After spending time in this course, I have learned so much about instructional design. Good instructional design is making sure that trainings are designed with the learners in mind and designer has taken into account the effectiveness of the different methods, materials, and technology. When choosing a topic, the designer should be sure to choose a topic that is relevant and necessary for the audience. To begin designing, there are various helpful models to walk you through the design process; such as, the ADDIE Model, The SAM Model, Learning Circle Framework, etc. These are new to me and something I learned about in this class. Having a model is extremely helpful!
There are also many components that should be considered to make sure that the best learning is taking place. Components like color, slide arrangement, text and font use, visuals, etc. Reynolds (n.d.) gives several very helpful tips for good instructional design. The first is to keep it simple; the slides in your presentation should not be cluttered and distracting, but simply display text, data, visuals, etc. to support your instruction. Another tip is to keep it visual; people tend to remember pictures are better than words. Do not create what Reynolds (n.d.) called "sliduments"; this is when slides are turned into documents that contain entirely too much information. Using short video or audio clips can also be helpful; it changes the pace and breaks up the presentation a bit which can help keep the attention of the audience. Brown and Green (2024) said, "Visual design is both an art and a science, and there are trends and fashions in the world of visual design that are worth keeping up with" (p. 247). Doing some research and keeping up with the latest trends can be helpful in creating good instructional design.
To develop the training I designed for this course, I used the ADDIE model that is explained in the graphic below. I will have to wait to finish the implementation and evaluation piece once I get a chance to present my training.
The training is about using success criteria in the classroom along with the current learning targets that we are already using as a school. The training was designed for our faculty. Success criteria will be a school wide focus this year as we work towards helping students understand why they are learning the things that they are learning. Which was the start of a good instructional design process because I know that this training is something that our faculty need to learn about and will benefit the students in our school. Our students are so focused on the grade that is attached to assignments and we would like to shift their thinking to working towards achieving goals. While creating my slides, I was sure to keep it simple and make sure that they were not cluttered and contained beneficial information. I want the slides to support what I am discussing in the training and not be overstimulating to the point that they are a distraction. I also used a consistent color scheme, font, and design throughout the entire presentation. When looking back through my presentation, I think in the future I will try to incorporate more visuals and data but still be sure to keep the design aesthetic.
Link to my training materials - https://sites.google.com/shelbyed.org/successcriteriapd/home
References
Brown, A., & Green, T.D. (2024). Essentials of instructional design: Connecting fundamental principles with process and practice. Routledge.
Reynolds, G. (n.d.). Design tips. Presentation Zen Design Tips. https://www.garrreynolds.com/design-tips
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Hi Mallory,
ReplyDeleteThe ADDIE model provides instructional designers with a structured approach to instructional design and development, which can be adapted to different contexts and needs. In our textbook, Brown et al. (2024) emphasize the importance of considering the organizational context when developing instructional strategies. The structured process of the ADDIE model ensures that important elements are included and allows for continuous improvement. This approach empowers designers to create learning experiences tailored to the specific learning needs for optimized impact (S, 2024).
Brown, A., & Green, T. (2024). The Essentials of Instructional Design: Connecting Fundamental Principles with Process and Practice. Fifth Edition. New York: Routledge
S, V. (2024, June 3). In defense of the addie model: A comprehensive framework for learning and development. eLearning Industry. https://elearningindustry.com/in-defense-of-the-addie-model-comprehensive-framework-learning-and-development
Tomeka Jones
Mallory, I enjoyed reading your blog post. I couldn't access your Instructional Design project using the link in your post. I would love the chance to see it. My school had a similar issue with students only focusing on grades and not on the goals/objectives of the lessons. We instituted a school-wide initiative focusing on a Growth Mindset using the work of Carol Dweck. It took several years of implementing it with the students before it finally started "sticking." I would grade my students' assessments and give them back without the score on the assessment. I would ask them to correct their mistakes and return the assessment for me to re-grade. They hated it at first. They just wanted to know their grade and move on. They weren't keen on taking the time to reflect on their mistakes. I kept trying to reinforce that mistakes are how we grow and learn.
ReplyDeleteI can appreciate your points about the instructional material's visual design and presentation. I found Mayer's design principles for instructional design very informative. Sometimes, I think we focus so much on the information we are trying to teach that we overlook some of the limitations of how much and what kinds of information the human brain can process at once. One of the principles I would never have thought of is not presenting on-screen text to narrated animation (Mayer, 2008). The visual and audio use two different channels to process the information. Sometimes this makes it difficult for the brain to process what they are reading on the screen, what they are watching on the screen, and what they are hearing all at once.
References
Mayer, R. E. (2008). Applying the science of learning: Evidence-based principles for the design of multimedia instruction. American Psychologist, 63(8), 760-769.