1. How do the definitions in the first chapter compare to your own definition of instructional or educational technology?
Although there are many variations of definitions of instructional/educational technology they are all similar as to what my own definition of what instructional/educational technology means to me. My definition of instructional/educational technology refers to incorporating media of various forms and technology and using those elements to learn better in an educational setting or workplace.
a. What experiences or other influences have shaped your definition?
My experiences are those that consist of what I have encountered as a college student in the past 5 years. Within just the last 2 years, I have had the privilege of taking all of my courses online. This is something that I had to learn to do as I was so accustomed to taking everything face-to-face. My last semester as an undergrad student, I changed my major to Instructional Training and Design. And that is when I decided that I wanted to go even further to expand my horizons and enter into the Global eLearning program. I have learned about so many different levels of teaching/learning to diverse students from here all the way across the globe. I have learned things that I only wish I had learned several years ago when I was in High School or as an undergrad student. So, needless to say, what I have experienced in the last 2 years has definitely shaped my definition of instructional/educational technology.
b. How has your definition changed from examining the definitions in the first chapter of this book?
Although there are many variations of definitions of instructional/educational technology they are all similar as to what my own definition of what instructional/educational technology means to me. My definition of instructional/educational technology refers to incorporating media of various forms and technology and using those elements to learn better in an educational setting or workplace.
a. What experiences or other influences have shaped your definition?
My experiences are those that consist of what I have encountered as a college student in the past 5 years. Within just the last 2 years, I have had the privilege of taking all of my courses online. This is something that I had to learn to do as I was so accustomed to taking everything face-to-face. My last semester as an undergrad student, I changed my major to Instructional Training and Design. And that is when I decided that I wanted to go even further to expand my horizons and enter into the Global eLearning program. I have learned about so many different levels of teaching/learning to diverse students from here all the way across the globe. I have learned things that I only wish I had learned several years ago when I was in High School or as an undergrad student. So, needless to say, what I have experienced in the last 2 years has definitely shaped my definition of instructional/educational technology.
b. How has your definition changed from examining the definitions in the first chapter of this book?
I can honestly say that after reading the first chapter that my definition remains the same. There are many different variations as to what the definition is but that is depending on how one looks at it and what it means to them. My definition to one thing can differ from your definition to the same thing. It is like this because even though we all see the same thing, it doesn't necessarily mean that it MEANS the same to each person. Something that I like to refer back to when comparing definitions or what a word means to each individual person is the word L-O-V-E. Everyone has experienced love at some point in their life, but not the exact same type of love. So therefore, everyone has their own definition as to what love means to THEM.
2. Next, think of a lesson or unit of instruction that you have developed. Or if you haven’t ever 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?
Even though I have not had the privilege of actually teaching a class, I have had the opportunity of designing, developing, and evaluating curricula. This course was Designing & Evaluating Curriculum. In this course, I was also able to formulate course goals and objectives by using a variety of measurement instruments. The course that I took after that was Utilizing Effective Instructional Technologies and in this course I got to turn the curriculum that I created into an online course. That experience was something that I will never forget. I was hard...but it was worth every drop of blood,sweat, and tear I put into it.
1. Student Centered - I made a point to make sure that I was available to my students whenever they needed me. Emails, calls, and or texts where answered promptly and thoroughly. I also made sure that I truly and fully listened to my students whenever they had questions or concerns about any assignment, the rubric's, or student centered learning goals. I made communication with my students top priority.
2. Goal Orientated - I designed this course with weekly goals that students could view in advance to ask questions if anything happen to arise. My expectations of the students where clearly stated and that students learning goals were set at an achievable level.
3. Focused on Meaningful Performance - This particular course was designed to where I would place the students into groups and then they would work on a project together. I asked my students to collaborate with one another to create their project to their ability, all the while making sure to apply their knowledge and skills with technology.
4. Measurable Outcomes - Assessment methods measured that the students were able to demonstrate their learning and knowledge by having the ability to give judgment about what was presented. Students also had gained further understanding about the presentation though their knowledge about different works of arts that they have encountered in previous courses. Another assessment method I used was a written exam over the different presentations that each group gave. By using this assessment method, the exam included information that was presented over the course and measured the students’ knowledge of obtained information.
