Instructional Design Reflections
Throughout the Instructional Design course my greatest area of learning has been through modeling from the instructor. I have not only learned the process for developing a course for an online format but have been apprised to various web 2.0 tools and practices and how they can complement the course design and effectiveness. Each week I was provided opportunities to learn how to use tools by how my instruction infused them into our class. Though we were learning about best practices, the course and instructor were actively modeling what we were learning.
Module 1 (Posted May 10, 2015)
As I have begun this class I am excited yet filled with apprehensions because instructional design is familiar to me yet foreign. Familiar in that when teaching within a classroom a course design was already created and I had the opportunity to refine it for the needs of my students; foreign in that I have had no experience creating an entire course content in an online environment. As I have begun reading the course text, coupled with research from additional sources, I have learned that there is a vast difference between instructional design, development, and facilitation/teaching. Instruction design is the foundational blueprint in which artifact development and facilitation stem from through intentionality and considerations of context. I have been apprised of the ADDIE model for instructional design, which will be a useful tool in my future endeavors for professional development trainings for staff within the district that I teach as it will encourage intentionality with audience, design, development, implementation, and evaluation.
One topic that was discussed this week was learning styles. I have always believed in and valued the existence of learning styles and their positive impact on learning. When teaching in the classroom, I had always provided a learning styles survey and interest inventory to students because I believe it is important to understand how students absorb and connect with content. I was teaching first grade at the time! However, with this week’s readings, I have realized that I may have been using the wrong word. Learning preference may be a better choice than learning style. A great article located in Change Magazine further explains the shift in understanding style vs. preference as well as discusses the controversy of learning styles themselves and if they truly impact learning. It can be found at http://www.changemag.org/archives/back%20issues/september-october%202010/the-myth-of-learning-full.html.
This article was very impactful for me as it heightened my awareness and deeper understanding of how exactly and why styles or preferences impact learning. Preferences are connected to interest, ability and/or perception of success by the learner. As a generalization, preferences align with perceived success or comfortability. For example, if I was not athletically inclined in school, I may have chosen drama, art, music or some other type of extra-curricular activity that I felt successful at. In truth, writing is personally challenging for me so when I have an option I prefer to express myself by means other than formal writing. This is my preference. (This is probably why I was a graphic designer for 20 years!) When I must write, I will admit that it takes me longer than the average person to put my thoughts into a clear and concise manner. It is not to say that I cannot write, it just exemplifies that I am more relaxed and receptive to express myself through other means when alternate formats are available.
Before the article I did not make the connection that the correlation is deeply connected to innate naturally ability. It is the ability that creates the positive perception by the learner which then creates the preference. Have you ever known someone that consciously chooses something they feel they could not be successful with? Having an association of less than adequate or limited ability engages an emotional response that is one of negativity. Brain-based learning research tells us that negative feelings can raise stress levels, impacting emotional responses which can then rule over reason. This does not state that students cannot learn unless they are within a domain of their preference but more so indicates that learning will be a more enjoyable experience. So simple, but until I read the article, it become so clear.
This course is encouraging my level of disequilibrium by the project that I am choosing to create for the final project. I am working with another district to create an online course for Backward Design and Formative Assessment for the Common Core. The exciting component is I will actually have the opportunity to implement the course I will develop through this Instructional Design course. It is my hope my learning and endeavors will create an effective useful course for teachers to assist in their learning of backward design and formative assessments for common core.
Module 2 (Posted May 17, 2015)
Module 2 focused on various options for writing objectives and what constitutes a quality objective. Within the mastery quiz I was unsuccessful five different times in receiving 100%. I was having difficulty with identifying the degree within an objective. I was having such difficulty I emailed the instructor for further clarification. Following a detailed response with examples, I was able to recognize my errors. I was not analyzing the content of the objective closely enough. Dr. Manning’s’ suggestion for delineating condition and degree by thinking about How and How Well was helpful in making the distinction for me. I also realized I needed to recognize if the behavior aligned with the degree. It was this component that I want looking at closely enough. After refining my understanding of my short falls I was successful with the mastery quiz. I felt the self-correcting nature of the mastery quiz and being able to take it with multiple attempts, helped guide my learning. When I teach an online class, I will implement this component. The exclusion of a one-and-done approach allows the student to learn the content instead of being consumed that they only have one opportunity to clarify their knowledge.
