What have you learned this semester about instructional design and development? What about process? What else?
To quote the book, “instructional design stripped to its basics is simply a process for helping you to create effective training in an efficient manner.” (Piskuck, 1) When following the process, it allows designers to “ask the right questions, make the right decisions, and produce a product that is as useful and useable.” (Piskuck, 1) It seems so simple from this definition.
When actually doing instructional design, I learned that the process requires a lot of patience. You have to do things in a way that goes around the client’s schedule rather than your own. I have learned how iterative the process is. It is amazing how many times you have to test your product before it is ready for prime time. Feedback usually is pretty good. But sometimes you get contradictory feedback from different people. Sometimes the feedback is well beyond the scope of your project. I have learned to be very tactful when receiving advice.
I know it was very difficult to actually have a partner for this project, but I am curious to see how doing instructional design with a team might be like. Working by myself forced me to be more disciplined and organized with is something useful for the future. However, I think I would enjoy this much more with someone to share ideas with and to help me focus.
Also, what did you learn from the Evaluation of the product? What would you do differently next time? How much did you learn from the process and evaluation that will make you a better future instructional designer?
I, unfortunately, did not get to do a true evaluation for my project because none of the projects would have been implemented until after the class was over. Reading what other people have done, I saw how designers have to adjust when things don’t work out. Evaluation seems difficult to plan in some circumstances. As a science teacher, I am particularly good at seeing the flaws in studies. Did my survey really prove that my intervention was successful?
While I don’t plan to become a professional instructional designer, I do plan to be more systematic with my teaching. Often, I get lazy just using PowerPoints provided by the district. I do feel as a teacher, I can move away from pure lecture, and more toward technical solutions as seen with instructional design. I have a stronger appreciation for the curriculum writers at my school, and I understand the importance of following learning targets.
In the end, this class taught me to be more thoughtful with my teaching. I have learned to appreciate good training versus poor training. Because I picked topics that were not traditional lessons in the classroom, I feel I have better feel for the learning in general.
Piskurich, George M.. Rapid Instructional Design: Learning ID Fast and Right. Wiley. Kindle Edition.
To quote the book, “instructional design stripped to its basics is simply a process for helping you to create effective training in an efficient manner.” (Piskuck, 1) When following the process, it allows designers to “ask the right questions, make the right decisions, and produce a product that is as useful and useable.” (Piskuck, 1) It seems so simple from this definition.
When actually doing instructional design, I learned that the process requires a lot of patience. You have to do things in a way that goes around the client’s schedule rather than your own. I have learned how iterative the process is. It is amazing how many times you have to test your product before it is ready for prime time. Feedback usually is pretty good. But sometimes you get contradictory feedback from different people. Sometimes the feedback is well beyond the scope of your project. I have learned to be very tactful when receiving advice.
I know it was very difficult to actually have a partner for this project, but I am curious to see how doing instructional design with a team might be like. Working by myself forced me to be more disciplined and organized with is something useful for the future. However, I think I would enjoy this much more with someone to share ideas with and to help me focus.
Also, what did you learn from the Evaluation of the product? What would you do differently next time? How much did you learn from the process and evaluation that will make you a better future instructional designer?
I, unfortunately, did not get to do a true evaluation for my project because none of the projects would have been implemented until after the class was over. Reading what other people have done, I saw how designers have to adjust when things don’t work out. Evaluation seems difficult to plan in some circumstances. As a science teacher, I am particularly good at seeing the flaws in studies. Did my survey really prove that my intervention was successful?
While I don’t plan to become a professional instructional designer, I do plan to be more systematic with my teaching. Often, I get lazy just using PowerPoints provided by the district. I do feel as a teacher, I can move away from pure lecture, and more toward technical solutions as seen with instructional design. I have a stronger appreciation for the curriculum writers at my school, and I understand the importance of following learning targets.
In the end, this class taught me to be more thoughtful with my teaching. I have learned to appreciate good training versus poor training. Because I picked topics that were not traditional lessons in the classroom, I feel I have better feel for the learning in general.
Piskurich, George M.. Rapid Instructional Design: Learning ID Fast and Right. Wiley. Kindle Edition.
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