5. Empirical, Iterative, and Self-Correcting - Each assigned group was required to give their presentation for peer review and instructor review. Reviewing students were able to give judgement, suggestions for improvement if needed, and online discussions were allowed and required.
6. Team Effort - This particular course was designed to be an online course which required students to collaborate and assess.
a. How would you redesign it to better adhere to the six characteristics.
Even though I have not had the privilege of actually teaching a class, I have had the opportunity of designing, developing, and evaluating curricula. This course was Designing & Evaluating Curriculum. In this course, I was also able to formulate course goals and objectives by using a variety of measurement instruments. The course that I took after that was Utilizing Effective Instructional Technologies and in this course I got to turn the curriculum that I created into an online course. That experience was something that I will never forget. I was hard...but it was worth every drop of blood,sweat, and tear I put into it.
1. Student Centered - I made a point to make sure that I was available to my students whenever they needed me. Emails, calls, and or texts where answered promptly and thoroughly. I also made sure that I truly and fully listened to my students whenever they had questions or concerns about any assignment, the rubric's, or student centered learning goals. I made communication with my students top priority.
2. Goal Orientated - I designed this course with weekly goals that students could view in advance to ask questions if anything happen to arise. My expectations of the students where clearly stated and that students learning goals were set at an achievable level.
3. Focused on Meaningful Performance - This particular course was designed to where I would place the students into groups and then they would work on a project together. I asked my students to collaborate with one another to create their project to their ability, all the while making sure to apply their knowledge and skills with technology.
4. Measurable Outcomes - Assessment methods measured that the students were able to demonstrate their learning and knowledge by having the ability to give judgment about what was presented. Students also had gained further understanding about the presentation though their knowledge about different works of arts that they have encountered in previous courses. Another assessment method I used was a written exam over the different presentations that each group gave. By using this assessment method, the exam included information that was presented over the course and measured the students’ knowledge of obtained information.
5. Empirical, Iterative, and Self-Correcting - Each assigned group was required to give their presentation for peer review and instructor review. Reviewing students were able to give judgement, suggestions for improvement if needed, and online discussions were allowed and required.
6. Team Effort - This particular course was designed to be an online course which required students to collaborate and assess.
a. How would you redesign it to better adhere to the six characteristics.
I don't think that I would make any changes or redesign this course due to the fact that I feel that it already adheres to the six characteristics completely.
3. In the 3rd chapter, Reiser distinguishes instructional media from instructional design, excluding teachers, chalkboards, and textbooks from the definition of instructional media. Why? I think that Reiser's reasoning for the exclusion of teachers, chalkboards, and textbooks was because of the fact the teachers, chalkboards, and textbooks were the very first things in the classroom and that is how the classroom got its start. Looking back into my childhood, watching Little House on the Prairie that is how the children of Walnut Grove got their education. Ms. Beetle reading out of the textbooks and then writing important information on the chalkboard for the students to study and learn. a. Would you consider teachers, chalkboards, and textbooks instructional media? Yes I would.
b. Is the purpose of instructional design to incorporate media into instruction? This is a question that many will have their own opinions about until the end of time. My thoughts on this is that we as educators want our students to learn to the best of their ability and by any means as possible. If that means that we need to turn a textbook into an eBook, getting rid of paper tests and putting them on the computer, or even taking out chalkboards to use PowerPoint projections, then so be it. However, what it all boils down to is that there still needs to be a teacher/educator to facilitate the learning process whether it incorporates media into instruction or not.
You make an interesting point when you talk about how definitions can be different for individuals depending upon the meaning that they associate with it. I also like what you said about how "we as educators want our students to learn to the best of their ability and by any means possible" and that we will incorporate any kind of media into our lessons if it helps our students to learn.
ReplyDeleteI agree with Shelli's assessment as well as yours, Joddi. True educators want their students to learn "by any means possible." It might mean that the instructor has to break out of THEIR box in order to meet the needs of their students. That's not always easy for a teacher...especially those with tried and true methods. The knowledge I am gaining regarding educational technology is similar to what you are gaining - stretching beyond what we are accustomed to and meeting the current needs of our students. Opening our minds up to new, often unfamiliar, technology and techniques will only make us more productive educators for the future.
ReplyDeleteI agree with your last paragraph that discusses using whatever technology available to get the concepts across, however, I also feel that as an increasing technological society we can't over look the simple methods of teaching and the relationships that we build with children that can make such a difference.
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