and Technology in Instruction: How can it be Done?. US-China Education Review, 4(9), 46-53.

Bramwell, G., Reilly, R. C., Lilly, F. R., Kronish, N., & Chennabathni, R. (2011). Creative teachers. Roeper Review, 33(4), 228-238. Retrieved from http://search.proquest.com/docview/1039889476?accountid=7113

Clark, R. E. (1983). Reconsidering research on learning from media. Review of Educational Research, 53(4), 445-459. Retrieved from http://www.jstor.org/stable/1170217

Dillon, A. & Gabbard, R. (1998). Hypermedia as an educational technology: A review of the quantitative research literature on learner comprehension, control, and style. Review of Educational Research, 68(3), 322-349. Retrieved from http://www.jstor.org/stable/1170600

Fox, R. (2001). Constructivism Examined. Oxford Review of Education. 27(1), 23-35.

Kozma, R. B. (1991). Learning with media. Review of Educational Research, 61(2), 179-211.

Leidner, D. E., & Jarvenpaa, S. L. (1995). The use of information technology to enhance management school education: A theoretical view. MIS quarterly, 265-291.

Yeo, R. K. (2008). How does learning (not) take place in problem-based learning activities in workplace contexts?. Human Resource Development International, 11(3), 317-330.