{"id":287,"date":"2017-11-28T15:41:17","date_gmt":"2017-11-28T23:41:17","guid":{"rendered":"https:\/\/malat-webspace.royalroads.ca\/rru0018\/?p=287"},"modified":"2017-12-08T22:09:01","modified_gmt":"2017-12-09T06:09:01","slug":"tony-tommy-and-addie","status":"publish","type":"post","link":"https:\/\/malat-webspace.royalroads.ca\/rru0018\/tony-tommy-and-addie\/","title":{"rendered":"U1 A1 – Tony, Tommy, Addie, and Friends"},"content":{"rendered":"

The instruction process is complex because it involves more activities than only presenting content.\u00a0 Teaching in itself can be difficult enough to require being prepared with organised material, and a plan to go about it.\u00a0 Among the strengths of ADDIE as stated by Bates (2014) is its adecquacy to deliver high volume courses, which was demonstrated with its use during the Normandy landings in the World War II.<\/p>\n

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ADDIE’s model as Bates conceives its implementation cycle for registered organisations (Bates, 2014).<\/figcaption><\/figure>\n

Coincidentally with Bates, I like the idea of “P<\/em><\/strong>ADDIE” to start the process with a planning or preparation stage (Bates, 2014).\u00a0 Nonetheless, the ADDIE model is not the universal solution because it was conceived to deal with large projects which tend to be complex by nature.\u00a0 Although\u00a0smaller sized projects are better served with other models (Bates, 2014), the info-graphic provided by Bates may serve as a thorough check-list to make sure all pertinent components of a given case are taken into consideration.<\/p>\n

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IBM Selectric Typewriter from 1965. Retrieved from Creative Commons, 2017.<\/figcaption><\/figure>\n

In order to complete the picture of the history of instructional design, Thomas mentions models and theories of various researchers among which is Jean Piaget, a psychologist whose study identified discrete phases in children’s learning as they grow (Thomas, 2010).<\/p>\n

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KONICA Photographic Camera from 1967. Retrieved from Creative Commons, 2017.<\/figcaption><\/figure>\n

The progress of technology during the last fifty seven years may cause Piaget’s discrete phases to differ from his original observations, and that is because children nowadays have access to mobile digital devices which allow them to experiment and develop abilities that are additional to those Piaget recorded then, and with tools that, even though available at the time, they were not regarded as appropriate for the children to use.<\/p>\n

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ERICCSON Telephone from 1965. Retrieved from Creative Commons, 2017.<\/figcaption><\/figure>\n

For instance, let’s consider the following inventions: The typewriter, the camera, the telephone, the computer, and the cellular phone.\u00a0 The first four already existed when Piaget did his research in the 1960’s, but they were designed for adult use only, as was also the case of the cellular phone when it first came out.<\/p>\n

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UNIVAC Computer -formerly Remington Rand- inside of a computer room in 1963. Retrieved from Creative Commons, 2017.<\/figcaption><\/figure>\n
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Motorola DynaTAC 8000 from 1984, the first cellular phone. Retrieved from Creative Commons, 2017.<\/figcaption><\/figure>\n

It was until capabilities like: Typing, taking pictures, store and retrieve information, and communicate –verbally, graphically, and via text messages–, were clustered in the smartphone that these tools\u00a0 entered the infants’ realm.\u00a0 The arrival of the electronic tablet made these resources completely children-friendly.<\/p>\n

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Current mobile devices including the electronic tablet. Retrieved from Creative Commons, 2017.<\/figcaption><\/figure>\n

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Thomas referred to Piaget stating that: “very young children are only able to process concrete, operational\u00a0information; they are unable to think abstractly, reflect on the past, or project\u00a0into the future. Older children develop these abilities over time” (Thomas, 2010, p. 183).\u00a0 In my opinion, Piaget’s assertion can be challenged today since it is common to see preschoolers and even younger children handling mobile devices more skilfully than some adults.<\/p>\n

Thomas also cited Gustafson and Branch (2002) regarding their mention of the advent of microcomputers in 1980s which favoured “a variety of
\ndevelopments and trends that have had significant impact on instructional design\u00a0practices” (Thomas, 2010, p. 188).\u00a0 From my perspective, ID faces a multiplying factor in the 21st<\/sup><\/sub> century which is greater than that of the microcomputers because for mobile devices, as described above, the challenge encompasses a broader range of learner’s abilities which must be taken into account if instruction is to tune-in with the audience effectively.<\/p>\n

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New generations engage intuitively with mobile devices without requiring instruction on their use. Retrieved from Creative Commons, 2017.<\/figcaption><\/figure>\n

My conclusion is that instruction design models and theories need to consider the relevance of the role technology plays in today’s daily life, starting as early the age be at which children first become in touch with technology devices.\u00a0 The reason for this being that technology triggers the use of human capabilities earlier than before, probably opening new paths for learning to occur.\u00a0 Thus leaving the high-tech components out of\u00a0 the instructional equation would result in a loss of opportunity for society, as well as in harder times during instruction for both teachers and learners.<\/p>\n

References<\/p>\n

Bates, T. (2014, September 9).\u00a0Is the ADDIE model appropriate for teaching in a digital age? [Blog post]<\/span><\/a><\/p>\n

Thomas, P. Y. (2010).\u00a0Learning and instructional systems design<\/a>. In\u00a0Towards developing a web-based blended learning environment at the University of Botswana<\/i>. (Doctoral dissertation).<\/p>\n","protected":false},"excerpt":{"rendered":"

The instruction process is complex because it involves more activities than only presenting content.\u00a0 Teaching in itself can be difficult enough to require being prepared with organised material, and a plan to go about it.\u00a0 Among the strengths of ADDIE as stated by Bates (2014) is its adecquacy to deliver high volume courses, which was … Continue reading “U1 A1 – Tony, Tommy, Addie, and Friends”<\/span><\/a><\/p>\n","protected":false},"author":62,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[7],"tags":[],"class_list":["post-287","post","type-post","status-publish","format-standard","hentry","category-lrnt524"],"_links":{"self":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0018\/wp-json\/wp\/v2\/posts\/287","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0018\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0018\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0018\/wp-json\/wp\/v2\/users\/62"}],"replies":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0018\/wp-json\/wp\/v2\/comments?post=287"}],"version-history":[{"count":30,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0018\/wp-json\/wp\/v2\/posts\/287\/revisions"}],"predecessor-version":[{"id":342,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0018\/wp-json\/wp\/v2\/posts\/287\/revisions\/342"}],"wp:attachment":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0018\/wp-json\/wp\/v2\/media?parent=287"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0018\/wp-json\/wp\/v2\/categories?post=287"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0018\/wp-json\/wp\/v2\/tags?post=287"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}