Another component that I have found to be effective within an online class in the manner in which feedback was provided for Form 6. I received a video that included Dr. Manning discussing my artifact, highlighting key points, and showing me where my thinking was correct. This was the most effective means in which I have ever been provided feedback in an online course (next to the mastery quiz). I thought the voice component created a connection between the instructor and myself. I also didn’t have to read more information on a computer screen. As there is so much to read in the class, along with the discussion posts, it was a nice vehicle to listen and watch. I immediately thought how this could be applied in a classroom as well. It would be great to be able to “show” students instead of just write a comment on the paper. This also allows the teacher a quicker response as writing takes more time than talking. I would like to research exactly how or what program was used to provide feedback in the manner.
Module 3 (Posted May 24, 2015)
Each week our instructor has used a variety of methods to deliver information and feedback to the class as a whole, as well as with individual feedback. Last week the introduction was a video, this week an avatar animated recording. I am learning more by the modeling of the course material delivery at this point. I am generating ideas how I would like to incorporate some of these same practices into my online course. Our weekly mastery quiz was a feedback survey for the students to offer opinions of the course. This was a great idea also.
I am having difficulty with two components. One, the discussion posts are consuming a lot of my time that I would prefer to work on the week’s activity. My instructor has offered me feedback to pair back my posts as they are lengthy. Unfortunately, writing articulately and succinctly is my weakness. I am comforted by her permission to pair back, but struggle with the skills to do so. I have not felt I have created a connection with my peers through the discussions. Though they pose great points, I don’t feel a desire to respond in an intellectual written conversation. I believe this is my learning preference rising here.
Secondly, the course topic I have chosen is one in which I am not a subject matter expert nor am I in a classroom at this point with access to materials. I find this to be difficult to design a course in which you have no materials and are not an expert in. The concept is great but in my instance, it would be more effective if I had a template course (F2F) to work from to revise. I feel I am creating from the ground up so not only and I trying to learn to deliver content in an online format, I am trying to learn the content simultaneously. This has been a huge disadvantage for me.
Module 4 (Posted May 31, 2015)
I really enjoyed the partner collaboration this week. We actually decided to have a 10 minute phone conversation prior to viewing each other’s artifacts. I felt that the phone conversation increased a personal connection as well as I had a very good grasp on what Tricia’s goals for the class were. I believe having an actual dialogue instead of just reading words increased the personalization. I am looking forward to working with her more and now I don’t feel as I would feel bothered to communicate by words with her. This component really made a difference in the class for me for motivation of collaboration. I also enjoyed reviewing her website and artifacts. I learn more from what others do than say so visually see their artifacts helped me critique my own. I am realizing that I need to have other types of communication with my peers besides the written word. Even in an online class, I think a skype session would be so beneficial for members.
This week I used backwards design to create assessments and activities that aligned with my objectives. Using Horton’s Absorb, Do, and Connect was pivotal in my selection process as it assisted me in delineating what activities I was choosing and for was purpose.
I have realized within this module the purpose and effectiveness of using backwards design for creating courses. The process assists in maintain alignment which is key to encourage student learning and engagement. I have also now experienced the difficulty in creating a course if you are not the subject matter expert, unless you are working alongside the person who is the expert. One really needs to understand all of the content being taught to be able to select assessments an activities to align with the overall concepts.
The development of the alignment chart and the backwards design process can be extended to F2F professional development trainings, presentations, and in-seat lessons. The concept is structured to be flexible for content but rigid in process to assure alignment remains.
I am still struggling with the amount of posting that is transpiring within the class. Though I am learning through reading and responding, I am feeling so much time is taken to writing the responses it is beginning to impact my attention and interest. I do like the conversations with a single partner as it is helping me make a personal connection with the person themselves and not just responding to a masked individual. My online class will have reduced posting assignments and communication will be narrowed to small groups or pairs. I will also encourage communication outside of class through a Skype session or phone call between members to further encourage a feeling of connectedness.
