Instructional Design Models

There are basic elements found in all of the traditional Instructional Design models. These would be analysis, strategy, evaluation, and revision. In each of the models, the elements might occur in a different order or under a different name, but they are still there. There is always some type of analysis which might include stating goals or objectives and identifying the learners. Then there is a strategy which includes developing the materials, selecting media, and implementing the tasks. Next comes evaluation which includes measuring learners’ accomplishments, formative, and summative evaluations. Finally, there is some type of revision where reflection happens to see how the process could be made better.

Examples of instruction, materials, and curriculum that best fits with each model:

I tried to think of all of these models in reference to schools I have worked in and where they would fit best in those areas.

Dick and Carey-
The Dick and Carey model seems to fit with a school that would be trying to achieve a specific long-term goal. The example I thought of was when I taught in Houston we were always trying to improve our scores on the Texas skills tests. We had set goals to achieve and we analyzed our students for their strengths and weaknesses. We developed objectives and strategies to improve their skills. Along the way, we would do various assessments and revise our instruction based on those results. Then there were formal evaluations as well.

Big 8-
This model seems to fit with someone coming in to teach a specific lesson maybe as a one-time lesson. For example, maybe a school nurse coming in to teach a health lesson. In the Big 8 model, there needs to be specific concepts and objectives identified. Then the activity and media are chosen. The lesson is presented and an evaluation is given. The reason why I think this would be different than a regular lesson by a classroom teacher is because there isn’t as much thought given to the learners and their specific needs. Also, there isn’t really any reflection at the end to make adjustments for improving the lesson. There also doesn’t seem to be as much emphasis on making the learners active and involved.

ASSURE-
I think that this model most closely fits with classroom teaching. Good teachers are hopefully doing all of the parts of this model for their daily lessons. Each class period, they analyze their learners based on all of the knowledge they have about their students. Then they have to state clear objectives they want to cover in each lesson. Next, teachers would select materials and supplies that would be best suited for their students and their specific objectives. Hopefully they have previewed and practiced with the materials they will be using. By doing this, they can have active learners who discuss, ask questions, work in groups, etc. All good teachers have some sort of evaluation at the end whether it is a formal one or an informal one. Lastly, after a lesson, teachers go back and reflect on what went well or what could be improved upon.

Complete Instructional Design Plan-
This model seemed to fit with a specific unit being taught in a classroom. For example, it might be a math unit on fractions or a social studies unit on the Civil War. There would probably be a pretest given to assess prior knowledge. Based on that information, objectives and goals would be established with thought given to any state goals. Teachers would then collect resources and start planning appropriate activities. As the instructional activities are being planned, evaluation is also being considered to fit with the chosen objectives. At the end of the unit, an evaluation is given to see that the unit’s goals were achieved by the learners. Teachers would also revise activities along the way and afterwards to make the unit more successful.

ADDIE-
I had a difficult time with this one because it seems more geared toward the corporate world than the educational world. This could possibly fit in at a graduate level or maybe in teacher training. This might work well if teachers needed to learn a specific skill or were getting updated on software. It first looks at the learners’ current skills. Then a program and activities are developed to address those specific needs. There is an evaluation done at the end of the session with feedback given about its effectiveness. This reminds me of training that we did at the end of the school year on new software programs that were being added to our computers.

Definition of Instructional Technology based on definitions of media and technology

Given your definitions of Technology and Media, define Instructional Technology:

Our group came up with the following definitions for media and technology:

Media is a source of information or a way to carry that information which is designed for a specific audience. Educational examples of media include videos, software, the Internet, etc.

Technology is used in the process of retrieving media and information. Tools that could be considered technology in education include computers, multimedia projectors, iPods, etc.

Based on these definitions, instructional technology is using these resources listed above to help educate students. Instructional technology is using all sorts of tools including computers, software, videos, multimedia, etc. to help students learn. Because media is the way that the information is carried, that would be the tools teachers use. Technology would be the items that both students and teachers use to further their learning. There is design and development involved in these as well. Instructional technology includes all aspects of media and technology related to education. In the definition of technology given in class by Dr. Hargrave, she mentioned that technology is, “a process or way of doing things and products to make life better.” This applies to instructional technology because it is the process of using these new tools to further education. It also adds to the school experience and makes the progression of learning even better and more productive.

