When this course started, I had no idea what Instructional Design (ID) was.\u00a0 I had never heard of ADDIE and wouldn\u2019t have been able to name even one part of the design thinking process.\u00a0\u00a0<\/p>\n\n\n\n
What I learned during this course is that ID is all about making effective learning experiences. I further realized that I already do this as a teacher and an athletics coach, I just didn\u2019t know it. This course has exposed me to many tips, tricks and approaches to be better at those jobs, and I will highlight my favorites throughout; but given that I perform ID in many different environments, I\u2019ve further been able to identify some of the principles that transcend them all and I\u2019ve borrowed from ADDIE to rewrite what that acronym means for me.<\/p>\n\n\n\n
A – Know your audience <\/span>and meet them at their level.\u00a0 All the theoretical models contain some form of final evaluation, but they don\u2019t all start with an analysis of the problem.\u00a0 Empathetically understanding the current state of the audience helps to identify the hurdles to overcome through learning objectives en route to the desired outcome.<\/p>\n\n\n\n DD- Don\u2019t Default to Digital<\/span>, use tech as a tool rather than a guiding principle.\u00a0 Often, there are endless ways to get from point A to point B.\u00a0 While tech has provided countless solutions, sometimes it\u2019s not always required to get the job done.\u00a0 Include the use of live demonstrations, role playing, and simulations.\u00a0 When appropriate, facilitate group discussions, or allow opportunities for questions, clarifications, and deeper understanding.\u00a0 Perhaps even gamify some lessons by keeping scores and acknowledging winners.\u00a0\u00a0Get their feedback to find out what made them successful.<\/p>\n\n\n\n I – Keep it iterative<\/span>, because people, audiences and\/or needs change over time and are not a static entity. It’s a shame when instructors are teaching the exact same unit, in the exact same way, for decades on end without questioning if there’s a better way to do it. <\/p>\n\n\n\n E – Engagement. Engagement is key to any successful learning experience, but it\u2019s not the only condition required for learning. Gagne\u2019s 9 Events (1965) are the most prolific at addressing the mental state, and identifies all the processes required for knowledge transfer and retention. Even when the problem is content, if there\u2019s a reason why students aren\u2019t \u201cgetting it\u201d the solution can likely be found within one of these events. <\/p>\n\n\n\n When it comes to digital presentations, Mayer\u2019s Principles for Multimedia (2001) are invaluable for creating media. These 12 principles emerge from Cognitive Load theory (1988) to emphasize the importance of coherence, signaling, and redundancy to optimize learning. My personal favorites are the segmenting principle, which fueled my curiosity to dive deeper into microlearning, and the personalization principle because I tend to dislike things that are overly formal. <\/p>\n\n\n\n Finally, the pecha kucha deliverable helped me realize that consistency with fonts, graphics, and imaging within a presentation are important to me.\u00a0 That can extend to themes, colors and all design choices too; but it also helped me realize that it\u2019s silly to put arbitrary restrictions on design.\u00a0 At the end of the day, in the ID context, the learning objective should rule, and every choice made should be in service to optimizing it.<\/p>\n\n\n\n References:<\/p>\n\n\n\n Gagn\u00e9, R. M. (1965). The conditions of learning<\/em> (1st ed.). New York: Holt, Rinehart & Winston.<\/p>\n\n\n\n Mayer, R. E. (2001). Multimedia Learning<\/em>. Cambridge University Press. https:\/\/doi.org\/10.1017\/CBO9781139164603<\/p>\n\n\n\n Sweller, J. (1988). Cognitive Load During Problem Solving: Effects on Learning. Cognitive Science<\/em>, 12<\/em>(2), 257\u2013285. https:\/\/doi.org\/10.1207\/s15516709cog1202_4<\/p>\n","protected":false},"excerpt":{"rendered":" When this course started, I had no idea what Instructional Design (ID) was.\u00a0 I had never heard of ADDIE and wouldn\u2019t have been able to name even one part of the design thinking process.\u00a0\u00a0 What I learned during this course is that ID is all about making effective learning experiences. I further realized that I […]<\/p>\n","protected":false},"author":301,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[7],"tags":[],"class_list":["post-250","post","type-post","status-publish","format-standard","hentry","category-lrnt524"],"_links":{"self":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0284\/wp-json\/wp\/v2\/posts\/250","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0284\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0284\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0284\/wp-json\/wp\/v2\/users\/301"}],"replies":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0284\/wp-json\/wp\/v2\/comments?post=250"}],"version-history":[{"count":5,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0284\/wp-json\/wp\/v2\/posts\/250\/revisions"}],"predecessor-version":[{"id":257,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0284\/wp-json\/wp\/v2\/posts\/250\/revisions\/257"}],"wp:attachment":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0284\/wp-json\/wp\/v2\/media?parent=250"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0284\/wp-json\/wp\/v2\/categories?post=250"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0284\/wp-json\/wp\/v2\/tags?post=250"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}