Overview: By applying instructional design principles in our practice, we can create the conditions of learning that are effective, efficient, and engaging to facilitate the acquisition of knowledge and skills. This week we learned about several Instructional Design models and frameworks in which we can use to guide our decisions of learning scenarios and instructional goals. We will put some of what we’ve learned to practice!
Objectives:
Use the ABCD model (audience, behavior, condition, degree) to write instructional objectives.
Review/Explain the different types of instructional design models and its classification.
Write a brief instructional scenario.
Select an appropriate action verb from Bloom
Compose a measurable objective using the ABCD model.
Label each part of the objective A, B, C, or D.
Share your scenario and ABCD objective statement in the module discussion area.
There are all types of models and frameworks that can be applied to different types of organizational problems and instructional situations. Some of the Instructional Design models we learned about during this module include: ADDIE, SAM, Action Mapping, Learning Circle Framework, Merrill's First Principles of Instructions, Gagne’s 9 Events of Instruction, Bloom's Taxonomy, Dick and Carey, Kemps, and Design Thinking.
For this activity, you are going to revisit the instructional scenario you formulated during Activity 1. What does that look like when an instructional design model is applied to the scenario?
Choose an ID model and explain how it is applied, specifying its characteristics. Classify its context of use, sharing with your classmates why you have chosen to apply this model.
Then relate your learning scenario to the chosen instructional design model.
Identify a learning theory for your instruction.
You can use one of the resources listed here to create an illustration for your model. You can also follow our example (below) and simply create a table that reflects the steps of the model.
Reflection
Within this activity, I analyzed how the rapid transition to virtual learning due to COVID-19 placed a magnifying glass on education and how educators presented instruction. It highlighted the inequities not only within school districts but within individual schools as well. I created an instructional scenario in which learners would be trained to develop an organized Learning Management System and implemented a learning theory within the design.
Relation to Course Objectives
Define the area of LDT as it relates to teaching and learning theory and practice.