Instructional Design 101

         Instructional design can be very overwhelming. Before this course, I was unsure of the best way to pinpoint the needs of a school, or on a larger scale, a school district. Where does an instructional designer start? How can the instructional designer determine the most important elements to include in a training?

         Instructional design requires an in depth analysis of the learners, content, and training materials. According the Larson and Lockee (2014), the Addie model focuses on instruction with the end in mind; therefore, instructional designers should evaluate instruction throughout the training. Formative and summative assessments will ensure that the training is benefiting the learners, as well as meeting their instructional needs. Larson and Lockee (2014) explain that instructional design projects are implemented to solve a need, or address an instructional challenge. A needs analysis to collect data and make informed decisions will assist the instructional designer to prioritize the needs identified. While this is my first time planning a training session, in the future, I will make the designing process as collaborative as possible. Instructional design requires perspectives from multiple sources to create effective and meaningful instruction. By collaborating with others in different roles, designing and implementing instruction will be less overwhelming and more beneficial to the learners.

         A district wide initiative to incorporate Google in K-12 classrooms will be implemented this year. I work in a K-5 school, and most teachers are new to Google. I will provide a basics of Google training at the beginning of the year to provide an overview. I am planning to use Google Slides to introduce Google by navigating through the main features. Once the basics of Google have been presented, I will divide the learners into the groups to explore one component of Google. The learners will focus specifically on Google Docs including formatting tools, researching tools, and extensions. Groups will be given a specific task to explore and discuss with guided questions. The extensions group will search for at least one extension and discuss in group. The formatting group will try at least three different formatting tools and discuss similarities and differences to MS Word. The researching group will research a picture, quote, and word in dictionary as well as cite a source. While the groups are exploring their topic, they will discuss the specific feature in relation to instruction. By the end of the training, my goal for learners is to successfully answer the question "how can I use this in my classroom?" Screencasts will be available for the learners to practice creating a Google Form, creating a slide in Google Slides, using Flubarroo to assist with grading in Google Sheets, setting up a class in Google Classroom, and creating announcements and assignments in Google Classroom. All of the training materials will be available on this folder in Google Drive.

References

Larson, M., & Lockee, B. (2014). Streamlined ID: A practical guide to 

          Instructional Design. New York: Routledge.

Plan, Plan, Plan

          Planning, one of the most common words for educators. We plan everything from lesson plans to field trips. Planning, a never ending cycle to ensures all students are receiving quality instruction. But how can instructional designers predict technological factors that will influence the design of instruction? Larson and Lockee (2014) provide numerous technological factors to consider when planning for instruction including consulting project analysis data, support requirements, and media affordances. Identifying and considering these factors is essential to determine advantages and challenges. Planning is required, but where do instructional designers start?

          When providing training, not all learners will have the same prior knowledge; some learners may be very advanced, while others need basic instruction to build a solid foundation. Larson and Lockee (2014) explain that instructional designers should apply information from the project analysis data to design instruction around prior knowledge, interests, and goals. Surveys that ask learners to rate their own ability level, as well as identify strengths and interests, will allow the trainer to target specific instruction to cater to the learner's needs. While this requires additional planning, this feedback will provide valuable information to ensure the topic of instruction is relevant and beneficial for the learners.

          Instructional designers must also consider the delivery mode of their presentation. Will the instruction occur face-to-face, online, or blended? Larson and Lockee (2014) state that considerations of content, strategies, and characteristics of learners are necessary when selecting media. By determining the delivery mode, instructional designers can focus on the most effective technologies to incorporate into the training. For example, a face to face training session may utilize Chromebooks to learn a new feature on Google, while online learning may utilize Google hangouts to inquire new skills. The technology options are endless; therefore, planning for technology integration in instructional design requires a deep understanding of instructional strategies. 

          Technology is constantly changing. Applying current technology as well emerging technologies will ensure the instruction is relevant. However, this is a very overwhelming task for instructional designers. Larson and Lockee (2014) explain that guidelines such as Churches' Bloom's Digital Taxonomy will assist instructional designers to make informed decisions and assure learners are developing a higher order skill set. This requires instructional designers to continually research and plan for advancing technology. Online tools such as journal articles, e-books, blogs are valuable resources to manage the information overload. 

         While reviewing the list of technology tools, I chose Kahoot. Kahoot is a free game based platform that provides the option of creating a game or using games previously created by other users. This technology tool is very practical because learners can work individually or in groups when technology is limited. I think it would be a quick way to formatively assess learners during a training session or in the classroom. Kahoot will engage all learners as well as motivate them during instruction.

References   

  

 Larson, M., & Lockee, B. (2014). Streamlined ID: A practical guide to Instructional 

         
          Design. New York: Routledge.  