Module 5 (Posted June 7, 2015)
Once again, I enjoyed the discussion post topic as we shared our syllabus with our peers and received feedback. What is useful to me is being able to view others work and being offered different perspectives on how to adapt the lesson. It helps me generate further ideas of expanding my own thought processes. The feedback I received was kind but I didn’t find that I received any feedback to better my product. It was a fine line between peers being respectful and nice but not offering constructive feedback. I took most of my time working on my course activities. Though this was the most challenging aspect of the class thus far, it was an incredible learning experience. Not having an actual class or having current materials on hand the creating process is daunting as I have had to create everything from scratch. I see the value, again, in a collaborative team effort for instructional design courses.
This week I created a graphic syllabus. I wanted to use Pictochart but I didn’t want to pay the premium fee. I reverted to using PowerPoint due the free access and availability of smart art. I did push the design further than anticipated as I wanted the hyperlinks to work as a pdf file and not a PowerPoint. Therefore I moved the design into Publisher and created the hyperlinks there. I am pleased with the artifact.
I was surprised that it was more challenging than expected to break down the syllabus into key point for each module. The process encouraged me to think critically about what were the key points needed to be addressed in each module. I am now aware how this process will keep alignment with content and assessments.
During this module, I learned that I need to learn about other free online resources to assist in making e-learning interactive activities. My current knowledge is limited. I am also noticing I need to find a balance in development materials that are functional and aesthetically pleasing but to not spend as much time on them. I am spending just as much time in the graphic design process as I am in the instructional design and it has become overwhelming to me.
The development of the PowerPoint interactive simulation activity and the syllabus both were very beneficial. Both projects pressed my skills in the program. I was confronted with many obstacles, especially the simulation activity and difficulty with the macros, however, I have a stronger range of skills in the program now that I have created the artifacts. This knowledge will be applicable in presentation, professional developments training and the creation of additional artifacts for learning. I was an active member of the group this week, mostly sharing my design expertise. I think it would be nice to try to collaborate or receive feedback through a group document such as slide share or some other method than posting to a discussion board.
Module 6 (Posted June 14, 2015)
This week was the most challenging in the course thus far, yet also the most rewarding. I have been creating my activities and have encountered some technological issues with one of them. I have learned that PowerPoint show presentations that are embedded with macros, do not work within google docs. These macros also act indifferently when played within different versions such as 2007, 2010, and 2013.
I continue to struggle with limited knowledge or access to free resources that I can customize. In our weekly discussions many talked about having a personal touch/feel to your class and activities. I do agree and that is one reason I would like to expand my resources knowledge. In speaking with Dr. Manning she suggested I check into Smart Builder. I am so pleased for the recommendation and I created two additional activities using the program. It used HTML so incompatibility is a non-issue and I can customize many types of templates and activities.
The activity for searching to identify and locate learning objectives was helpful in locating resources through the links provided in class. These have been bookmarked as they are invaluable resources I can continue to use. My only wish for this module was that the building of our activities were one module instead of needing to be completed above and beyond the class. The development time do create activities is immense and I now understand the purpose and reliance many have with open-source documents.
Module 7 (Posted June 16, 2015)
The course is moving away from the instructional design process and shifting towards an evaluative process. I have been introduced to four rubrics for evaluating an online course. This week’s activity was very interesting as I was able to view a plethora of course designs to identify how the practices and processes we have been learning about within this course it apparent in other courses. The rubrics offered a great tool to be able to use for self-reflection within the course that I am designing. It assists to ensure key components are present and to what degree of quality. This reference tool will be yet another item I will retain as I create professional development courses in the future.
I have fine-tuned my portfolio and I am pleased with my documentation. I am excited to offer my final artifacts to be implemented in the school so I have determine their level of effectiveness with meeting the objectives that have been aligned with. I reflect back to the first day of this class and realize how little I knew about instructional design. I believe I have developed a foundation of understanding and can use the tools and resources I have learned within this class to develop effective courses. I also have come to learn that I find great satisfaction and joy from course development, meaning creating the actual artifacts and process of the class. My only hope is that in the future I can collaborate with subject matter experts through the process instead of being both the designer and developer.
Module 8 (Posted June 25, 2015)
Before this course, Universal Design for Learning (UDL) has always seemed to be categorized or grouped into the “differentiation” of learning. However, though that is partially correct, UDL is a process that embeds differentiation within the learning activities and processes. It is not an add on or supplemental inclusion or accommodation but more so a framework or template that builds differentiation into every aspect of the course so adds on may no longer be required.
