658 Reflective Blog

658 Reflective Blog Post - Instructional Design: Application

This course proved to be a challenge for me.  Family emergencies that took me out of town occurred far too often for me to stay on track with the assignments in this course.

What did I learn about course design and planning? 

I learned that designing a course online is not as easy as I thought.  I had decided to use Google Classroom since that is the platform available in my school district.  Google Classroom is not a difficult program to use but is does not have many options to use to create interactive presentations.  It has limited images and designs available to create exciting pages.  Also, adding an audio version to Google Slides or Google Classroom proved to be challenging.  I tried adding a Voki to Google Slides and PowerPoint and it was difficult.  My solution was to buy a subscription to Voki that allowed me to make presentations and upload the link.

My final product was very similar to my planning document except for some of the activities. My students currently use Spelling City and Vocabulary on a daily basis.  For my second instructional module, I decided to incorporate some of the activities in Spelling City and Vocabulary.  

As far as technology, using Google Classroom and Voki was a new experience.   I used the Voki program for presentations.  It took time to find what worked and what did not work.  It was a trial and error process finding the correct text to use so the avatar would pronounce everything correctly.  I am proud that I was eventually able to make the Voki presentations work in the modules.

As far as lessons learned, when making my blueprint, I would look and attach links to the games and videos I want to use to the actual blueprint.  By doing this, It would save time and frustration when actually building the modules.  The welcome module ended up being the most difficult component to create.  It is difficult to approach the welcome project as if the students are not familiar with program and do not know how to navigate in the program.  I hope that after students use this unit, I can anticipate any questions and problems for the next unit I design using Google Classroom.  I think the actual instructional modules were easier to craft because I am familiar with the subject matter.  I look forward to finishing the modules and the student's reactions when they start working on them after break.

Instructional Design Reflection

As I finish this journey through the instructional design process, I have to look back at the beginning of the journey when we explored the different instructional design models.  I was surprised at the similarities and differences in the different models.  I realized that I typically use a variety of models, combined into my way.  While I have not designed a complete course online, I have used a combination of these models in my face to face classroom.  In looking at these models, I typically do not use the higher order in Bloom's as much as a should.  The amount of material and assessments in third grade makes extra time in short supply.  

This year, I plan to incorporate Grammar and Math into a blended platform using Goggle Classroom.  Last year, I used 3D Gamelab with multiplication practice.  It was used more as a supplement after multiplication was taught.  The students looked forward to using the 3D Gamelab but time was limited.  My plan is to incorporate all of grammar instruction, activities and assessments through Google Classroom and as part of the daily routine.  I will try to use more of Bloom's higher order of thinking questions in activities and assessments.  I also plan to use Google Classroom as a station for Guided Math.  It will be similar to what I used in 3D Gamelab but activities will be limited in each objective.  Last year I offered a large variety of activities and the students would do these activities over and over and not move one to the next objective.

This year, my class size will be smaller and we will have a full time person in the computer lab.  My hope is this teacher will be available to guide students in using programs such as Prezi,  Movie Maker, etc. in creating an assortment of higher level activities and/or assessments.  With her assistance, I plan to introduce and encourage higher level activities.

I look forward to designing instruction using the platform of Google Classroom as well as other programs to enhance students' learning this year.

Trends, Implications and Recommendations for Instructional Design

CADDIES - A MASHUP

CADDIES

CADDIES is a mashup of two instructional designs, ADDIE and Universal Design for Learning with a touch of the Revised Bloom's Taxonomy.  When looking at instructional designs individually, no single design meets all of the needs of the 21st century learner.  This mashup is an attempt to meet those needs.

C is for collaboration.  With the need to prepare our students for the 21st century, collaboration is essential in any instructional design.  Collaboration should occur throughout the entire process of instructional design.  The course designer should collaborate with colleagues as they analyze, design and develop a course.  Students should be collaborating with others as the course is implemented and they are engaged in the course.  Sizing up the success of the course and failures of the course should involve collaboration of students and instructors.

A is for analyze.   Before an instructional design starts, information must be gathered.  A systematic approach is used to look at how things are, how they should be and the differences that need to be addressed.  This information includes who it is for, what challenges exist, the learning objectives, delivery options and tasks to be completed.

D is for design.  A blueprint or outline is created.  This blueprint should be sequential and logical.  It should include learning by content, activities, assessments, and media and/or technology options.  In this step, multiple means of representation must be explored.  The design should include a variety of options for perception, language and symbols and comprehension. Multiple means of ways to express understanding should also be explored.  This should include options for physical action, expressive skills/fluency and planning and monitoring.   The Revised Bloom's Taxonomy needs to be carefully looked at in order to ensure higher order thinking skills are addressed.

D is for development.  Using the analysis and design, the materials and activities are assembled to create the lesson, unit or course.

I is for implementation.  After reviewing the design to ensure all materials, links and/or assignments are relevant and applicable, the design is ready for implementation for the students and/or learners.  Students should work through the design using the resources and activities developed.

E is for engagement.  Engagement should include options for recruiting interest, sustaining effort/fluency and self regulation.  Multiple ways to engage students with the content include text, audio video activities, additional resources, links to additional activities, etc.  Engagement should also include activities developed through the Revised Bloom's Taxonomy.

S is for size up. Size up is the time to assess or evaluate.  Measurement of how well the performance achieved the objectives or the class, unit or course needs to be looked at through a summative evaluation.  The 'sizing up' state should be used to determine what was effective, what needs to be completely changed or what needs to be tweaked.