RSA # 4 Instructional Design

http://www.learningdomain.com/MEdHOME2/BrainCognition/Instruc.Design.Smith.Ragan.pdf

According to Smith and Ragan (1999), Instructional design can be defined as “the systematic and reflective process of translating principles of learning and instruction into plans for instructional materials, activities, information resources and evaluation” (p. 2). In other words, instructional design is taking the learning process and breaking it down into step-by-step parts for teachers to follow.  Smith and Ragan go on to say that there are 3 main questions that need to be answered when designing a lesson: 1.)Where are we going? (What are the goals of instruction?) 2.) How will we get there? (What are the instructional strategies?) 3.) How will we know when we have arrived? (What should the test look like?) (1999).  These main questions are essential to keeping a lesson focused and are important to ensure that learning is happening. 

This week’s current topic of learning is centered around the design of Duffy and McDonald’s Dynamic Instructional Design (DID) model.  In this model, there are six steps that need to be followed when creating a lesson.  Those steps are: know the learner, state the objectives, establish the learning environment, identify teaching and learning strategies, identify technologies, and the assessment (2011).  These steps outline the essential parts of a lesson that should be followed when implementing learning in a classroom. 

These instructional design steps can be used in creating lessons for a third grade class.  First of all, you will need to identify who the learners are.  If a teacher knows whom they are teaching, they can better adjust the lesson to their students’ strengths or weaknesses.  Next, learning objectives need to be determined.  Knowing where you want to go with a lesson will help keep the teachers on tract and the students focused.  Making sure you have the time and resources necessary to complete the task at hand can help establish the learning environment.  When identifying learning strategies, a teacher should focus on a learning method such as Problem-based Learning, Resource-Based Learning, or Inquiry Based Learning to help students gain knowledge in different ways.  Also, when designing a lesson for a classroom, choosing the right technology is important because they can help assist the learning strategy that was chosen.  Finally, and one of the most important parts of instructional design is the assessment.  Knowing how you will assess student learning will help you develop you activities. 

            No matter what type of classroom a teacher may be in, if great attention is given to designing lessons, high achievement is possible.   

Lever-Duffy, J. & McDonald, J. (2011).  Teaching and Learning with Technology (4th     ed.).        Boston: Allyn & Bacon.

Smith, P. L., & Ragan, T. J. (1999). Instructional design (p. 3). New York, NY: Wiley.

RSA # 3 Resource Based Learning

http://web.a.ebscohost.com.cucproxy.cuchicago.edu/ehost/pdfviewer/pdfviewer?vid=22&sid=fddef8f2-db62-4d78-86b8-e71b9b97433e%40sessionmgr4004&hid=4101

Resource-based learning is an educational model where students are engaged in finding information on a topic by using a variety of print and non-print resources (Campbell, Flageolle, Griffith, & Wojcik, 2002).   With this model, students are presented with the different resources that were prepared by the teacher.  Students then select the resources that best help them with their assigned task. 

In the article, “Impacts of an Online-Supported, Resource Based Learning Environment: Does One Size Fit All?” the authors Armatas, Holt, and Rice also say that Resource Based learning demands that students actively engage with multiple learning resources with well articulated educational purpose (2003).  In other words, with this type of learning, students are the ones who are choosing information to help assist them in their search for learning.  This article took a look at a first year psychology course where they tested a resource based learning approach in an online form and a traditional on campus form.  One of the results of this study show that most of the students in both the online class and the on campus class saw value in the courses prescribed resources (2003).  The authors concluded that the high value that was given to these resources was most likely attributed to them being closely linked to the course assessment.  Since they were already  selected and linked to the assessment of the course, students can feel confident in their exploration of the material and know they will be learning what is necessary for the course. 

Resource based learning can offer benefits to students.  According to Campbell, Flageolle, Griffith, & Wojcik, one benefit is “students [will] learn to efficiently use almanacs, encyclopedias, atlases, databases, technology tools and other resources.” This show that they will benefit from this learning method because students will have experience using those sources and can apply those research skills in other areas.

Resource Based Learning can be a good way to allow students flexibility in their studies.  I feel that students can greatly benefit from this style as long as the different resources presented all cover the same information that is linked to the assessment. 

