503 Post Card Reading Quiz.pdf

7/28/2019 503 Post Card Reading Quiz.pdf

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Post Card Reading Quiz

Jennifer Anderson

EdTech 503-4173


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Table of ContentsSlide 3 History of Instructional Design (ID) VisualSlide 4 History of ID Content

Slide 5 Definition of ID VisualSlide 6 Definition of ID ContentSlide 7 Systematic VisualSlide 8 Systematic ContentSlide 9 Guiding Models VisualSlide 10 Guiding Models Content

Slide 11 Constructivism VisualSlide 12 Constructivism ContentSlide 13 Empiricism VisualSlide 14 Empiricism ContentSlide 15 Behaviorism VisualSlide 16 Behaviorism ContentSlide 17 Information Processing Theory VisualSlide 18 Information Processing Theory ContentSlide 19 Educational Technology VisualSlide 20 Educational Technology ContentSlide 21 Content Resources

Slide 22 Picture Resources


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History of Instructional DesignThe history of instructional design goes back to World War II when the military usedinstructional design models to create training programs. This was done to eliminate

individuals unfit for a specific job before testing was even done, allowing more to pass thetraining once they were admitted (Smith & Ragan, 2005). Cognitive psychology played alarge role in the development and history of ID by providing a systematic approach basedon principles from Benjamin Bloom, B.F. Skinner, and a number of other cognitive andbehavioral psychologists (Instructional Design Central, 2011). Further development of IDhas been impacted by criteria-referenced testing, types of learning, constructivism,

microcomputers, and the internet. Currently, there has been a shift or an "extension of ourthinking about ID", as stated within Gustafson and Branch's (2002) book "Survey ofInstructional Development Models". New tools, technology, and ideas have been createdand the field of ID will adjust with them.Tree rings are a metaphor for the history of instructional design. Rings can tell you how olda tree is and the conditions it has been through along the way. This represents the history

of instructional design and the different conditions that have shaped the field of instructionaldesign.

Image found at http://bit.ly/qajkZt


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Definition of Instructional Design

I believe instructional design is the creation of various media, used foreducational purposes, developed through a systematic approach that identifiesand addresses learners needs, clearly defined goals, and objectives.

The spider web is a metaphor for the process of instructional design. The stepsof instructional design are intertwined or interrelated (Smith & Ragan, 2005).

The steps of instructional design can occur at the same time, and over and overuntil the final project is perfect. The spider web displays the interrelatedness ofthe field and the strive for perfection.

Image found at http://bit.ly/o8jwpM


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Notion of systematic

I feel systematic means to follow a defined, organized set of steps leading to apredetermined outcome. A systematic process is assessed frequently and atevery step along the way. Instructional design implements a systematicapproach to meet specific goals. It allows the ID to follow a predetermined setof steps to help accomplish the defined goals. A systematic approach

"supports effective, efficient, and appealing instruction" (Smith & Ragan, 2005).

I chose the picture of a Tetris game because it is a great metaphor forsystematic. You cannot win Tetris without a systematic approach. You mustthink about your next few steps before you have all of the pieces. During thegame you must constantly reassess your state and determine the next best

approach.

Image found at http://bit.ly/oqfmb6


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Guiding Models

Guiding Models direct the instructional design process. Smith and Ragan (2005) state, "A

model, as exemplified by instructional design models, is no more than a way to beginthinking and learning about important principles in a relationship that assists their initialcomprehension". There are a variety of models ranging from classroom oriented, productoriented, and systems oriented (Gustafson & Branch, 2002). Instructional designers usemodels in order to narrow down the type of design that may be useful for the particularcontext--classroom, product, or systems. Many models are useful because they include theoverall ID process, allowing designers to address the five major portions to the process:analysis, design, development, implementation, and evaluation (Instructional DesignCentral, 2011). This ensures the designer will not forget a crucial portion of the designprocess. Models also allow designers to address different learners, backgrounds, andcontexts (Gustafson & Branch, 2002).

I chose the picture of two hands as a metaphor for guiding models. The larger hand is

leading the way and showing the other how to do something. This is a metaphor for howguiding models in ID can provide assistance and examples when needed.

Image found at: http://bit.ly/o20ceQ


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Constructivism

Constructivism is the educational philosophy that focuses on students creatingtheir own knowledge by an interaction between experiences and ideas(Wikipedia, 2011). Humans generate knowledge and meaning of theirsurroundings by interacting with it and generating their own beliefs (Smith &Ragan, 2005).

