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.
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
Kahoot sounds very interesting. Larson and Lockee (2014) state in chapter 9 that although new technologies are introduced daily, that technology should be used to meet a particular instructional need (loc 4321). According to your description, Kahoot addresses the areas of student engagement and assessment. Personally, I am always looking for ways to quickly assess students in order to check for understanding and/or track their progress. The idea that I can do this while my students are creating or using games is more appealing to me because I know my students will enjoy the activity. I will definitely check out this app!
ReplyDeleteI like how you stated that not all learners have the same prior knowledge. It can be easy for us as educators to just assume all of our kids have knowledge of a particular technology we are planning to implement. It is extremely important for us to poll our students and give them time beforehand to familiarize themselves with the technology we plan to implement. Larson and Lockee reinforce this when they say that a student must have sufficient prior knowledge about a piece of technology if they are going to learn from it (pg. 187). Reflecting back on the technology I have implemented, I can see that maybe I didn't spend enough time providing my students with enough prior knowledge to correctly use the technology. I plan to correct that in the future using some of the techniques that Larson and Lockee provide for us in Chapter 9.
ReplyDeleteI have never heard of Kahoot or seen it in the classroom, but it sounds very engaging! I found this YouTube video helpful in learning how to create my own Kahoot: https://www.youtube.com/watch?v=pFFv6_6was4 I would love to have my students creating Kahoots as a review before a quiz or test. Thank you for sharing!
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