Blogspot: What are the similarities and differences between visual literacy and media literacy?

According to Wikipedia, “visual literacy is the ability to interpret, negotiate, and make meaning from information presented in the form of an image. Visual literacy is based on the idea that pictures can be “read” and that meaning can be communicated through a process of reading.” In the article, “The Changing Nature and Uses of Media Literacy,” media literacy is defined as the ability to access, analyze, evaluate, and create messages across a variety of contexts. These two concepts are related because they both have to do with things in a visual nature. In both types of literacy, there is some type of message trying to be conveyed.
Although these two have some similarities, media literacy involves a more active and engaged role. Visual literacy seems to be more of a static idea where an image is interpreted and understood, but higher level thinking skills aren’t utilized as much. In the article, “Media Literacy-A National Priority for a Changing World,” the authors bring up the idea that media literacy, “is needed now, urgently, to assure that our citizens are equipped to make the decisions and contributions a global economy and global culture demand of them.” This is showing that media literacy encompasses much more than just a visual image. Media literacy can include all types of systems to convey a message including oral, verbal, etc. Media literacy is much more involved and makes students more active and engaged learners. While visual literacy might include all types of visual materials and audiovisual tools, media literacy would include that and also more technological tools. Media literacy is an important part of education and will continue to be an evolving and changing concept.

How the theories that support IT fit with the theories of education

After reading and learning about the theories that support instructional technology and the theories of education, this is where I believe they best fit together.

*Communication Theory- This theory focus on messages and a delivery between a sender and a receiver. I believe this fits with reconstructionism. In that theory of education, both students and teachers are part of the learning process. The communication theory involves both sides as well. There has to be interaction between each side and this could be done with good communication.

*Behaviorism- In behaviorism, educators are looking for specific mastery of skills and measurable results. This seems to fit with the theory of essentialism. Essentialism is focused on students achieving knowledge and solving problems. Both of these theories are looking for an outcome that can be taught and then tested in some way to see that the education was attained.

*Constructivism- This theory is focused on students being active participants in their education. They are supposed to be the ones working cooperatively with each other. The teacher's role is one that is more of a guide in the student's education than completely being a formal instructor. This relates well to the progressive theory of education. In progressivism, assignments are more project related and the student has a much more active role in his/her education. Unlike behaviorism, there is more focus on the actual activities and learning process instead of the measured outcome.

*Systems Theory- I had a tough time trying to fit this theory into a specific theory of education, but I would say the one that it most relates to is perennialism. Both of these theories seem to focus on education as a whole and that intellect is most important. The world is looked at in its entirety. Students and teachers are trying to find truth and have a disciplined approach.

Intro to CI501

Hi! My name is Kristin Jorgensen and I am currently enrolled in CI501. I am a fifth grade teacher in Chicago, IL. I teach at an independent Catholic school. I teach in a school that has single sex eduation so most of my day is spent teaching girls in all subject areas; math, language arts, and social studies. I teach one section of all boys social studies also. I have been teaching for 8 years at my current school. Before that, I taught 4 years in Houston, TX and one year in St. John, USVI.
I am starting this masters program because I thought the subject matter sounded interesting and I wanted to pursue a graduate degree. Also, I found the idea of completing my graduate degree in a distance learning intriguing. My goals for this particular class are to become more familiar with various types of technology, be able to share my knowledge with my students in the fall, and learn more about instructional technology in general. Since this is my first graduate class, I also am looking forward to meeting the professors and fellow students. I think this course will be quite challenging and I hope that I can be successful at it.
I am supposed to discuss a unique characteristic I have. I am having a difficult time coming up with something extremely unique about myself, but I guess one thing that might be different about me is that I am a female who really enjoys sports. I played softball growing up- although I'm not very talented at a lot of sports, I really enjoy watching them and I enjoy coaching. I love going to Cubs games. If I can catch a Cyclone game on TV, that is always a plus. Not only do I like watching sports, but I'm pretty well versed in the aspects of most sports; rules, players, etc. Particularly, I enjoy college sports like football and basketball, but I also like pro baseball and football. So when I do attend a game, I not only enjoy the atmosphere, but I also can follow the action. Not the most unique or interesting trait, but something that is a part of me.