Coming into this semester you had thoughts about what instructional design was. Through this semester you have learned a lot and participated in a lot of different activities. What has been your largest take away this semester? What topics do you wish had been covered that weren't?
I know a lot of this entry is repeats some of my thoughts of some of the earlier entries. Coming into this class, my vague conception of instructional design was that it was a carrier where people work as trainers for corporations. I knew that photoshop/illustrator was a major part of it, and so was programming. And yes, those were true statements. This class taught me the depth of the profession and how systematic the profession really is.
I really enjoyed the Romiszowski paper where it discussed how education is about trying to give people a broad view of learning. However, training requires people to be very focused. As a teacher, I do feel like I can go down many “rabbit holes”. When applying for a digital learning specialist position, I now appreciate the quote more.
I also like how the course teaches us to think about the mode of instruction first. As a teacher, I sometimes try to fit a lecture into a topic that could best be taught in a different way. Often the best way to accomplish something is to create a website or a how-to-guide.
The analysis section of the course was very useful. I particularly found how the book encouraged probing questions when trying to determine need. Rather than asking a group “what are your training needs you can ask a question “on the lines of “What organizational . . . business problems are critical to you and your staff and the moment’” (Piskuich, 18) . I had a training at work where the people sent surveys to determine what we wanted. The training was great, but it wasn’t actually what we needed.
If I were to add something to this course, I would have added a “how to find a client” paper. It was hard to explain to people what I needed. Also, I have been looking through the readings, but I can’t find it. I remember something about how instructional design started with the military. We wanted to train pilots as fast as possible during WWII. Therefore, we wanted to determine what was useful, and what was a waste of time to teach pilots. I whole paper on just that process would have been something I really would have enjoyed. I did find the paranormal videos a bit of a waste of time. Some of the articles were a bit old. However, it was a good course overall.
Piskurich, George M.. Rapid Instructional Design: Learning ID Fast and Right (p. 19). Wiley. Kindle Edition.
Romiszowski, Alexander. (1981). Designing Instructional Systems. New York: Nichols. Chapters 1, 2 and 9.
I know a lot of this entry is repeats some of my thoughts of some of the earlier entries. Coming into this class, my vague conception of instructional design was that it was a carrier where people work as trainers for corporations. I knew that photoshop/illustrator was a major part of it, and so was programming. And yes, those were true statements. This class taught me the depth of the profession and how systematic the profession really is.
I really enjoyed the Romiszowski paper where it discussed how education is about trying to give people a broad view of learning. However, training requires people to be very focused. As a teacher, I do feel like I can go down many “rabbit holes”. When applying for a digital learning specialist position, I now appreciate the quote more.
I also like how the course teaches us to think about the mode of instruction first. As a teacher, I sometimes try to fit a lecture into a topic that could best be taught in a different way. Often the best way to accomplish something is to create a website or a how-to-guide.
The analysis section of the course was very useful. I particularly found how the book encouraged probing questions when trying to determine need. Rather than asking a group “what are your training needs you can ask a question “on the lines of “What organizational . . . business problems are critical to you and your staff and the moment’” (Piskuich, 18) . I had a training at work where the people sent surveys to determine what we wanted. The training was great, but it wasn’t actually what we needed.
If I were to add something to this course, I would have added a “how to find a client” paper. It was hard to explain to people what I needed. Also, I have been looking through the readings, but I can’t find it. I remember something about how instructional design started with the military. We wanted to train pilots as fast as possible during WWII. Therefore, we wanted to determine what was useful, and what was a waste of time to teach pilots. I whole paper on just that process would have been something I really would have enjoyed. I did find the paranormal videos a bit of a waste of time. Some of the articles were a bit old. However, it was a good course overall.
Piskurich, George M.. Rapid Instructional Design: Learning ID Fast and Right (p. 19). Wiley. Kindle Edition.
Romiszowski, Alexander. (1981). Designing Instructional Systems. New York: Nichols. Chapters 1, 2 and 9.
Comments
Post a Comment