As we continue to delve further into instructional design and technology, I have come to understand how to properly develop an assessment that applies to the job, as well as different types of learning and developing instructional strategies based on the learning environment. There are a lot more intricacies in designing than I initially thought. Our readings so far have made me rethink and look deeper into course design.
My expectations for our continued reading, based on the titles, were to learn more about the process of instructional design and look at the other points of The Essential Triangle of Instructional Design. I had an idea of the different types of assessments that could be conducted, but Cennamo and Kalk go into much further detail on how to use the assessments and what kind of outcomes they’d be best used for. I did find the elements of activities to be very informative. It broadened my mind as to what’s entailed with the tasks at each phase.
While reading, I learned how to improve planning out my instruction based on the three learning theories. Behaviorism, cognitivism, and constructivism. Behaviorism relates more to learning through reinforcing desired feedback. Cognitivism is learning that involves storing new information with prior knowledge that is relatable. While constructivism is learning based on observation and the world around you, these three learning theories don’t always get equal use. However, most can agree on what effective learning experiences should do for a learner. My understanding of learning experiences is that it translates to learning events. Building out a learning events table can show the activities associated with each event, while also using the three learning theories. There are six learning events, and they can be used in any order depending on the outcome. I found the descriptions of each learning event to be very helpful in my understanding of how each event worked and what was entailed with them. For example, the first learning event is to focus on goals. The activities involved in this event would include asking questions, sparking interest, pre-testing, an explanation as to the specific goals of the instruction, and more. The event, focus on goals, is the event as an instructional designer where you have to get the learner to want to learn about the topic of instruction.
Along with planning learning events, I have learned how to strategize and deliver my instruction. I found that the different types of delivery were ones that I had used in several classes before, such as synchronous, asynchronous, distance learning, face-to-face learning, and blended learning. One delivery method I didn’t think to consider was chunking, where you use a set of topics that go together. The best way the chunking method works is to have an idea of the learners’ prior knowledge and the complexity of the issue.
I have concluded that every part of the instructional design process that you chose to use is essential in designing the most effective instruction. As you move further into your process as an instructional designer, it’s critical to keep asking yourself questions and re-evaluating or assessing the information you have gathered. The Instructional design process continues to build upon itself, and there are specific steps one can follow to provide an effective learning experience.
Cennamon, K., & Kalk, D. (2019). Real world instructional design: an iterative approach to designing learning experiences (Second). New York: Routledge.
Carliner, S., & Driscoll, M. (2019). An overview of training and development: why training matters. Lakewood Media Group.