I chose the mime as a metaphor for constructivism because it represents thecreation of your own reality. Mimes create their own reality with theirimaginations and often pull inspiration from the environment.

Image found at: http://bit.ly/oH1RIX


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Empiricism

Empiricism is the educational philosophy that suggests knowledge comes fromsensory experiences. It centers around the idea that our minds are tabula rasaor blank slate, and we have no "innate ideas" at birth (Smith & Ragan, 2005).Rather, knowledge is generated through experimentation. Empiricists are verydata driven and strive to find meaning and evidence through theirexperimentation (Smith & Ragan, 2005).

I chose the blank, white paper because it is a metaphor for what someempiricists believe our minds begin as, blank slates. John Locke used themetaphor white paper--"on which experience leaves marks" (Wikipedia, 2011).

Image found at: http://bit.ly/q9P13a


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Behaviorism

Behaviorism is a learning theory that emphasizes learning by observing. Twopopular views are classical conditioning, introduced by Ivan Pavlov and operantconditioning, introduced by B.F. Skinner. Both center aroundreinforcement. This theory also emphasizes the importance of environment tolearning (Smith & Ragan, 2005). "According to behaviorism, learning has

occurred when learners evidence the appropriate response to a particularstimulus" (Smith & Ragan, 2005).For my metaphor of behaviorism I chose candy. This represents the generic,teacher reinforcement young children receive when they are conditionedthrough behaviorism. When students receive a stimulus they may respond

appropriately and receive positive reinforcement, candy, or respondinappropriately and receive negative reinforcement, such as a scolding.

Image found at: http://bit.ly/pj78Wq


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Information Processing Theory

The information processing learning theory emphasizes the path informationfollows through the brain, or the processing. Models for information processingcompare this to "a series of transformations of information through severaltypes of storage or memory" (Smith & Ragan, 2005). Within the informationprocessing theory, are various forms of memory, information registry andretrieval processes.

My metaphor for the information processing theory is a machine with conveyorbelts. The product, or information, gets altered and transformed as it passesthrough the machine, or brain. If any of it is faulty, damaged, or inappropriateto keep, then it is tossed out, or not stored in long term memory. Some of the

product is used immediately, working memory, while others are stored for lateruse.

Image found at: http://bit.ly/qKK5Y0


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Educational Technologists

Educational technologists, as people, use various technology resources tomeet a defined goal that has an educational purpose. They stay current oneducational philosophies and emerging technologies. They incorporate varioustechnologies into different contexts to allow for enhancement of the learningprocess.

I chose this picture because it represents the goal of an educationaltechnologist. The goal being to use technology in order to help learning. Thetechnology does not have to be a computer, but the ultimate goal should be

enhanced learning, and hopefully interest, with technology.

Image found at: http://bit.ly/rlt8kk


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Content ResourcesGustafson, K.L, & Branch, R.M. (2002). Survey of Instructional Development Modelsed). Syracuse, NY: ERIC Clearinghouse on Information & Technology.Instructional Design Central (2011). History & Timeline of InstructionalDesign. Retrieved from http://www.instructionaldesigncentral.com /htm/IDC_instructionaltechnologytimeline.htm

Instructional Design Central (2011). Instructional Design Models & Theories. Retrieved

http://www.instructionaldesigncentral.com /htm/IDC_instructionaldesignmodels.htmSmith, P.L, & Ragan, T.J. (2005). Instructional Design (3rd ed.). Hoboken, NJ: JohnWiley and Sons Inc.

Wikipedia. (2011). Constructivism (Learning Theory). Retrieved

from http://en.wikipedia.org/wiki/Constructivism_%28learning_theory%29Wikipedia. (2011). Empiricism. Retrieved from http://en.wikipedia.org/wiki/Empiricism


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Picture Resources

Picture 1 Tree Ring. http://bit.ly/qajkZt

Picture 2 Spider Web. http://bit.ly/o8jwpMPicture 3 Tetris. http://bit.ly/oqfmb6Picture 4 Hands. http://bit.ly/o20ceQ

Picture 5 Mime. http://bit.ly/oH1RIX

Picture 6 Paper. http://bit.ly/q9P13a

Picure 7 Candy. http://bit.ly/pj78WqPicture 8 Machine. http://bit.ly/pj78WqPicture 9 Keyboard. http://bit.ly/pj78Wq

503 Post Card Reading Quiz.pdf

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