{"id":808,"date":"2017-09-13T09:29:10","date_gmt":"2017-09-13T13:29:10","guid":{"rendered":"https:\/\/malat-webspace.royalroads.ca\/rru0016\/?p=808"},"modified":"2017-09-13T09:29:57","modified_gmt":"2017-09-13T13:29:57","slug":"lessons-from-the-past","status":"publish","type":"post","link":"https:\/\/malat-webspace.royalroads.ca\/rru0016\/lessons-from-the-past\/","title":{"rendered":"Lessons From the Past"},"content":{"rendered":"

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CC BY-SA 2.0 Licence. Retrieved from www.flickr.com<\/a><\/figcaption><\/figure>\n

After completing this week’s assigned readings and checking out a few online articles suggested by some of our classmates, I get the distinct impression that we continue to relive our past mistakes with regards to education and technology (Reiser, 2001a, 2001b). \u00a0One example of Reiser\u2019s (2001a) claims still being relevant is where he describes five categories for instructional design and technology (design, development, utilization, management, and evaluation) that are still important and can be applied to many situations in our educational world today (pp. 53-54). \u00a0Where I found his argument dated is when he describes the effect that constructivism has had on the development of instructional principles (Reiser, 2001b, p.65). \u00a0Although not always used, in my experience with course design, development, and delivery a constructivist approach is a commonly used practice when teaching and learning with technology. <\/span><\/p>\n

The first lesson that Reiser (2001a) describes that is meaningful to my work is that when any new medium enters the educational system, the initial response is great interest and a feeling that it will revolutionize education, only to eventually have interest subside and the medium have no lasting effect on education (pp. 61-62). \u00a0I found that this was the case with our colleges roll out of teaching with iPads, first there was great interest from faculty, but now many teachers use them sparsely and have gone back to their traditional teaching methods. \u00a0Another lesson that is still relevant to my work is in the same vein as my previous point, that even though their is a great increase in the presence of technology in the classroom this does not correlate to an increase of using the technology for educational purposes (p. 60). \u00a0We have tech everywhere in our college, but without proper professional development for teachers and students it does not gain traction.<\/span><\/p>\n

One lesson that seems to contradict my last position at the college (designing and developing online courses) is Skinner\u2019s (as cited in Reiser, 2001b, p. 59) assertion that programmed instructional materials be presented in small chunks followed by frequent questions and immediate feedback. \u00a0While I agree that small steps of instruction and immediate feedback are important, we had many complaints from students that they had a sort of <\/span>click fatigue<\/span><\/i>, where they would be clicking so many times it almost became mindless. \u00a0There needs to be a balance of content, formative questioning, and feedback.<\/span><\/p>\n

References<\/b><\/p>\n

Reiser, R. A. \u00a0(2001a). \u00a0A history of instructional design and technology: Part I: A history of instructional media. <\/span>Educational Technology Research and Development<\/span><\/i>, <\/span>49<\/span><\/i>(1), 53-64.<\/span><\/p>\n

Reiser, R. A. (2001b). A history of instructional design and technology: Part II: A history of instructional design. <\/span>Educational Technology Research and Development<\/span><\/i>, <\/span>49<\/span><\/i>(2), 57-67.<\/span><\/p>\n

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  After completing this week’s assigned readings and checking out a few online articles suggested by some of our classmates, I get the distinct impression that we continue to relive our past mistakes with regards to education and technology (Reiser, 2001a, 2001b). \u00a0One example of Reiser\u2019s (2001a) claims still being relevant is where he describes … Continue reading Lessons From the Past<\/span> →<\/span><\/a><\/p>\n","protected":false},"author":57,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"","_et_pb_old_content":"","_et_gb_content_width":"","footnotes":""},"categories":[6],"tags":[49,48],"class_list":["post-808","post","type-post","status-publish","format-standard","hentry","category-lrnt523","tag-edtech","tag-lrnt-523"],"_links":{"self":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0016\/wp-json\/wp\/v2\/posts\/808","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0016\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0016\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0016\/wp-json\/wp\/v2\/users\/57"}],"replies":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0016\/wp-json\/wp\/v2\/comments?post=808"}],"version-history":[{"count":2,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0016\/wp-json\/wp\/v2\/posts\/808\/revisions"}],"predecessor-version":[{"id":811,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0016\/wp-json\/wp\/v2\/posts\/808\/revisions\/811"}],"wp:attachment":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0016\/wp-json\/wp\/v2\/media?parent=808"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0016\/wp-json\/wp\/v2\/categories?post=808"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0016\/wp-json\/wp\/v2\/tags?post=808"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}