From morguefile.com |
Integration of Instructional Design and Information
Monday, June 17, 2013
Assessing Assessments and Constructing Them in Constructivism
Wednesday, June 12, 2013
Keeping it Real with NTeQ
The ten components of NTeQ Instructional Design for Information Technology allow the teacher to integrate technology using either a cognitive or constructive approach to learning. The components instruct the teacher to specifically consider how he/she will integrate the technology depending on the specified objectives, along with practical considerations, such as the learning environment, availability of technology, time constraints and class composition. How the teacher designs the instruction using this model will play a large part in determining the learning approach.
Monday, June 3, 2013
Rapidly Considering IT in ID Models
From morguefile.com |
- Analysis or learners' needs and skills
- Determining objectives/goals
- Selection of resources and materials
- Creating a roadmap, blueprint (the essential design)
- Developing a prototype
- Implementation
- User feedback
- Evaluation - formative and/or summative
- Possible revisions
Wednesday, May 29, 2013
Assumptions, Coexistence, Learning Theories, Rapid Prototyping, Technology and Instructional Design
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Wednesday, May 22, 2013
Applying Learning Theories to Application Software
When I think of application software, I keep returning to a paragraph in the article "Learning with Technology: Using Computers as Cognitive Tools" which describes the technologies "given to learners to use as media for representing and expressing what they know." Jonassen and Reeves continue by describing the learners as functioning "as designers using technologies as tools for analyzing the world, accessing information, interpreting and organizing their personal knowledge, and representing what they know to others."
This, in a nutshell, is how an educator would approach the use of application software from a constructivist's approach. Granted, a lot of software in the application stream can also be used from a directed instruction approach, but I would agree with Jonassen and Reeves that a directed instruction approach can result in students "failing to perceive the relevance and value of such programs within...their own lives."
Take for example the use of video editing software. There is no doubt that some direct instruct is most likely required for students to become familiar with how the software works before they might engage in a constructivist activity. However, I am always amazed with how quickly most students are able to figure out how an application software operates.
This, in a nutshell, is how an educator would approach the use of application software from a constructivist's approach. Granted, a lot of software in the application stream can also be used from a directed instruction approach, but I would agree with Jonassen and Reeves that a directed instruction approach can result in students "failing to perceive the relevance and value of such programs within...their own lives."
Take for example the use of video editing software. There is no doubt that some direct instruct is most likely required for students to become familiar with how the software works before they might engage in a constructivist activity. However, I am always amazed with how quickly most students are able to figure out how an application software operates.
Thursday, May 16, 2013
Flexible Mind-Melding with Mind Tools
Photo from morguefile.com |
Wednesday, May 8, 2013
Media, Messages and Grammar Rules
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