Posts Tagged ‘Instructional Design’
New Poster Theme: Frugality in Teaching and Learning
Posted by: Nancy Kiplinger in Best Practice, Instructional Design, Teaching on August 13th, 2009
How does the concept of frugality apply to teaching and learning?
For me, it is about being economical while being effective–that is:
- using sound instructional practices that have been empirically proven to produce learning,
- focusing on the knowledge and skills learners need to do their jobs and protecting learners from cognitive overload, and
- producing instruction and instructional materials that are engaging.
Likely there’s not much in the previous sentence that instructors would disagree with, yet many continue to rely on unproven concepts (or misconcepts) when designing instruction. For example, many instructors waste time and effort because they believe they must consider and design for multiple learning styles. Others try to fit the notion of a learning pyramid (learners remember 10% of what they hear, 30% of what they see, 50% of what they do, etc., etc.) with the way they develop and deliver instruction. Still others adhere to the belief that we learn best from formal instruction.
Persuasive arguments are made against these and other learning myths in Parts 1 and 2 of an article by Wallace Hannum of this university entitled Training Myths: False Beliefs That Limit the Efficiency and Effectiveness of Training Solutions. Part 1 has been available for several months in the TLS literature racks in the 3rd-floor break room or next to the mailboxes on the 4th floor. Part 2 was published in July, and you can find copies of it and Part 1 in the literature racks. While you’re there, please notice the latest TLS poster on the theme of frugality and let us know what you think.
I encourage you to read both short parts of this article and then weigh in with your thoughts. Or, drop by for a friendly debate or a conversation about really works since mythical concepts don’t.
So, you wanna do something with media, huh?
Posted by: Joel Galbraith in Best Practice, Instructional Design on April 18th, 2009
So, you wanna do something with media, huh? The following 9 questions are worth asking yourself before you undertake any media project for your course-whether you do it yourself, or work with a TLS team member
- What is the need, problem or gap for which use of the new media might enhance learning?
- Would the application of new media help assess prior knowledge and build on existing skills?
- Would the application of new media enhance clients’ organization of information-given that organization helps determine remembering?
- Would the application of new media actively engage clients in purposeful practice that promotes deeper learning or automaticity (where desired). This, so that your clients focus on underlying principles, models and processes, not superficial features of problems?
- Would the application of new media help provide frequent, timely and constructive feedback or guidance?
- Would the application of new media adjust to individual client differences with increasingly diverse backgrounds and abilities?
- Would the application of new media increase cost or help create efficiencies in your course?
- How would the application of new media promote a learning-centered instructional approach?
- How would the application of new media address motivational or attitudinal aspects of learning?
Does this mean you shouldn’t come see us just to touch up your PowerPoint presentation? No, gussying up your PowerPoint likely addresses question 9, in that a more professional looking presentation affects how clients view your work and the the SOG overall.
I really could use 10 questions to round out the list. I deleted one of my list, but don’t yet have a good replacement. Any suggestions? Please post your comments/suggestions.
Adapted by Joel Galbraith from the original: Joel M. Smith & Susan Ambrose (June 2004). The “Newest Media” and a principled approach to for integrating technology into instruction. Syllabus Magazine
Identifying Audience Needs
Posted by: Joel Galbraith in Instructional Design, Presentations, Teaching on April 7th, 2009
(requires SOG Intranet authentication)
Dona Lewandowski recently created a powerful introduction to her course that really anchors and gives a human face to the technical information she was attempting to communicate to her Magistrates. Dona considered her clients, identified a “missing link” in her course, and came up with this solution. Her solution is simply brilliant, easy to make and will be remembered! (SOG intranet password required)
As teachers we are 1/2 of the learning equation, the client too must be an active participant for learning to happen. But it is incumbent on us to put our self in our client’s shoes, learn their needs, and do what we can to eliminate obstacles to learning. If you were in their shoes listening to you, would your information and activities be useful? Would it be busywork, or engaging and relevant? If you were them, is there something else you wish you’d be getting from your course?
Let’s assume for a moment that as a high-performing organization–intent on helping public officials and citizens understand and improve state and local government–that what we teach is critical information for their jobs. Have you made clear why the information you are sharing is critical and helpful to them? Before we make that assumption, is there a way we can check that assumption? Consider the following:
- Use (or revise and use) your course evaluation as a tool to really solicit feedback on the effectiveness of your course in meeting learner needs
- Create a client survey to gather info on your specific client training needs?
- Use TurningPoint at the end of class to gather (and save) anonymous client responses. Let the rank order preselected topics of interest and value to them. Who knows? maybe choosing to display the results might show clients how difficult it is for your presentation to meet all their diverse needs.
The TLS team can help you design a survey, design some TurningPoint poll slides and provide additional tips on ways to consider your learners’ needs.
-Joel G.
Case studies and role plays
Posted by: Nancy Kiplinger in Presentations, Uncategorized on February 25th, 2009
Looking for help writing case studies or role plays?
The best guidance I have found so far is short and helpful and comes from an article by Turning Point (not to be confused with the classroom polling software we use), a program at the University of Washington in Seattle. The article is called Collaborative Leadership: Introduction, Overview, and Resources (Facilitator’s Guide). You can find the guidelines as follows:
- case studies, pages 7-9
- role plays, pages 10-11
View the .pdf version of the article, or visit a TLS literature rack to pick up a copy (3rd-floor break room or next to the 4th-floor mailboxes).
Of Pinewood Derby Cars, Learning Design, and Wheels that Spin
Posted by: Joel Galbraith in Best Practice, Instructional Design on February 18th, 2009
Red Lightning (crafted by Drew & Joel Galbraith)
The Story:
It’s the season. If you’ve got a cub scout in the (extended) family, you may know it’s Pinewood Derby time. This is my first Derby experience. Growing up overseas, it wasn’t something I did as a kid. My son Drew and I scoured the web for ideas, and even attended a workshop together at Lowes on how to build a winning pinewood derby car to have a chance at speed or creativity awards. We’ve done all the things we read and heard about: We came up with a fun design, carved and sanded, sealed and painted, sanded and painted some more, ground down burrs, buffed axles and wheels, affixed and set weights, lubricated, and then some. I finally stuck the wheels on, excited to see how long they’d spin, and nothin’! Well, they spun, but not for much longer than they did when they came outta the box (~10 seconds for those that are counting). It was a bit of a let down.
We (dad) put a lot of work into that thing, and sure, there was some joy in the journey and satisfaction in doing a project with my son…but the wheels don’t turn very smoothly. I had been downplaying the whole “winning” thing with my son, since he’s been very excited about the prospects of winning (I wonder where he gets it?). Secretly, I knew we we’re doing all the right, and seemingly important things to have a good chance of at least placing (or so I thought), but I wanted him to be pleasantly surprised if we did well…did I mention the wheels don’t spin?! It turns out that this spinning thing is critical for racing ;-), and certainly more important than the many of coats of paint and gloss we applied, or the special buffing we did, and the extra effort to employ a multiple-derby-winner’s secret weight system (last time I take his advice). All that doesn’t make much difference if you can’t reduce friction and get the wheels to spin freely around that axle–and for about 20+ seconds.
The Thinking:
I have no one to blame. I created my own course of study and as I experienced these last couple weeks, working hard is not synonymous with working smart. My learning experience lacked purposeful design… Read the rest of this entry »
