Learning occurs when a permanent change happens due to an
experience (Larson & Lockee, 2014). When designing instruction, one must
start with the end in mind to ensure the information is relevant. (Larson &
Lockee, 2014). The key to learning is the ability of the student to relate to
the information and be an active learner. Being actively engaged in the
learning process means students are less reliant on the teacher and are more likely
to be successful (Edwards, 2015). If a student, whether adult or child, is
interested and invested in the information the learning process is easier. The best
and worst learning experience in my career were the same. In a training session I
encountered well thought out and engaging lessons but because of the instructional design, I had
difficulty learning the material. The material was hands on, which I enjoyed. This kept me interested. However, the information presented was above my knowledge level at the time. The material was
great but the instructional design was to advanced for me and my colleagues. This
training was a significant experience even though the learning was limited.
In this experience additional learning could have occurred if
the information had been tailored to the learners. Knowing who the learners are and what he end result should be is important to the success of any type of instruction. An instructional design
process like ADDIE can be used to analyze needs and learners when designing
instruction. ADDIE stands for Analyze, Design, Develop, Implement, and Evaluation (Larson & Lockee, 2014). During the analysis stage of ADDIE, the
designer will determine who the learners are, what content is needed, and what prerequisites
are necessary. By determining these main ideas an instructional designer can
create instruction for the goal of successful learning. Please review the video
and infographic below for additional information on the ADDIE process.
B, J. (2014,
September 22). ADDIE Analysis. Retrieved from https://www.youtube.com
Edwards, S.
(2015). Active Learning in the Middle Grades. Middle School Journal,46(5), 26-32.
doi:10.1080/00940771.2015.11461922
Larson, M. B.,
& Lockee, B. B. (2014). Streamlined
ID: A practical guide to instructional
design. New York: Routledge, Taylor & Francis Group.
The ADDIE Model Infographic (2017). [Digital Image]
Retrieved from
https://elearninginfographics.com
I find it interesting that your experience was both the worst and best at the same time, but I get it! It made me think of another experience I had where it was a great, hands-on learning opportunity, however, I did not have a big-picture of the target and felt the goals were unclear. Due to this, I felt like I never really "got" the gist of learning experience. As Larson and Lockee (2014) tell us that a challenge value of using a "systemic design process".
ReplyDeleteLarson, M. B., & Lockee, B. B. (2014). Streamlined ID: A practical guide to instructional design. New York: Routledge, Taylor & Francis Group.
Tracy,
ReplyDeleteLarson & Lockee(2014) state that research shows that when learners are committed to forming a personal understanding of the topic under study, they will take a deep approach that includes active engagement & interest in the topic(pg.16). This statement hit home when I read your reflection on the ability to releate the information & be an active learner as being the key to overall learning.
Larson, M. B., & Lockee, B. B. (2014). Streamlined ID: A practical guide to instructional design. New York: Routledge, Taylor & Francis Group.
In thinking about learners and designing instruction to meet their needs, we've learned that a good approach is beginning with the end in mind. Any instructional designer must understand the theory to instructional design and take a deeper approach and see "when learners are committed to forming a personal understanding of the topic under study, they will take a deep approach that includes active engagement and interest in the topic" (Larson and Lockee, 2014, p. 16).
ReplyDeleteLarson, M.B., & Lockee, B.B. (2014). Streamlined ID, a practical guide to instructional design . New York, NY: Routledge.