Roberts, C. (2011). Bloom’s digital taxonomy. Retrieved from   

          http://digitallearningworld.com/blooms-digital-taxonomy

The Heart of Instructional Design

When I start a new class or attend a training, the first thing I look at is the syllabus or agenda. I want to know the purpose of the class as well as the instructor's expectations.  Larson and Lockee (2014) explain that creating effective instructional design requires the instructor to write objectives from the viewpoint of the student. Well designed objectives includes an accurate picture of what the learner should know by the end of instruction. According to Larson and Lockee (2014), Bloom's Taxonomy is a set of thinking skills that has been widely used to define outcomes and communicate expectation to learners. As educators, we have all seen the Bloom's chart a thousands of times, but look at the adjectives to measure learning. Bloom has determined the sequence of learning objectives in a logical sequence; however, the pyramid is upside down. To promote higher order thinking, the most emphasis should be placed on creating, not simply remembering. What is the best way for instructional designers to turn the triangle the correct way to ensure all learners are engaging in content in meaningful ways?

Larson and Lockee (2014) state that instructional strategies are the heart of instructional design. To plan with the learning objectives, or end result, in mind, designers need to determine the desired results, identify evidence that the learners achieved the objectives, and plan learning experiences toward reaching the results. Implementing effective strategies with any training session is necessary to engage learners as well as monitor progress. As I prepare for the professional development in the fall, I want to ensure all teachers have a chance to provide feedback on what they would like to learn as well as what they already know. Because I am introducing features on Google, I will send out a survey through Google Forms to collect data from teachers. This information will drive instruction so that the training is not too repetitive or too advanced.

So let's go back to Bloom's Taxonomy. Analyzing, Evaluating, and Creating should be occurring frequently during instruction. Learners need useful and relevant information and skills to implement in the classroom once the training session is over. What are some strategies to implement that require learners to analyze, evaluate, or create? Even during an introduction training course, teachers can create a product that is beneficial in the classroom. For example, another strategy to foster learning during Google training is creating a product in Docs, Forms, or Slides. When introducing Docs, teachers can create a document and share it with their grade level. Outlining specific criteria before teachers create a document such as uploading previously created lesson plans from Microsoft Office to Google Docs, incorporating different fonts, or inserting a picture will ensure teachers are exploring different tools available. This collaborative approach to learning ensures teachers are learning while working with their peers to gain a better understanding of the program.

References   

  

 Larson, M., & Lockee, B. (2014). Streamlined ID: A practical guide to Instructional 

          Design. New York: Routledge.  

  

Instructional Strategies (2011). Simple yet effective instructional strategies for 

          teaching. Retrieved from http://instructionalstrategies.org/.

ED 601 Module 1 Reflection

          Learning experiences must provide a link to previous knowledge to learn and apply new information. The most memorable learning experience I had growing up was learning how to cook. I was most interested in recipes that included a picture of the final product, and turned to my mom to teach me. She provided me with the basics of cooking through hands-on, step by step instruction. According to Larson and Lockee (2014), "Well designed instruction captures the attention of learners and prompts them to interact with the content" (p.31). Beneficial learning experiences, regardless of content, require good instructional design. But where do we start?

          As I read through the text, I thought about the most important technology needs within my school as well as how to deliver the information without going over someone's head or boring them with repetitive information. Larson and Lockee (2014) explains that the ADDIE model, acronym for Analysis, Design, Development, Implementation, and Evaluation, is an instructional design model representing activities to be accomplished to form an effective "recipe." In the analysis phase, clear goals need to be established, steps to achieve goal should be determined, evaluate what the learner already knows, and determine the learning objectives. The following video explains the first part of the ADDIE model, analysis, by comparing the activity to cooking.

         
          As a special education teacher, I am constantly designing accommodated, modified, and individualized instruction. As I read this text, I wondered how an instructional designer would plan ahead to ensure all learning needs are met. A wide range in ability, differing learning styles, and varying attention spans should be considered when analyzing the instructional design. This includes different learning styles, but also a wide variety of experience with technology. Hands-on instruction ensures students are receiving auditory instruction, a visual, and an opportunity to engage in the content. While hands on learning is essential, more diverse instruction is necessary. When new information is introduced, it can seem very overwhelming. Providing handouts to review the information and share resources is very beneficial to those learning the material. Additional resources can be compiled on a website for an efficient reference for students. While it may seem overwhelming to create a variety of resources, ultimately each student will understand the concepts, reducing the amount of additional instruction in the future.

 

 

                                                       References

jclarkgardner. (2011, September 25). The ADDIE analysis phase [Video file].
           Retrieved from https://www.youtube.com/watch?v=JZdv5lrJs4U

Larson, M., & Lockee, B. (2014). Streamlined ID: A practical guide to
          Instructional Design. New York: Routledge.