Armatas, C., Holt, D., & Rice, M. (2003). Impacts of an online-supported, resource-

            based learning environment: does one size fit all?. Distance education, 24(2),

            141-158. Retrieved from

            http://web.a.ebscohost.com.cucproxy.cuchicago.edu/ehost/pdfviewer/pdfvi

            ewer?vid=22&sid=fddef8f2-db62-4d78-86b8-

            e71b9b97433e%40sessionmgr4004&hid=4101

Campbell, L., Flageolle, P., Griffith, S., & Wojcik, C. (2002). Resource-based

            learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching

and technology. Retrieved  from http://epltt.coe.uga.edu/

RSA # 2 Introduction to Inquiry Based Learning

http://www.teachinquiry.com/index/Introduction.html

This week’s module focused on Inquiry based learning.  After reading over the modules reading I have come to find out Inquiry based learning is a teaching method used to create a learning environment where students are actively searching out answers to question posed by their teacher.  These questions are meant to be driving questions that get students to start thinking deeper and more analytical.  The web page Thirteen .org  from our weekly reading sums up inquiry well by saying it is a complex process where an individual converts information and data into useful information (“Inquiry-based”, 2014).   Inquiry based learning is a change in learning because in the past, students have been learning by memorizing facts.   With this style, no longer are teachers presenting information for students to memorize, teachers present a guiding question and enable students themselves to research on their own possible answers to the question or issue. 

            The Article “Introduction to Inquiry Based Learning” by Neil Stephenson talks about how Inquiry is more than just having students do projects.  Learners should be involved in tackling real world questions and issues, develop questioning and research skills, and practice solving problems or creating solutions.  In addition, learners need to be able to collaborate both in and out of the classroom, develop a deeper of content knowledge, and participate in the creation of ideas and knowledge (Stephenson, 2014).   When students are engaged in the above tasks, Inquiry based learning can be a successful way to gain knowledge on a topic.  

            Both resources show that Inquiry based learning can deepen a students understanding of a topic.   This article supports the module topic of Inquiry based learning because it give a more detailed idea on what is involved when a student takes part in this type of learning.

Stephenson, N. (2014).  Introduction to Inquiry Based Learning   Retrieved from http://www.teachinquiry.com/index/Introduction.html

Inquiry-based Learning: Explanation. (2014). Retrieved from http://www.thirteen.org/edonline/concept2class/inquiry/

RSA #1 - Is Blended Learning the Best of Both Worlds?

http://onlinelearninginsights.wordpress.com/2013/01/17/is-blended-learning-the-best-of-both-worlds/

This week’s module was titled “Case base learning” and focused specifically on blended learning.   Blended learning can be defined as learning that happens at least partially by a supervisor at a brick and mortar location away from home and at least partly online with a student in control of time, place, or path (Staker, pg.5) Blended learning started out by addressing the need of students to take advanced courses that were not offered at their current school(Staker, pg 1).  Since this issue has been addressed, the idea of blended learning has actually become a popular form of educating students.  Heather Staker, the author of The Rise of K-12 Blended Learning: Profiles of emerging needs, says, “By 2010 over 4 million students were participating in some kid of formal online learning program” (2011).  This shows that many people are interested in this form of blended learning, but a big question is why are students choosing to learn online?   

            This question can be addressed by a quote found in the blog post of Debbie Morrison.  It states “Research has found that blended courses have the potential to increase student-learning outcomes while lowering attrition rates in comparison with equivalent fully online courses” (Morrison, 2014).   Students in blended courses are retaining more and tend to stay involved in blended classes as opposed to fully online classes.  This may be attributed to the blended learning environment’s ability to be flexible with time schedules and allowing students develop skill sets not possible in the traditional classroom setting. 

            Morrison’s and Staker’s articles to a great job of describing what is meant by the term blended learning.  Both are clear in that blended learning, most of the content may be delivered online, there is still some face-to face contact needed to help with the success of the class. 

References

Morrison, D. (2014). Is Blended Learning the Best of Both Worlds? Retrieved from   http://onlinelearninginsights.wordpress.com/2013/01/17/is-blended-learning-the-best-of-both-worlds/

Staker, H.  (2011).  The Rise of K-12 Blended Learning: Profiles of emerging needs. 

Innosight Institute.