- Feb 2021
and that designers be viewed as sojourners who engage in this unique task of exploration through maintenance and innovative learning
Highlight: Putting it all together in conclusion. Telling of the journey that instrucitonal designers are on and tying back to the two types learning; innovative and maintenance.
Great way to end the Chapter!
A part of one’s learning journey, then, is learning that comes by way of critical self-reflection.
Highlight: Question your own authority or self-governance through self-reflection what a great thought. Many of us never question oursleves or own motivations and this is needed as part of the design journey.
innovative learning involves both major and minor excursions into the unfamiliar, including efforts to formulate, explore, and test possibilities regarding the design of a learning experience in all of its contextual uniqueness.
DOI: When compared to Maintanence learning, this is taking the mundane everyday tasks of a job, and going into unexplored territory to find solution and new ways to complete the job at hand.
maintenance learning, refers to becoming familiar with extant knowledge, practices, and tools, such that designers can engage in the same work, in approximately the same manner, as others in the field—for example, using a software program in originally-intended ways for fairly well-understood applications relevant to design.
DOI: This explains everyday knowledge needed to maintain and complete the same job everyday.
unfamiliar—that is, a metaphorical Journey in which designers move into unchartered territory by attempting to formulate what hasn’t yet been formulated.
Head Scratcher: using this simple explanation of "unfamiliar" we can see that it is difficult to navigate through territory that has not been properly formed yet or mapped out.
How do we move forward as Instuctional Designers into the future of Education and Instruction?
My best efforts so far have been to never be afraid to try new models or technology to lead your instruction.
Critical and creative thinkers engage in active planning and forethought to set goals, outline strategies, and determine the best methods through which they can achieve their goals
Head Scratcher: How are we promoting critical and creative thinkers in our instruction?
As a high school math teacher this can be easier at times, and more difficult at times depending on the class and the course material. At times it is easy to promote creative when dealing with honors classing and higher math courses. But when working with remedial Algebra classes it can be more difficult to promote creativity and critical thinking because of high levels of apathy and prior knowledge. Sometimes the best way to promote success in those classes is through repetition and memeorization of steps to solve common test promblems.
Fluent or prolific thinking refers to the thinkers’ ability to generate a multitude of ideas and concepts.
DOI: Fluent - this refers to a thinkers ability to generate a mulittude of ideas and concepts.
I feel like I am a fluent thinker, I finally found a word to describe what I have felt all my life. I can generate so many solutions to problems yet many may be far-fetched or unreasonable, but in my mind it is a solution.
This is great for brainstorming I have realized over my life.
as the generation of numerous original ideas, we recognize that creative thought involves the selection of appropriate ideas to move forward
DOI: Creativity defined in two ways; 1st as generation of numerous original ideas, and 2nd as the selection from those ideas of appopriate ideas to move forward.
Really shows true creativity is found in the 2nd definition and is not just about idea generation but the ability to select the best idea of the list to move forward with, this is creativity.
but what does it mean to be clever, and how can you teach someone to be clever?
Head Scratcher: How do you teach "cleverness"? This is a tough question and I feel that it is hard to understand for most instructors. How do I get my students to be more creative and clever, I believe we usually feel that students either are or are not creative and thats the end of the story. So really maybe we are the ones at fault for not teaching studetns to be "creative".
- challenge for me
- Creative Learners
- math teacher
- Head Scratcher
- fluent thinker
- two definitions
Are designers also wasting the time of the critics?
Wow what a way to end the chapter. Are instcutional Designers wasting their time decorating their instruction or filling them with jargon that they miss the point of educating the learners.
This is a wonderful story about something that anyone could be familiar with and understand how instrucitonal design can go at times. Lending to the attractiveness and lacking on the informing side.
We still must decide how to present certain information, but it doesn’t have to be at the cost of another medium.
Headscratcher: How do we make sure, in our times creating instuction, that we do not neglect a medium that could be used for instruction?
I feel that one way could be to allow learners choice in how they respond to prompts and learning. I feel that this could allow for students to use their gifting and talents to excel and produce amazing work.
engages the learners and goes beyond their expectations.
DOI: Creative Instruction - Engages learners and goes above thier expectations.
Another interesting take on creative instruction. I like that they define it as going "beyond [learner] expectations".
instruction that keeps learners motivated while still meeting the objectives of the instruction.
DOI: Creative instruction - Motivating instruction that stays on task.
Great definition that hints at what creative intruction looks like.
Because students learned at their own pace, there was no group interaction built into the instruction. The purpose was to provide students with materials from which they could master a topic or skill.
Problems found with the early ID process was a lack of community building that has been found to be beneficial in certain ID models. McMilan and Chavis in their journal entry entitled "Sense of Commnity: A Definition and Theory" concluded that there are four elements of community that benefit individuals, those were; membership, influence, integration and fulfullment of needs, and shared emotional connections. This is just one example of psyhological reaserach supported the need for community to benefit individuals as a whole.
I believe this could be applied in the classroom to support education and build community.
Skinner’s reinforcement theory was used to create carefully constructed self-instructional materials
I always wondered about the beginning of Instuctional Design, and it is nice to understand that Skinnerian psychology had a part in forming the foundation of Instuctional Design We know today.
- Early ID
- Creative Learners
- creative instruction
- challenge for me
- Head Scratcher
- Skinnerian Psych