Objectivism and Constructivism

In this table outlined in the Module 1 notes, I read through them struggling to see which one was better or worse in each situation. I grappled with which was the stronger for a range of situations and came to the conclusion that I am both an objectivist and a constructivist...and then I read the following paragraph!

"As you move through this course, you will find that we have taken an “eclectic” approach to our design, attempting to address a number of different approaches and perspectives. Although it may appear that there are many tensions between the various schools of thought, if you do adopt a more eclectic approach, you will find you spend a lot less time trying to determine which approach is the “best” and more time considering which is the most appropriate mix for your particular context."

And this is what I was doing...I try and relate the articles to me situation and I found myself a little disjointed in my thinking...but I like the eclectic approach...that is more my style...however, I am starting to think more about trying out certain units of work following a very constructivist approach....this might be the start of my project...I am thinking of a unit I have planned little for and am not happy with the result - mainly because I didn;t know what I wanted the students to learn - this topic is robotics....we have only just received the equipment necessary for this topic late last year...and I implemented the topic in a very ad-hoc manner. I would like to formalise this more....will keep thinking.

Chris :-???

IBSTPI, Instructional design competencies...a comment

In the article, IBSTPI, Instructional design competencies, it suggests that: "Reflect upon the elements of a situation before finalizing design solutions and strategies. " is essential in the Design and Development compentency...

It would seem to me to be more appropriate for this to be placed in the "Implementation and management" section.

Otherwise, the comments about essential and Advanced were helpful.

Does this list appear in chronological order? It is unclear as to the sequence of this list.

Chris :-?

First Principles of Instruction

Maybe I am a lazy learner, but I like the idea of what Merril has completed in this article. Drawing together all of the common elements. However, one needs to be careful to not simplify things too much...

Key points for me:
"...an attempt to identify prescriptive principles that are common to the various theories....

1. Learning is promoted when learners are engaged in solving real-world problems
2. Learning is promoted when existing knowledge is activated as a foundation for new knowledge.
3. Learning is promoted when new knowledge is demonstrated to the learner.
4. Learning is promoted when new knowledge is applied by the learner.
5. Learning is promoted when new knowledge is integrated into the learner’s world.

...It is concluded that, although they use a wide variety of terms, these theories and models do include fundamentally similar principles."

Chris :-)

ISD Framework

Just contemplating this model...one of my weaknesses is formal evaluation techniques...I like to do it, I often evaluate with my classes...but rarely with peers and rarely formally. I have a concern that this will detract from my teaching if I spend too much time/effort on evaluation...however, must do if you want to improve...these are just my initial thoughts about this one.

Chris :-)

Amateur to Professional

Whilst completing my under grad studies I was regularly confronted by a number of people asking why? When I could have walked into a successful business and landscaping career? I suppose I took the attitude that I wanted to be a teacher – with plenty of encouraging remarks from some to do so. This attitude then came with me through Uni where I was told by some teachers that the degree I was doing had little to do with teaching, but it would be my ticket to teaching – so keep at it. I would say I had this attitude to studying the models of teaching…and after prompting from family (in-laws) and through leaders in my school, I have started to study again (hence this course).

Why this comment? Because I link this to the comment in Module 1 below:

“Most teachers use some sort of model when they develop a course, whether they realise it or not. Why bother looking at instructional design models and learning theories then, if you are an experienced teacher? To be thorough, whether you are a teacher or instructional designer assisting teachers, it is very useful to become familiar with models that have been developed and trialled by educational experts. As a result of trialling and research, many of these models have become theories of learning and instruction.”

So here I see my reason for longing to have a basis for my understanding. I want to move from what I see as an amateur teacher to a professional teacher who is able to take into account the knowledge of experts and apply it to my situation. This is not saying that I am not a good teacher – I believe I am – but it has been through trial and error, a desire to learn from those who teach well (and I have had plenty of opportunity to learn what not to do from a variety of poor teachers!). Now I gaining an understanding of my profession! I am working towards being a professional teacher…I am excited!

