Class Discussion on Behaviorism, Cognitivism, Constructiviism

Our class discussion about Peggy Ertmer's article was very helpful. The time spent talking of the major tenets of each learning theory to build a knowledge base really shed light on the material and things made more sense (this probably proves that verbal learning is one style of learning that works best for me). With the base of knowledge in place, the examples given by both the presenting group and members of class helped take the material to a pratical level and cement the learning experience for me. At one point, the point was made that maybe students have been conditioned to find out what is expected and perform to those expectations. I must admit that I felt like a lab rat. Have I allowed myself to be conditioned to perform to an expected level? Is there any hope for an older student to learn to learn at a higher level? Does anyone have advice or experieces that would help me?

Instruction- not always the answer?

In class last week as we talked about analyzing a problem to determine the most efficient way to solve it, it was pointed out that instruction isn't always the answer to the problem. I must admit that I am still confused by this. Dr. Monson pointed out that Instructional Design are tempted to believe that instruction is always the answer because that is their field. However, I don't think my confusion comes from this belief. I think that instruction is frequently taking place, both in and out of the classroom and it is hard for me to imagine a problem coming up that wouldn't benefit from the process of analysis, design, development, implementation, and evaluation in form or another. If anyone has examples to share that could help me understand situation where instruction to a problem wouldn't be a part of the answer, please share.

Presentation on Audio

We discussed an idea in class last week that was new to me: A.D.D.I.E.. This acronym stands for Analysis, Design, Development, Implementation, Evaluation. As I have thought about A.D.D.I.E. a bit, it is easy for me to see ways to apply it to solve problems in various areas of my life. I wish I had learned this tool earlier in my teaching career.

Another thought, I don't think I ever answered Dr. Monson's original questions he wanted us to write about when he asked us to begin blogging. Those questions were: what is technology? What does an 'instructional designer' do? What am I learning? What will I be able to do with my future degree?

The first night of EDPS 6430 opened my mind more to what could be considered technology. I admitted I am like many others who see the computer or other electronic advances as 'technology', however when Dr. Monson talked about the alphabet, paper, and other more basic tools we use to communicate, to learn, etc., it made me think about were our 'modern' technology would be without the alphabet. As Dr. Monson put it, the computer is really a dumb box, it does what you tell it. With all this said, I am working to expand my definition and use of the varied forms of technology.

As far as what an instructional designer does- I believe they work to set up steps to solve an existing problem in the most efficient and effective way.

I am learning a little about the history of ID and a lot about how to design instruction. As each new piece of knowledge is planted and nurtured in my mind, I hope it bears fruit in my efforts as a student and as a teacher.

With a degree in Instructional Design and Educational Technology I hope to be able to begin lesson preparation and presentation with my end goals in mind. I hope to design instruction that engages different senses of each student to make it a richer learning experience for them. Outside the classroom I hope to be able to more efficiently and effectively solve problems at home and in other areas of my life.

Internet Working Again & Go Cougars!

I enjoyed reading about the components of the Systems Approach Model, it seems to fit perfectly with the 'Fix a Flat Tire' assignment we were given in class last Tuesday. There are many details to think about when using the Systems approach to come up with a solution to a problem. Also, after our class discussion about considering the unintended consequences that may come when a solution is designed and tried to solve a problem, I have thought about different examples in government and even as I write this I can see examples as I try to teach and solve problems in the classroom. I hope to get the skill of designing solutions down, so I can be a better teacher.