Instructional Design & eAuthoring
Week 2
In contrast with Module 1, where the focus was on learning theory in general, this module is emphasising the potential of e-learning resources in instruction. I am now officially out of my comfort zone as we are discussing many IT applications that I have heard of but have little or no experience of using in my work. This is exactly why I chose this MSc programme though, as I am aware of the potential of e-learning and how much it is already affecting training and education approaches.
The assignment is interesting as it includes elements of individual effort and group work to develop an e-learning resource. I think that this is an appropriate approach. In my experience, course development works best as a collaborative effort, where the skills and knowledge of a group can be leveraged.
I am already familiar with some ID models such as ADDIE, ASSURE and ARCS. However, I have never had the opportunity to apply them in an e-learning context. In a face-to-face learning environment, it is possible to adapt instruction as you can interpret facial expressions and body language etc. to interpret the level of learner engagement. Without this level of interface, an understanding of the target learner and their motivations is even more important. It is no surprise then that the majority of the established ID models emphasise learner profiling in the earliest phases.
In contrast with Module 1, where the focus was on learning theory in general, this module is emphasising the potential of e-learning resources in instruction. I am now officially out of my comfort zone as we are discussing many IT applications that I have heard of but have little or no experience of using in my work. This is exactly why I chose this MSc programme though, as I am aware of the potential of e-learning and how much it is already affecting training and education approaches.
The assignment is interesting as it includes elements of individual effort and group work to develop an e-learning resource. I think that this is an appropriate approach. In my experience, course development works best as a collaborative effort, where the skills and knowledge of a group can be leveraged.
I am already familiar with some ID models such as ADDIE, ASSURE and ARCS. However, I have never had the opportunity to apply them in an e-learning context. In a face-to-face learning environment, it is possible to adapt instruction as you can interpret facial expressions and body language etc. to interpret the level of learner engagement. Without this level of interface, an understanding of the target learner and their motivations is even more important. It is no surprise then that the majority of the established ID models emphasise learner profiling in the earliest phases.
Week 3
We had an opportunity to work in our assignment groups to organise our project using 'Actual Cards'(see photo inset). I found this to be a very useful exercise. I believe in the importance of visual organisers when approaching design work, particularly in collaborative efforts. This is a very effective method of establishing the key principles of the design and allowing everyone in a group to come to an agreement on the fundamentals of a project. It is very important in group work tasks that everybody is clear and 'on the same page' as work progresses. The Actual Cards can be referred back to as a template to ensure principles are being adhered to in the design and development phases.
We had an opportunity to work in our assignment groups to organise our project using 'Actual Cards'(see photo inset). I found this to be a very useful exercise. I believe in the importance of visual organisers when approaching design work, particularly in collaborative efforts. This is a very effective method of establishing the key principles of the design and allowing everyone in a group to come to an agreement on the fundamentals of a project. It is very important in group work tasks that everybody is clear and 'on the same page' as work progresses. The Actual Cards can be referred back to as a template to ensure principles are being adhered to in the design and development phases.
Week 4
There was an interesting discussion this week on the ordering of information in lessons. We were asked to consider whether it is better to introduce theory first followed by examples or vices versa. Initially, I was inclined to support the latter, where examples (relevant to the learner) are often the best way to introduce theories and concepts. There was a difference of opinion in the group and, as we discussed and debated the point, I was reminded of one of my fundamental beliefs; when it comes to learning, there is no one right answer. Of course, the right answer is subject to a variety of factors. It depends on the type of training, the type of learner, the type of subject, the type of learning environment etc. etc. etc....... This is why one of the most important skills of a good teacher is adaptability.
There was an interesting discussion this week on the ordering of information in lessons. We were asked to consider whether it is better to introduce theory first followed by examples or vices versa. Initially, I was inclined to support the latter, where examples (relevant to the learner) are often the best way to introduce theories and concepts. There was a difference of opinion in the group and, as we discussed and debated the point, I was reminded of one of my fundamental beliefs; when it comes to learning, there is no one right answer. Of course, the right answer is subject to a variety of factors. It depends on the type of training, the type of learner, the type of subject, the type of learning environment etc. etc. etc....... This is why one of the most important skills of a good teacher is adaptability.
Week 7
The Elevator pitches completed this week were a good example of effective peer-to-peer learning activity. With everyone presenting an explanation of a different e-learning resource, the whole group had the benefit of gaining an insight into each. This was a useful way of tying a lesson to an activity, as the previous weeks class presented the top 100 e-learning tools. It also aligns with my own belief that the best way to learn about a subject is to teach it. Rather than just researching a topic, when you are required to present on it to a group you become much more cognisant of how you organise the information and address the fundamentals. I find that this process greatly enhances my own retention of information and grasp of concepts.