Advanced Instructional Design
Fall 2010| Dr. Nada Dabbaugh| 3 credits
Capstone course of three-course sequence on theory and practice of instructional design. Helps students apply ideas developed in prior courses to complete major instructional design project. Covers leading-edge ideas in evolution of instructional design.
Reflections & Insights
When I first entered this course, I was completely "sold" on the largely objectivist, epistemological models and strategies I had learned about in EDIT 704. Upon further reflection it became very clear to me that these wide accepted standards have been perceivably effective in our school systems for generations. They're proven, measureable, and have stood the test of time. That being said, our education system has also been under scrutiny for years setting standards and implementing curricula that supposedly addresses the majority of the learning audience. It is this "one-size-fits-all" mentality that has propogated the objectivist approach and turned our education system on its ear. Unlike objectivists, I do not view learners as empty vessels waiting for new knowedged to be dumped in. I have always described myself as a tactical learner, I learn by doing. I learn best when immersed into the subject area and find that the models and strategies that have emerged from the constructivist paradigm align more closely with the approach I take to learning myself and would like to implement in my profession. As we mature through life, we learn, evolve, synthesize, reflect, and reinvent the way we perceive information. As such, it only seems practical to approach learning from a similar angle. Some may argue that it is difficult to measure ill-structured, open-ended learning environments such situated learning, cognitive flexibility hypertext, learning by design, or problem-based learning. This was one of the most challenging hurdles for me to overcome; I realized that it isn't difficult to measure performance in this realm but rather requires a greater level of effort to design, support, and assess. I believe that despite these challenges, CLEs likely address a greater audience, motivate socialization, negotiation of concepts, synthesis and articulation of new knowledge that can be used to further expand the pool of knowledge. It requires higher-order thinking and creative zeal both on the part of the learner and the designer which, I find inviting and fascinating.
- Constructivist learning model and strategies for adult learners