{"id":190,"date":"2017-11-20T15:39:02","date_gmt":"2017-11-20T23:39:02","guid":{"rendered":"https:\/\/malat-webspace.royalroads.ca\/rru0025\/?p=190"},"modified":"2017-11-21T10:07:56","modified_gmt":"2017-11-21T18:07:56","slug":"lrnt-524-thoughts-on-week-1-readings","status":"publish","type":"post","link":"https:\/\/malat-webspace.royalroads.ca\/rru0025\/lrnt-524-thoughts-on-week-1-readings\/","title":{"rendered":"LRNT 524 – A Debrief of ADDIE, Learning, and Instructional Systems Design"},"content":{"rendered":"

My thoughts, questions, and concerns when reading\u00a0\u00a0Is the ADDIE model appropriate for teaching in a digital age?<\/a> Bates (2014)\u00a0 and\u00a0Learning and instructional systems design<\/a>. Thomas (2010):<\/span><\/em><\/span><\/p>\n

When I started the readings for this week, my first thought was \u201cWow, all of these design methods seem to assume one way for everybody\u201d, especially the ADDIE model. However once I read further and dug deeper in the research from Thomas (2010), it became clear to me that that was the exact reason why the report by Thomas (2010) was done. It was to challenge the status quo and not make assumptions based on one way of learning. \u00a0<\/span><\/p>\n

Many observations, questions, and concerns came up for me while reading both articles this week and I have outlined my thoughts and points for further discussion below.<\/span><\/p>\n

It seems like design methods or processing models have to be based on learning styles and theories. With that in mind, if learning styles are becoming a hot topic of being debunked \u2013 is it still fair to say that they are essential in instructional design? I\u2019m curious to know if the new discussion of learning styles being a \u201cmyth\u201d and how so many of these systems are built or said to \u201ccustomize\u201d to learning style, what that will actually mean going forward?<\/span><\/p>\n

It appears that many designs assume retention or mastery, there doesn\u2019t seem to be a strong sense of understanding how effective the learning actually was, and how to truly evaluate it more than just adding a step to the design called \u201cevaluation\u201d. I noticed this with the ADDIE model and believe this is one reason as to why it is not ideal for the rapidly changing world.\u00a0<\/span><\/p>\n

Many of the designs are organized in lists or systems to follow, however there doesn\u2019t seem to be a significant emphasis on what it means for example, to \u201cevaluate\u201d or \u201canalyze\u201d the leaner or the process.<\/span><\/p>\n

It was made clear throughout the readings, that the learning experience is becoming more subjective and in line with the constructivist perception of learning with more contextual and less objective learning designs.<\/span><\/p>\n

Many points throughout the constructivist view to learning, state that evaluation should happen as more of a knowledge retention process rather than criterion-referenced evaluation.<\/span><\/p>\n

Concerns that arise for me with this method are:<\/span><\/p>\n