Class final reflection

I liked this class a lot, I learned a lot. I liked learning about the ADDIE model and all of the different parts of the instructional design process. We had really interesting discussions in class which I enjoyed. I liked how groups were given articles to present as well as different media topics. That helped make the 3-hour class into more manageable chunks :). I liked how we were able to be creative with our projects, and that we got to go through the ID process while we were learning about it. Each group came up with totally different types of projects, and I thought that was really cool. I'll definitely apply what I have learned when I am planning for my 4th graders- I still feel like I have a lot to learn about ID, but I've had a great start!

Chapter 13

Design and conduct summative evaluation

Summative evaluation helps you know if you should maintain, adapt, or adopt instruction. The primary evaluator should be unfamiliar with the materials, organization, or setting of the materials being evaluated (external evaluators). They have no personal investement.

Instructional designers can be great evaluators because of their skillset. The judgement of instruction is based on the design model of systematically designing instruction.
-Judge need and goals
-Completeness and accuracy of content presented in materials
-Instructional goal analysis with subordinate skills
-Content experts produce or verify skills diagrams
-Evaluate quality of materials with their instructional strategies and for their potential of transfer of knowledge and skills from learning environment to performance context.

Impact analysis:
-Were the needs of the organization met?
-Were employees able to transfer knowledge to the job?
-Is there an improvement in job performance or productivity?

Chapter 12

Revising instructional materials


Item analysis- I love doing item analysis on my math tests for my 4th graders. Really helps to target instruction for re-teaching.

Collect data during the formative evaluation and synthexize and analyse to locate potential ;problems in the instructional materials
Summarize the data
1. Examine compared to entry skills and draw implications
2. Review pretest and posttest data by performance and objective-by-objective performance. Compare data.
3. Examine objectives, test items, and instructional strategy for objectives in which the students failed to meet expectations. Analyze and make changes in instructional materials.
4. Check procedures and implementation directions
5. Develop a materials revision analysis table
6. Revise instruction based on information found in your materials revision analysis table.

Chapter 11

Formative evaluation of instructional materials
Why? To see if they are effective and you are achieving your objective. To revise instruction and pinpoint specific areas where it was lacking and should be improved.
3 phases of data collection, analysis, and revision:
1. 1:1 evaluation, to find gross errors in the material.
2. Small group evaluation.
3. Field trial. Find errors within the intended setting.

Chapter 10

Developing instructional materials
bringing the instruction to life

When developing instructional materials:
Refer to your instructional goal and instructional analysis
Performance objectives
Sample test items
Characteristics of target learners
Characteristics of learning and performance contexts

...these are things I do innately as a teacher...

Instructional strategy with ideas for:
cluster and sequence of objectives
preinstructional activities
assessments to be used
content presentation and learning guidance
learner participation-- practice, feedback
strategies for memory and transfer
activities for each individual lesson
student groupings
media selections
delivery system

Keep your resources nearby! It will help you.
Also refer to learner analysis, context analysis, and instructional strategy document.

Your product is a draft of instructional materials, draft of assessments, and instructor's manual
Consider all your materials! Are they what you need?  Keep it goal centered always.

Chapter 9

Planning logistics and management for the Instructional Strategy

1. Is the delivery system assigned or assumed?
2. Sequence the content for learning. Make clusters of logistical groupings of skills in the instructional analysis
3. Plannign the learning components of instruction.
-preinstructional
-assessment
-follow-through learning compoents
-prescribe content presentation
-prescribe student participation components
4. Specify student groupings
5. Select media
6. Assign objectives to lessons
7. Review the instructional strategy to consolidate media selections and confirm of select a delivery system.

Then you are ready to begin developing your instruction according to your plan.

Planning is key to good instruction! I really feel like these steps will insure you success.

Chapter 8

Developing an instructional strategy.
What is an instructional strategy? It is the components in a set of instructional materials and procedures used to enable mastery of learning outcomes.
So basically, it what the instructor does to make sure learning happens. But it is complex!

Table 8.1 Keller's ARCS model of student motivation is really interesting. I have never thought of motivation as having different types- attention, relevance, confidence, and satisfaction. These are things I want to think more about when I'm teaching my 4th graders.  I think a lot of my students that I have currently lack confidence, in particular, and I like that the table addresses what you do with under-confident learners as well as overconfident learners. It also mentions that confidence can inspire them to learn more and that is amazing!
Basically the ARCS model is really, really great!  (see also figure 8.1- I'm in awe!)

I really like these follow-through activities. I think this is something that is commonly overlooked, but transfer is so important!

Table 8.6 is really interesting. I'm definitely gonna use that :)