Secondly, it has been surprising to learn and understand how each of the networks in the brain play a role within the UDL framework and when developing course content the level of importance to consider those networks and how they impact the acquisition of knowledge, expression of understanding and engagement.
Third, I didn’t realize how simple it was to create a voice recording using Vocaroo. It was so much fun I am looking forward to finding creative ways to incorporate it into my future classes. Being provided the challenge of creating an audio recording, though simple now that is has been completed, was uncomfortable for me. I am appreciative of having the experience to complete this task as well as have enjoyed it so much I can’t believe I had reservations. It is the perfect example for how multiple means of expression can further support engagement and learning.
Fourth, I have been astounded by the resource links that are provided on the UDL website. In my quest for creating appropriate activities for my online course, I have become frustrated with my limited knowledge of locating resources to use. The UDL website lists resources aligned with each principle which will be advantageous and valuable as I continue to grow as an online educator.
The UDL self-study site was an effective resources for furthering my understanding and knowledge of UDL. The progression of content within each module was chunked to allow time for discovery and practice. I dedicated a minimum of 2 hours per module with some being more as I found myself immersed in the activity, reviewing of materials or returning the next day to refine my entries prior to submission.
I have never participated in backwards design of a unit to the extent that I have for this course. Most of the curriculum I has used has already had a framework in place. However, I have been afforded the most wonderful experience in creating a unit from start to finish. The course alignment chart, in my opinion, is where it all began to come together and I personally believe is the backbone for the design process. I found that assignment challenging but in the same aspect one of the most rewarding because when it was completed I had a very clearly articulated process and understanding the course modules and the progression of learning I was intending for the student.
In summation, I have been enlightened to realize the intensive and purposeful planning and time commitment necessary to develop courses and activities that follow brain-based neural networks, UDL principles, absorb-do-connect models, and chunking of information throughout a backwards design process to ensure the accessibility of learning content for all students, including students with disabilities, is addressed within digital instructional materials.
Citation:
Riener, C., & Willingham, D. (2010, September/October). The Myth of Learning Styles. Change. Retrieved from http://www.changemag.org/archives/back%20issues/september-october%202010/the-myth-of-learning-full.html on May 5, 2015.
Module 1 (Posted May 10, 2015)
As I have begun this class I am excited yet filled with apprehensions because instructional design is familiar to me yet foreign. Familiar in that when teaching within a classroom a course design was already created and I had the opportunity to refine it for the needs of my students; foreign in that I have had no experience creating an entire course content in an online environment. As I have begun reading the course text, coupled with research from additional sources, I have learned that there is a vast difference between instructional design, development, and facilitation/teaching. Instruction design is the foundational blueprint in which artifact development and facilitation stem from through intentionality and considerations of context. I have been apprised of the ADDIE model for instructional design, which will be a useful tool in my future endeavors for professional development trainings for staff within the district that I teach as it will encourage intentionality with audience, design, development, implementation, and evaluation.
One topic that was discussed this week was learning styles. I have always believed in and valued the existence of learning styles and their positive impact on learning. When teaching in the classroom, I had always provided a learning styles survey and interest inventory to students because I believe it is important to understand how students absorb and connect with content. I was teaching first grade at the time! However, with this week’s readings, I have realized that I may have been using the wrong word. Learning preference may be a better choice than learning style. A great article located in Change Magazine further explains the shift in understanding style vs. preference as well as discusses the controversy of learning styles themselves and if they truly impact learning. It can be found at http://www.changemag.org/archives/back%20issues/september-october%202010/the-myth-of-learning-full.html.
This article was very impactful for me as it heightened my awareness and deeper understanding of how exactly and why styles or preferences impact learning. Preferences are connected to interest, ability and/or perception of success by the learner. As a generalization, preferences align with perceived success or comfortability. For example, if I was not athletically inclined in school, I may have chosen drama, art, music or some other type of extra-curricular activity that I felt successful at. In truth, writing is personally challenging for me so when I have an option I prefer to express myself by means other than formal writing. This is my preference. (This is probably why I was a graphic designer for 20 years!) When I must write, I will admit that it takes me longer than the average person to put my thoughts into a clear and concise manner. It is not to say that I cannot write, it just exemplifies that I am more relaxed and receptive to express myself through other means when alternate formats are available.
