Well, everyone has technical problems sometimes; the ITEC site was down a bit last week.
Kim began class by showing us an example of a final project which consisted of multiple choice questions about our lessons during the semester.
As we explored the QA we discussed briefly some of the questions and answers.
The ADDIE model was talked about.
A little about the Addie model:
Analysis --> Design --> Development --> Implementation --> Evaluation
During analysis, the designer develops a clear understanding of the "gaps" between the desired outcomes or behaviors, and the audience's existing knowledge and skills. The design phase documents specific learning objectives, assessment instruments, exercises, and content. The actual creation of learning materials is completed in the development phase. During implementation, these materials are delivered or distributed to the student group. After delivery, the effectiveness of the training materials is evaluated.
Dr. Forman mentioned that “In general the ADDIE model is outdated but still referred to today. “ The ADDIE model is often to simplistic in its theory to be used for more complex problems and solutions.
As we move on to a different problem, i.e., THE MID-TERM…(this is a sampling of information to study):
Kim pointing out some of chapters to study. It would probably be a good idea to
know theorists, the theory matrix and at very end of text book. (Apparently third edition only), be prepared to compare and contrast learning theories.
What are the key principles of learning theories, and the instructional designer’s/educator’s responsibility when teaching.
We discussed applying theory to practical skills in the workplace. When learning, using our knowledge in real situations help us to learn and process information.
If you go to different communities learning may vary due to specific community. When applied to real life situations it can be easier for the student to apply taught skills.
One student talked about four specific communities of practice in which she belongs too they included social, work and school communities and how each in the way help her to learn.
Kim: Everyone most likely belongs to communities based on their social and working experiences.
Walter discussed his experience with trajectory practices and how life changes can affect these community practices.
Kim and Gordon discussed with the class alumni associations/organizations and how they benefit us and how our roles are affected by learning within these communities. How do we keep up with knowledge and skills in our learning communities with the advance and speed of time? Social networking is necessary to help keep us informed.
When asked what Learning means to us, the class responded with:
Dee Dee: Adventure
Brian: Fun
Natalia: Participation
Walter: Discovery
Karmiel: Growth
Expanding, development, long road, lifelong…
Kim: What kind of learning community would you belong to based on your metaphors?
Learning is personal, it has to be connected, it is not just a change of behavior and integration. Personal development on a whole is involved. When your personal interest and work is connected it is more satisfying, you can continue to grow in lifelong.
Academia and work should be connected. As Instructional Designers we need to help our students in achieving this balance to help them learn. Internal motivation is important for learners to learn.
A discussion began regarding Life coaches. We all discussed what it takes to become a Life coach, why type of education and experience; who would hire a life coach and why.
Sorry, got too involved in the conversation to record all the thoughts on life coaching.
On to fun and games with our interactive group projects…Our class split up in groups and we discussed different stages of “Explaining cognitive apprenticeship stages to someone who knows nothing about the subject.”
Implications of Situated Cognition for Instruction
1. Cognitive Apprenticeship
2. Anchored Instruction
3. Learning Communities
4. Assessment in-Situ
For example:
Team two discussed Anchored instructions:
Example paramedic training: Using video and simulations to teach paramedic training. Because it is difficult to use real life scenarios such as paramedics arriving and attending people in a car accident. Training occurs in video example to train paramedics in how to treat a broken leg.
How do we assess the learner? Does the patient die? Did the paramedic follow protocols set forth and used in the video simulations? How will did he/she triage the emergency, etc. How do we know that the anchored instruction was successful to the learner?
Next week “Real Life Learning and Digital Storytelling”.
Dee Dee Gran
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