1. How do the definitions in the first chapter compare to your own
definition of instructional or educational technology? What experiences or other influences have shaped your definition? How has your definition changed from examining the definitions in the first chapter of this book?
The definitions in the first chapter, does not compare with
my own definition of instructional or educational technology. The definitions change, as they focus in the
learning process. As mentioned in our
textbook; many individuals, they equate the field of instructional technology
and the field of instructional media. They focus their attention on different aspects of it.
My definition of instructional technology: the means to improve the education and the
human performance in the workplace.
What experiences or other influences
have shaped your definition?
Experiences with the field of technology in my own life, from having a
calculator, when I was a 1st grader, to the technology of today.
A calculator, which instrument was considered a cheating tool!
A cheating tool, yes. Our teacher used to say to us; "use your brain to
figure it out!" We have android phones, pad and apple computers to say
the least. My teachers, all of them, would consider them a crime, ruins our
brains, as they used to say. What I see; these our tools to make me think
harder. The tools are not good without good brains, let's hope we have
good brains to make instructional and educational technology work for the
best of all of us. Human performance is to the max or is it not...... not
yet.
How has your definition changed from examining the definitions
in the first chapter of this book?
The people and the process of using technology and delivering, the new
new emphasis on improving performance for personal life and the
non-instructional solutions to some performance problems.
in the first chapter of this book?
The people and the process of using technology and delivering, the new
new emphasis on improving performance for personal life and the
non-instructional solutions to some performance problems.
2. Next, think of a lesson or unit of instruction that you have developed.
Or if you haven’t even taught or developed instruction, think of one
that you have received. How does that lesson adhere or fail to adhere
to the six characteristics of instructional design?
How would you redesign it to better adhere to the six characteristics.
Or if you haven’t even taught or developed instruction, think of one
that you have received. How does that lesson adhere or fail to adhere
to the six characteristics of instructional design?
How would you redesign it to better adhere to the six characteristics.
I am thinking of the 1st year of my entry to the
educational field in the United States.
The students with low academic performance, low reading performance, or
nor reading performance, were many. No
solution to the problem. After evaluating
programs with no success, the Scottish Rite Hospital came to the rescue. With a program which fit all the six
characteristics of instructional design.
Reading the characteristics now, that is what came to mind
immediately. Other came to mind after
this one but the Scottish Rite Hospital was clearly the first.
Their
instruction was centered to the specific students, with an obvious goal
oriented, meaningful performance, the outcomes were proven to be meaningful
because they were using it at the hospital, and the instructional design was
empirical and of course team effort. They had
made the instruction themselves.
Doctors who were focusing on the brain, and mostly on the dyslexic
student’s brain, they made the instructional program. The only thought of how they placed the
program together, with such a powerful will to have dyslexic student able to
read, came to mind immediately. Hours of
work and team effort. They designed this
program themselves. Greatest
characteristic of instructional design and purpose does not exist in my
mind.
How would you redesign
it to better adhere to the six characteristics?
I believe that there is not any redesign in mind. The program works and has given dyslexic
students the ability to read. The
program is done methodically, with precision, meticulous and with great team
effort.
One other thing which comes to mind may be the instructors in
the program look outdated.
A small price
to pay, when we see the performance every day in our classrooms.
3. In the 3rd chapter, Reiser distinguishes instructional media from instructional design, excluding teachers, chalkboards,
and textbooks from the definition of instructional media. Why? Would you consider teachers, chalkboards, and
textbooks instructional media? Is the purpose of instructional design to incorporate media into instruction?
Reiser is genius, he picks on the learners interest. Only needed to do
this to adhere to the new instruction, not interested in the old.
Teachers are supposed to be included, they are the ones who help the
instructional media, who help to adhere to the six characteristics.
and textbooks from the definition of instructional media. Why? Would you consider teachers, chalkboards, and
textbooks instructional media? Is the purpose of instructional design to incorporate media into instruction?
Reiser is genius, he picks on the learners interest. Only needed to do
this to adhere to the new instruction, not interested in the old.
Teachers are supposed to be included, they are the ones who help the
instructional media, who help to adhere to the six characteristics.
Would you consider
teachers, chalkboards, and textbooks instructional media?
They are fulfilling the characteristics of
instructional design. A teacher makes the technology, and the educational technology worth it. I believe, without a teacher who is capable of working with the technology, we have no instructional nor educational technology. Without a human the technology is not able to function correctly.
Is the purpose of
instructional design to incorporate media into instruction?
Both can co-exist for all students, one is a
compliment to the other, or not... We do
not know. We are focusing on the
student, and the way the student learns.
We as educators, should have the ability to provide all students with
any instruction needed. It is not one
fitting for all. Each student learns
different. If we focus on the student,
the way of student learning, then we can incorporate every method needed for
our students to succeed. Each one learns
different.
INSTRUCTIONAL DESIGN
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| ETEC 561 Instructional Design |
I agree with every valid point you stated in your blog. My teachers also made me feel like using calculators or other tools was wrong. They stated it was damaging the brain and making students lazy. I remember feeling like calculators and smart phones was "cheating" or being short cuts. But after reading your post I view the technology differently.
ReplyDeleteKaterina, I teach at a school where we facilitate on a total Project-Based Learning formula. As in your statement and examples, I too blend methods such as problem-based learning and anchored instruction. This method is 90% new to me and so far I see it as a much more effective and qualitative style of student based learning than I have in my last 14 years of teaching. My students are engaged and they effectively take the initiative to maximize their experience.
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