Before the article I did not make the connection that the correlation is deeply connected to innate naturally ability. It is the ability that creates the positive perception by the learner which then creates the preference. Have you ever known someone that consciously chooses something they feel they could not be successful with? Having an association of less than adequate or limited ability engages an emotional response that is one of negativity. Brain-based learning research tells us that negative feelings can raise stress levels, impacting emotional responses which can then rule over reason. This does not state that students cannot learn unless they are within a domain of their preference but more so indicates that learning will be a more enjoyable experience. So simple, but until I read the article, it become so clear.
This course is encouraging my level of disequilibrium by the project that I am choosing to create for the final project. I am working with another district to create an online course for Backward Design and Formative Assessment for the Common Core. The exciting component is I will actually have the opportunity to implement the course I will develop through this Instructional Design course. It is my hope my learning and endeavors will create an effective useful course for teachers to assist in their learning of backward design and formative assessments for common core.
Module 2 (Posted May 17, 2015)
Module 2 focused on various options for writing objectives and what constitutes a quality objective. Within the mastery quiz I was unsuccessful five different times in receiving 100%. I was having difficulty with identifying the degree within an objective. I was having such difficulty I emailed the instructor for further clarification. Following a detailed response with examples, I was able to recognize my errors. I was not analyzing the content of the objective closely enough. Dr. Manning’s’ suggestion for delineating condition and degree by thinking about How and How Well was helpful in making the distinction for me. I also realized I needed to recognize if the behavior aligned with the degree. It was this component that I want looking at closely enough. After refining my understanding of my short falls I was successful with the mastery quiz. I felt the self-correcting nature of the mastery quiz and being able to take it with multiple attempts, helped guide my learning. When I teach an online class, I will implement this component. The exclusion of a one-and-done approach allows the student to learn the content instead of being consumed that they only have one opportunity to clarify their knowledge.
Another component that I have found to be effective within an online class in the manner in which feedback was provided for Form 6. I received a video that included Dr. Manning discussing my artifact, highlighting key points, and showing me where my thinking was correct. This was the most effective means in which I have ever been provided feedback in an online course (next to the mastery quiz). I thought the voice component created a connection between the instructor and myself. I also didn’t have to read more information on a computer screen. As there is so much to read in the class, along with the discussion posts, it was a nice vehicle to listen and watch. I immediately thought how this could be applied in a classroom as well. It would be great to be able to “show” students instead of just write a comment on the paper. This also allows the teacher a quicker response as writing takes more time than talking. I would like to research exactly how or what program was used to provide feedback in the manner.
Module 3 (Posted May 24, 2015)
Each week our instructor has used a variety of methods to deliver information and feedback to the class as a whole, as well as with individual feedback. Last week the introduction was a video, this week an avatar animated recording. I am learning more by the modeling of the course material delivery at this point. I am generating ideas how I would like to incorporate some of these same practices into my online course. Our weekly mastery quiz was a feedback survey for the students to offer opinions of the course. This was a great idea also.
I am having difficulty with two components. One, the discussion posts are consuming a lot of my time that I would prefer to work on the week’s activity. My instructor has offered me feedback to pair back my posts as they are lengthy. Unfortunately, writing articulately and succinctly is my weakness. I am comforted by her permission to pair back, but struggle with the skills to do so. I have not felt I have created a connection with my peers through the discussions. Though they pose great points, I don’t feel a desire to respond in an intellectual written conversation. I believe this is my learning preference rising here.
Secondly, the course topic I have chosen is one in which I am not a subject matter expert nor am I in a classroom at this point with access to materials. I find this to be difficult to design a course in which you have no materials and are not an expert in. The concept is great but in my instance, it would be more effective if I had a template course (F2F) to work from to revise. I feel I am creating from the ground up so not only and I trying to learn to deliver content in an online format, I am trying to learn the content simultaneously. This has been a huge disadvantage for me.
