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.
Instructional Design. New York: Routledge.
Your training looks great! I am very impressed with all of the additional handouts and information you have provided. I am a bit of a Google Apps for Education lover myself! I was introduced to a Google Sheets Add-on called Doctopus. It is a little tedious with setting up but has some fantastic grading feedback features! Here is the link to the add-on : https://chrome.google.com/webstore/detail/doctopus/ffhegaddkjpkfiemhhnphmnadfbkdhbf?hl=en
ReplyDeleteI really enjoyed looking through your training. I think Google and all of its tools are extremely beneficial in the education world and that a training on its functions is a great idea. Larson and Lockee talk about sustainability and how you need to select technologies and media that can be used by other efforts in your organization (pg. 200). Google Docs and other Google functions fit that perfectly because it can be used in a variety of ways and more importantly, is easily shared among a community of teachers.
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