Module 7 Discusion Post
What are three takeaways from this course on Instructional Design: Theory and Model and how can they be implemented into an organization.
The first of the takeaways from the Instructional Design: Theory and Model course, which this author feels will implement into his work environment, is learning about the three types of evaluation that an instructional designer will. Instructional designers typically use learner, formative, and summative. Learning evaluations use true/false, multiple-choice, matching, short answer, and essay tests to determine the student's level of course mastery. (Morrison et al., 2019) Formative evaluations help course designers modify content before completing it, thus ensuring the development of high-quality courseware. (Brown, 2015) Summative evaluations such as the Kirkpatrick method seek to create detailed reports outlining who participated in the instructional intervention, what activities impacted them, and what changes occurred from their participation. (Kirkpatrick & Kirkpatrick, 2016)
The second takeaway this author would implement into his organization is creating the ideal learning environment—moving from the traditional "sage on the stage" to the "sage on the side" as in the flipped classroom. The flipped classroom increases engagement, arguably the most potent force to enhance education. Content in the flipped classroom is outside the boundaries of class time, and this frees classroom time to be leveraged as a forum for students to practice, apply and demonstrate mastery of the content. (Harris, 2016) The flipped classroom (according to Bloom's taxonomy of cognitive learning objectives) places remembering and understanding outside of class time, and the remaining four levels of applying, analyzing, evaluating, and adapting/creating; during classroom time. (Adams, 2015) Though stating that anything ideal is hyperbole, this author affirms that the flipped classroom presents a paradigm shift that takes education closer to that goal. (Alexander, 2018)
The third takeaway the author found memorable is the value of learning models in instructional design. This author will implement some of the more important ones in his work environment, including ADDIE, SAM, and the Pebble-in-the-Pond models. ADDIE stands for analyze, design, develop, implement, and evaluate. The key to this model is that the instructional designer should always keep in mind the desired outcomes that should be measurable and that any work during the learning process be directly tied to those desired outcomes. (Branch & Dousay) SAM stands for successive approximation model, and the key to this process is the breadth before depth concept. This concession allows maximum opportunities for review, evaluation, and correction during the development process before completing a polished product. (Allen, 2012) Pebble-in-the-Pond begins with the problem to be solved first. The learner under Pebble-In-The-Pond then progresses through a series of progressions that gradually increase in complexity and difficulty. (Dempsey, 2017)
The second takeaway this author would implement into his organization is creating the ideal learning environment—moving from the traditional "sage on the stage" to the "sage on the side" as in the flipped classroom. The flipped classroom increases engagement, arguably the most potent force to enhance education. Content in the flipped classroom is outside the boundaries of class time, and this frees classroom time to be leveraged as a forum for students to practice, apply and demonstrate mastery of the content. (Harris, 2016) The flipped classroom (according to Bloom's taxonomy of cognitive learning objectives) places remembering and understanding outside of class time, and the remaining four levels of applying, analyzing, evaluating, and adapting/creating; during classroom time. (Adams, 2015) Though stating that anything ideal is hyperbole, this author affirms that the flipped classroom presents a paradigm shift that takes education closer to that goal. (Alexander, 2018)
The third takeaway the author found memorable is the value of learning models in instructional design. This author will implement some of the more important ones in his work environment, including ADDIE, SAM, and the Pebble-in-the-Pond models. ADDIE stands for analyze, design, develop, implement, and evaluate. The key to this model is that the instructional designer should always keep in mind the desired outcomes that should be measurable and that any work during the learning process be directly tied to those desired outcomes. (Branch & Dousay) SAM stands for successive approximation model, and the key to this process is the breadth before depth concept. This concession allows maximum opportunities for review, evaluation, and correction during the development process before completing a polished product. (Allen, 2012) Pebble-in-the-Pond begins with the problem to be solved first. The learner under Pebble-In-The-Pond then progresses through a series of progressions that gradually increase in complexity and difficulty. (Dempsey, 2017)
References:
Adams, N. E. (2015). Bloom's taxonomy of cognitive learning objectives. Journal of the Medical Library Association : JMLA, 103(3), 152–153. https://doi.org/10.3163/1536-5050.103.3.010
Alexander, M. M. (2018). The flipped classroom: Engaging the student in active learning. J. Legal Stud. Educ., 35, 277–277.
Branch, R. M., & Dousay, T. A. Survey Of Instructional Design Models.
Dempsey, R. A. R. J. V. (2017). Trends and Issues in Instructional Design and Technology. Pearson Education (US).
Harris, B. F., Harris, J., Reed, L., & Zelihic, M. M. (2016). Flipped classroom: Another tool for your pedagogy tool box. Developments in Business Simulation and Experiential Learning: Proceedings of the Annual ABSEL conference. Retrieved September 12, 2022, from https://absel-ojs-ttu.tdl.org/absel/article/view/3061
Kirkpatrick, J. D., & Kirkpatrick, W. K. (2016). Kirkpatrick's four levels of training evaluation. Association for Talent Development.
Morrison, G. R., Ross, S. J., Morrison, J. R., & Kalman, H. K. (2019). Designing effective instruction. John Wiley & Sons.
Alexander, M. M. (2018). The flipped classroom: Engaging the student in active learning. J. Legal Stud. Educ., 35, 277–277.
Branch, R. M., & Dousay, T. A. Survey Of Instructional Design Models.
Dempsey, R. A. R. J. V. (2017). Trends and Issues in Instructional Design and Technology. Pearson Education (US).
Harris, B. F., Harris, J., Reed, L., & Zelihic, M. M. (2016). Flipped classroom: Another tool for your pedagogy tool box. Developments in Business Simulation and Experiential Learning: Proceedings of the Annual ABSEL conference. Retrieved September 12, 2022, from https://absel-ojs-ttu.tdl.org/absel/article/view/3061
Kirkpatrick, J. D., & Kirkpatrick, W. K. (2016). Kirkpatrick's four levels of training evaluation. Association for Talent Development.
Morrison, G. R., Ross, S. J., Morrison, J. R., & Kalman, H. K. (2019). Designing effective instruction. John Wiley & Sons.