Module 4 (Posted May 31, 2015)
I really enjoyed the partner collaboration this week. We actually decided to have a 10 minute phone conversation prior to viewing each other’s artifacts. I felt that the phone conversation increased a personal connection as well as I had a very good grasp on what Tricia’s goals for the class were. I believe having an actual dialogue instead of just reading words increased the personalization. I am looking forward to working with her more and now I don’t feel as I would feel bothered to communicate by words with her. This component really made a difference in the class for me for motivation of collaboration. I also enjoyed reviewing her website and artifacts. I learn more from what others do than say so visually see their artifacts helped me critique my own. I am realizing that I need to have other types of communication with my peers besides the written word. Even in an online class, I think a skype session would be so beneficial for members.
This week I used backwards design to create assessments and activities that aligned with my objectives. Using Horton’s Absorb, Do, and Connect was pivotal in my selection process as it assisted me in delineating what activities I was choosing and for was purpose.
I have realized within this module the purpose and effectiveness of using backwards design for creating courses. The process assists in maintain alignment which is key to encourage student learning and engagement. I have also now experienced the difficulty in creating a course if you are not the subject matter expert, unless you are working alongside the person who is the expert. One really needs to understand all of the content being taught to be able to select assessments an activities to align with the overall concepts.
The development of the alignment chart and the backwards design process can be extended to F2F professional development trainings, presentations, and in-seat lessons. The concept is structured to be flexible for content but rigid in process to assure alignment remains.
I am still struggling with the amount of posting that is transpiring within the class. Though I am learning through reading and responding, I am feeling so much time is taken to writing the responses it is beginning to impact my attention and interest. I do like the conversations with a single partner as it is helping me make a personal connection with the person themselves and not just responding to a masked individual. My online class will have reduced posting assignments and communication will be narrowed to small groups or pairs. I will also encourage communication outside of class through a Skype session or phone call between members to further encourage a feeling of connectedness.
Module 5 (Posted June 7, 2015)
Once again, I enjoyed the discussion post topic as we shared our syllabus with our peers and received feedback. What is useful to me is being able to view others work and being offered different perspectives on how to adapt the lesson. It helps me generate further ideas of expanding my own thought processes. The feedback I received was kind but I didn’t find that I received any feedback to better my product. It was a fine line between peers being respectful and nice but not offering constructive feedback. I took most of my time working on my course activities. Though this was the most challenging aspect of the class thus far, it was an incredible learning experience. Not having an actual class or having current materials on hand the creating process is daunting as I have had to create everything from scratch. I see the value, again, in a collaborative team effort for instructional design courses.
This week I created a graphic syllabus. I wanted to use Pictochart but I didn’t want to pay the premium fee. I reverted to using PowerPoint due the free access and availability of smart art. I did push the design further than anticipated as I wanted the hyperlinks to work as a pdf file and not a PowerPoint. Therefore I moved the design into Publisher and created the hyperlinks there. I am pleased with the artifact.
I was surprised that it was more challenging than expected to break down the syllabus into key point for each module. The process encouraged me to think critically about what were the key points needed to be addressed in each module. I am now aware how this process will keep alignment with content and assessments.
During this module, I learned that I need to learn about other free online resources to assist in making e-learning interactive activities. My current knowledge is limited. I am also noticing I need to find a balance in development materials that are functional and aesthetically pleasing but to not spend as much time on them. I am spending just as much time in the graphic design process as I am in the instructional design and it has become overwhelming to me.
The development of the PowerPoint interactive simulation activity and the syllabus both were very beneficial. Both projects pressed my skills in the program. I was confronted with many obstacles, especially the simulation activity and difficulty with the macros, however, I have a stronger range of skills in the program now that I have created the artifacts. This knowledge will be applicable in presentation, professional developments training and the creation of additional artifacts for learning. I was an active member of the group this week, mostly sharing my design expertise. I think it would be nice to try to collaborate or receive feedback through a group document such as slide share or some other method than posting to a discussion board.
Module 6 (Posted June 14, 2015)
This week was the most challenging in the course thus far, yet also the most rewarding. I have been creating my activities and have encountered some technological issues with one of them. I have learned that PowerPoint show presentations that are embedded with macros, do not work within google docs. These macros also act indifferently when played within different versions such as 2007, 2010, and 2013.
