Instruction and Instructional Design – Building on Existing Knowledge
In our current course, LRNT524 – Innovation, Design and Learning Environments, we are prompted to examine Innovation, Design and Learning Environments by having a closer look at the core aspects of designing instruction and instructional design through the lens of innovative and empathetic practice.
Instruction and instructional design are not new topics in our Master of Arts in Learning and Technology (MALAT) journey, when I first began my MALAT journey, I developed an interest in instructional design while I was attending MALAT Virtual Symposium, I wrote a blog post expressing my new interest in instructional design. I have also engaged in a debate: Instructional Designers Are Unnecessary – Debate by Tala Mami & Sherry Ruth with my colleague Sherry Ruth Also, we have discussed and read many articles in LRNT523 – Foundations of Learning and Technologies that tackled instruction and instructional design. One of the instruction principles identified by Merrill (2002) is that “Learning is promoted when existing knowledge is activated as a foundation for new knowledge” (Merrill, 2002, p.43). In a previous blog post in LRNT523, I have explored the papers of Ertmer & Newby (2013) and Merrill (2002) and reflected on the learning theories and their application in the instructional design I have been applying in my previous experience as a Learning and Development Director in the hospitality industry. Now, as we build on our existing knowledge, I have read Merrill (2002) again and found myself thinking more about learners’ engagement and how instructional design plays a big role in achieving this goal. I have also read Bates’s paper about Open Pedagogy. Bates (2019) argues that in open pedagogy, we should think of pedagogy and learning theories first and then we can add open in order to get better leverage. In a previous blog post, Similarly, I have argued that in Educational Technology, we should think of pedagogy and pedagogical frameworks first and then think of the technology we will be using. Reflecting on this, I am now recognizing more the importance of pedagogy in instructional design!
But what is the “open” in open pedagogy? Reading Bates (2019), I learned that there are many definitions associated with Open Pedagogy. Bates (2019) sought to describe “Open” in Open Pedagogy as the ideas (philosophy) that inform pedagogy as a practice: what teachers or learners do.
I have to admit that I still find Open Pedagogy, Open Educational Practices and Open Educational Resources confusing, Reading Maha Bali ‘s blog post Curation of Posts on Open Pedagogy helped me understand these topics more as I read different authors’ views on these topics. Also, I have encountered the term OER-Enabled Pedagogy by reading David Wiley’s blog post iterating toward openness. I am wondering if you too have found Open Pedagogy, Open Educational Practices and Open Educational Resources confusing, and if you did, what are your findings?
References
Bali, M. (2017, April, 21). Curation of Posts on Open Pedagogy #YearOfOpen. Retrieved from http://blog.mahabali.me/whyopen/curation-of-posts-on-open-pedagogy-yearofopen/
Ertmer, P., & Newby, T. (2013). Behaviorism, Cognitivism, Constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 26(2), 43-71. Retrieved from https://doi.org/10.1002/piq.21143
Mami, T. (2019, October, 27). Instructional Designers Are Unnecessary – Debate by Tala Mami & Sherry Ruth. Retrieved from https://malat-webspace.royalroads.ca/rru0130/instructional-designers-are-unnecessary-debate-by-tala-mami-sherry-ruth/
Mami, T. (2019, September, 19). Lessons From The History Of Educational Technology. Retrieved from https://malat-webspace.royalroads.ca/rru0130/lessons-from-the-history-of-educational-technology/
Mami, T. (2019, July, 18). Reflection of RRU Virtual Symposium by A Student At Career Path Cross Road!. Retrieved from https://malat-webspace.royalroads.ca/rru0130/reflection-of-rru-virtual-symposium-by-a-student-at-career-path-cross-road/
Mami, T. (2019, September, 20). Previous Experience Reflection – Application of Learning Theories in Instructional Design. Retrieved from https://malat-webspace.royalroads.ca/rru0130/previous-experience-reflection-application-of-learning-theories-in-instructional-design/
Merrill, M. D. (2002). First principles of instruction. Educational Technology Research and Development, 50(3), 43-59. Retrieved from https://doi-org.ezproxy.royalroads.ca/10.1007/BF02505024
Wiley, D. (2017, May, 2) iterating toward openness. Retrieved from https://opencontent.org/blog/archives/5009
Attribution
Photo by Randy Fath on Unspash
November 17, 2019 at 7:33 pm
Hi Tala,
My idea of “open” has multiple levels of meaning based on context. To describe a person, it would suggest a willingness to embrace or consider alternatives, from ideas and opinions, philosophical, to activities and connections, physical.
I think I would apply it first to inform a course curriculum, learning resources, learning methods and even assessments. Allowing learners to select sources of information that is relatable to them, choosing how they are going to implement the source and adapting an assessment that is applicable to the chosen resource and implementation.
Open as an instructor would mean being willing to allow control of the course material and direction to be shared with the learners. Encouraging an open dialogue between student to student and student to instructor to expose alternative ideas and findings and building trust.
In an effort to gain some clarity I have referred back to Dave Cormier’s 2017 symposium video as I had found it very helpful with breaking down the different ideas of “Open”.
To varying degrees, I’ve tried to implement these ideas but have a had mixed result. Initially I tried it out with an assignment task but left it too wide open, didn’t provided enough direction and my students were very unsure of what to do.
The second attempt was smoother, but I still found it hard to express what I wanted with out telling them what to do.
If I were to make a broad generalization, I *think* the idea of giving them choice and control weirds them out a bit and I’m often given the classic “what’s the catch” look.
I’m not sure that I helped you at all, other than saying you’re not alone.
Thank you for the great post.
Owen
November 18, 2019 at 2:26 pm
Thank you so much, Owen, for taking the time to comment on my blog post. I truly appreciate your honesty here. We are still learning and embracing our journey to educate ourselves in the field of instructional design and it is totally normal to be unsure about whether you are helping your students or not. what is really important is that you are trying to learn how to become a better instructor.
I am sure our community of practice as MALAT students will help us share our experiences and eventually help our students learn better!
I, myself, have been on a break from teaching for the past three years, but I really CAN’T WAIT to go back to the field and try out new methodologies!
I am reading all of your posts as I really appreciate how you are really trying hard to apply what we learn in your classroom. I wish you the best of luck!
Cheers,
Tala