Chris :-))

Comments on the Mergers article

As suggested in the Module 1 notes, the article by Brenda Mergel was great in clarifying not just the 3 “isms” in education (Behaviourism, Cognitivism and Constructivism) but it also clarified the basis for a number of policies that we have in my school where I work (Secondary School in Sydney). Some examples include:
Behaviourism:
· Skinner’s Operant conditioning Mechanisms is very clearly the basis for our discipline policy overall.
· A substantial part of our discipline policy outlines a highly structured positive reinforcement system which is based on the Behavioural Shaping, and uses the reinforcement schedules very appropriately.
· Our sports award program also uses the reinforcement schedules to shape the bahviours we want to encourage in the school.
· There are aspects of my classroom discipline that I resort to should other models fail. Some of these are based on parts of the behaviourism model.
Cognitivism
· A highlight here was the realisation that I base a few some of my instructional design on cognitivism. I try to make allow the theory aspects of courses come out of the experience I put the students through, and try to stop the question: “When are we ever going to use this?” which is typical of students that I have taught over time.
Consturctivism
· Again, another highlight here was how I use the this model to develop the higher order thinking that I seek from my students. However, the problem I see is that at times I try to introduce the higher order thinking, or constructuvist approach, where they do not have the basis for the making the step to generalised problem solving.

Overall, an excellent article, that has cemented in my opinion a need for at least a basic understanding of the different learning theories. I have been under pressure have students think at a higher level, but have fought for a return to the basics, this article has given me a basis for justifying those decisions.

Siemens - Instructional Design in Elearning

Have been out of action for a week with a Year 8 camp and now getting back into it again...

Looking at Module 1 again to ensure I have the right perspective and notivced that I didn't mention the Siemens article....this was most helpful in the Module 1 Actvities as it outlined and clarified a whole range of loose ends that I have had since the course started.

Particular thoughts:

• Instructional Design is the systematic process of translating general principles of learning and instruction into plans for instructional materials and learning
• similar to lesson planning, but more elaborate and more detailed
• Instructional design provides a framework for the creative process of design, and ensures the learners' needs are met
• Instructional Design is the art and science of creating an instructional environment and materials that will bring the learner from the state of not being able to accomplish certain tasks to the state of being able to accomplish those tasks. Instructional Design is based on theoretical and practical research in the areas of cognition, educational psychology, and problem solving

In reading through the models, I started instantly applying the different models to some of the situations that I need to teach in....eg

• ADDIE - for developing the teaching skills of the whole school staff over a long period
• Algo-Heuristic -for teaching programming
• Minimalism - as suggested is good for computer training which I do with staff and students.
• Epathic Instructional Design - this model seems relevant for a particular course I teach in information processes.

Overall:

• ID is a quality process. It seeks to ensure that critical concepts are explored through content presentation and learning activities.
• ID is to serve the learning needs and success of students through effective presentation of content and fostering of interaction

Benefits:
Out of all the benefits listed later in the article, I find that the most relevant for me is the way that ID can give structure and reason to what I do. I crave structure in my teaching, learning and life. Yet I have been wading through teaching with ideas, dreams and ad-hoc methods of instructional design...I am looking forward to developing my skills in ID and more importantly, gaining a base for the plans that I have. In the words of the late Big Kev - "I'm excited!"

The ADDIE System of ID

Went through the website recently from Intulogy (http://www.intulogy.com/addie/) that works through how they view the ADDIE system of ID. They have a very neat summary of their system (http://www.intulogy.com/addie/ADDIE-Flowchart-by-Intulogy.pdf) - which certainly helps to understand it all.

This one for me is incredibly detailed and gives great strcture when dealing with large groups of people, or a large number of stakeholders - which Intulogy seems like they deal with all the time. However, many of the concepts are useful for indivs as well.

I reflect on my experience, and I have had little formal training in instructional design, despite being a teacher for 15 or so years! I thknk now - "What have I been doing? How have I been able to scrape through with the results I have been getting? Is it all luck? I have a strong work ethic, and at times I have the resolve of: If at first I don't succeed, then work harder! Get it right next time!"

I know it is better to "Work smarter, not harder", but then, I often try the harder before realising I need to be smarter.

I have had little or no formal training, except through the role models that I have had time to work with. I love learning from other people and lately (last 5 years or so) I am enjoying refining my questioning techniques to encourage and also learn from other people in areas that I have links to. I suppose in that sense, I constantly am thinking about how to improve, but now is the time to start getting the smarter working harder!

This ADDIE method then, sounds great, but for larger projects - I am working on a larger project at the moment - which deals with teaching ID of all things!!! Maybe I need to consider applying the ADDIE method to this situation....but it sounds like too much hard work...and little time to do this, but then, how will I get it right? Or even more importnantly, how will I know IF I get it right? Time to think hard about ADDIE....

Instructional Design - Chris Woldhuis

Thoughts and the development of my thoughts on Instructional Design (ID):

The mind map (sort of) on the left is my initial picture of the mothodology I have for creating my instruction. This being before I start looking further at what ID is really about.