I continue to struggle with limited knowledge or access to free resources that I can customize. In our weekly discussions many talked about having a personal touch/feel to your class and activities. I do agree and that is one reason I would like to expand my resources knowledge. In speaking with Dr. Manning she suggested I check into Smart Builder. I am so pleased for the recommendation and I created two additional activities using the program. It used HTML so incompatibility is a non-issue and I can customize many types of templates and activities.
The activity for searching to identify and locate learning objectives was helpful in locating resources through the links provided in class. These have been bookmarked as they are invaluable resources I can continue to use. My only wish for this module was that the building of our activities were one module instead of needing to be completed above and beyond the class. The development time do create activities is immense and I now understand the purpose and reliance many have with open-source documents.
Module 7 (Posted June 16, 2015)
The course is moving away from the instructional design process and shifting towards an evaluative process. I have been introduced to four rubrics for evaluating an online course. This week’s activity was very interesting as I was able to view a plethora of course designs to identify how the practices and processes we have been learning about within this course it apparent in other courses. The rubrics offered a great tool to be able to use for self-reflection within the course that I am designing. It assists to ensure key components are present and to what degree of quality. This reference tool will be yet another item I will retain as I create professional development courses in the future.
I have fine-tuned my portfolio and I am pleased with my documentation. I am excited to offer my final artifacts to be implemented in the school so I have determine their level of effectiveness with meeting the objectives that have been aligned with. I reflect back to the first day of this class and realize how little I knew about instructional design. I believe I have developed a foundation of understanding and can use the tools and resources I have learned within this class to develop effective courses. I also have come to learn that I find great satisfaction and joy from course development, meaning creating the actual artifacts and process of the class. My only hope is that in the future I can collaborate with subject matter experts through the process instead of being both the designer and developer.
Module 8 (Posted June 25, 2015)
Before this course, Universal Design for Learning (UDL) has always seemed to be categorized or grouped into the “differentiation” of learning. However, though that is partially correct, UDL is a process that embeds differentiation within the learning activities and processes. It is not an add on or supplemental inclusion or accommodation but more so a framework or template that builds differentiation into every aspect of the course so adds on may no longer be required.
Secondly, it has been surprising to learn and understand how each of the networks in the brain play a role within the UDL framework and when developing course content the level of importance to consider those networks and how they impact the acquisition of knowledge, expression of understanding and engagement.
Third, I didn’t realize how simple it was to create a voice recording using Vocaroo. It was so much fun I am looking forward to finding creative ways to incorporate it into my future classes. Being provided the challenge of creating an audio recording, though simple now that is has been completed, was uncomfortable for me. I am appreciative of having the experience to complete this task as well as have enjoyed it so much I can’t believe I had reservations. It is the perfect example for how multiple means of expression can further support engagement and learning.
Fourth, I have been astounded by the resource links that are provided on the UDL website. In my quest for creating appropriate activities for my online course, I have become frustrated with my limited knowledge of locating resources to use. The UDL website lists resources aligned with each principle which will be advantageous and valuable as I continue to grow as an online educator.
The UDL self-study site was an effective resources for furthering my understanding and knowledge of UDL. The progression of content within each module was chunked to allow time for discovery and practice. I dedicated a minimum of 2 hours per module with some being more as I found myself immersed in the activity, reviewing of materials or returning the next day to refine my entries prior to submission.
I have never participated in backwards design of a unit to the extent that I have for this course. Most of the curriculum I has used has already had a framework in place. However, I have been afforded the most wonderful experience in creating a unit from start to finish. The course alignment chart, in my opinion, is where it all began to come together and I personally believe is the backbone for the design process. I found that assignment challenging but in the same aspect one of the most rewarding because when it was completed I had a very clearly articulated process and understanding the course modules and the progression of learning I was intending for the student.
In summation, I have been enlightened to realize the intensive and purposeful planning and time commitment necessary to develop courses and activities that follow brain-based neural networks, UDL principles, absorb-do-connect models, and chunking of information throughout a backwards design process to ensure the accessibility of learning content for all students, including students with disabilities, is addressed within digital instructional materials.
Citation:
Riener, C., & Willingham, D. (2010, September/October). The Myth of Learning Styles. Change. Retrieved from http://www.changemag.org/archives/back%20issues/september-october%202010/the-myth-of-learning-full.html on May 5, 2015.