I have started Module 4 about Evaluation, and I am a little confused...the 3 models suggested are not clear to me.
Part of the problem I see here, is that I am planning a unit that includes online components, but is not totally online. So there are some distinctions that I need to make, and maybe the simplest is to focus the work of my project/unit of work on the components that will be solely online.
The naturalistic evaluation seems like it would be more difficult to method to utilise in the online environment, whereas it is one of the simplest when working face to face with students.
I will need to think hard about these models and my context that I am applying this course to.
Friday, May 4, 2007
Where am I at now???
Well I have not read for a little while as I have been stewing over the whole instructional design concept and thinking through all of the articles that I have read so far. I keep coming back to this blog and am appreciating the work that I put in early. (The concept of the blog works well for me, I am keen to continue it!)
I am still struggling with the difference between the design and the development of the course. The assignments have been pushing design, and not Development, but the comments from Shirley (facilitator) suggest that I am blurring the lines here. I need to refocus on design.
My thoughts are that there are 2 key areas for this course:
1. Choosing an instructional design model
2. Choosing a model for sequencing.
I am not confident this is the case, but for my task this seems to suit the situation. My application of this is:
1. Follow the ADDIE model of instructional design (Intulogy)
2. Utilise the Simplifying Conditions Method of sequencing (Reigeluth)
I particularly like in the ADDIE method, the flowchart outline and the detail provided in the clear, but numerous steps. It forces me to think about all of the concepts, and address the relevent ones, with the flowchart keeping the big picture in focus.
The SCM of sequencing, gives a title and structure for a method of sequencing that I have been using regularly in class for certain topics - that has provedn very effective.
My weakness is the assessment and evaluation. I am now looking forward to Module 4 and evaluation.
I am still struggling with the difference between the design and the development of the course. The assignments have been pushing design, and not Development, but the comments from Shirley (facilitator) suggest that I am blurring the lines here. I need to refocus on design.
My thoughts are that there are 2 key areas for this course:
1. Choosing an instructional design model
2. Choosing a model for sequencing.
I am not confident this is the case, but for my task this seems to suit the situation. My application of this is:
1. Follow the ADDIE model of instructional design (Intulogy)
2. Utilise the Simplifying Conditions Method of sequencing (Reigeluth)
I particularly like in the ADDIE method, the flowchart outline and the detail provided in the clear, but numerous steps. It forces me to think about all of the concepts, and address the relevent ones, with the flowchart keeping the big picture in focus.
The SCM of sequencing, gives a title and structure for a method of sequencing that I have been using regularly in class for certain topics - that has provedn very effective.
My weakness is the assessment and evaluation. I am now looking forward to Module 4 and evaluation.
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