Principles, theories and models standard
def. Understand many theories and models, choose from among them appropriately, and apply them effectively.
Artifacts from EdTech 671: Learning Environment Design
Reflection
Course: 671 Learning Environment Design
Purpose: Develop a small e-learning object on typography that is frame based, SCORM compliment and web accessible.
Situation: After identifying an appropriate topic (introduction to typography principles for high school graphic design students) I developed a goal and outcome statements. From these statements nine practice items and three test items were developed. I had to determine which model of content delivery would be most effective for the subject and the audience I was designing this tutorial for. Once I determined where to apply each model, I used Flash t create a 50+ frame series of instruction and interactive quiz items. The learning object was test by two high students (the target audience), one classmate and one adult. Based on these observations, I revised the material and made the module accessible and SCORM compliant before posting it online. Since I developed this module I have used it in my Graphic Design class and am now working on developing more to use within my classroom.What problem(s) or opportunities arose as you were developing this artifact?
There were two areas in which I struggled- deciding on the scope of the topic and which single theoretical model that would work best to guide my design.
Scope: My initial thoughts for the tutorial involved teaching some typographical basics to my introductory graphic design students (including everything from the history of writing, the six major type categories, basic heuristics for when and why to use certain type, and how designers can use type to create contrast in their design pieces). I scaled this material down to focus on the just the major type categories and their similarities and distinctions. This revised information was rich with possible content however I still struggled with ways to quickly give the students a contextual basis for this information.
Models: We were presented with two primary methods to structure individual frame based instruction: Crowder and Skinner. While both have clear objectives and require input from the learner, the Skinner Programmed Learning method involved providing practice and feedback after only a few slides/screens of information. With Crowder's method there was an allowance for longer passages of information before requiring learner response and feedback. I saw the value in both methods and struggled with deciding on a single approach to use.What did you learn from engaging that problem or opportunity, and how do you hope to apply in the future the experience you gained?
For the scoping problem I finally decided it was necessary to give more of a historical perspective on the origins of typography before getting too deeply into their distinctions and variations. This revised scoping helped me focus on developing the foundational knowledge I felt my students needed before getting into the “nuts and bolts” of the letterform construction.I don't believe in restricting instructional design to only one method. The value and appropriateness of the methodology is dependant on the level of the learner and the intended outcome and use of the material. I decided on a blending of these two approaches. In certain areas of the tutorial where memorization was key, I focused on using the Skinner method but in areas of knowledge where I want the students to have a basic familiarity with the information I used the Crowder approach. I believe this amalgamation ultimately works better than sticking to a single method.
What does this work demonstrate about you and your capabilities?
I have continually struggled with scaling down the scope of my projects. I have a tendency to put in more effort and time than required. While this can be a valuable asset, it also has its disadvantages (i.e. burn out, angry wife, neglected dog). Although I am often too eager to solve all of the informational gaps that exist in a topic, this work (as well as all of my projects) demonstrates the passion and effort that I throw into all of the work that I do.The other major element I learned that I will carry with me into my instructional design career is the value of prototyping. I feel that the prototyping and revisions made based on these tests demonstrate my strong desire to produce products that suit the actual learning needs and level of the target audience.
What did completing this work teach you about yourself within the field of educational technology?
Although I initially struggled with deciding on which theoretical theory to use I'm thankful that I have been exposed to a variety from which to choose from. While I don’t believe in one-size fits all instructional design schools of thought, I do see the value of programmed learning and variations in theory. For instruction where memorization is important, I found the Skinner Programmed Learning method would be more appropriate and educationally sound. For a more heuristic based level of understand the Crowder or CDT method could be used. For more complex material I believe that programmed learning could be used to build foundational knowledge before moving onto the more complex and higher order thinking skills that could be accessed with CDT. This project helped to solidify my belief that a blending of theories and delivery methods ultimate can produce the best and most adaptable learning outcomes.