Defining the Instructional Design and Technology Field
How do the definitions in the first chapter compare to your own
definition of instructional or educational technology?
I found my definition of educational technology to be very similar to definitions given in the text. I did find it interesting though that there seems to be more that one definition and I can't help but feel that it is because educational technology in itself is a fairly new concept. Technology is constantly changing therefore how it is utilized in the classroom is constantly evolving.
What experiences
or other influences have shaped your definition?
When I began teaching six years ago I found myself lost in the subject of educational technology. I viewed technology more as a resource rather than a tool. I thought that it was used to enhance student learning not advance or progress their thinking. Thee longer I have taught the more I have seen my view on technology grow and see that educational technology is not just a way to improve student learning it is a tool that is used to develop and increase it.
How has your definition
changed from examining the definitions in the first chapter of this book?
In some ways it has but ultimately it has stayed the same. My definition of educational technology has drastically changed since I first entered the education world but over time it has progressed and developed into what I believe it to be today. I think after reading the book I see how over time the definition of educational technology has been molded, reshaped and molded again just as it has for me. Next, think of a lesson or unit of instruction that you have developed. Or if you haven’t ever taught or developed instruction, think of one that you have received. How does that lesson adhere or fail to adhere to the six characteristics of instructional design?
How would you redesign it to better adhere to the six characteristics.
For the past three years I have taught energy resources and their advantages and disadvantages. In this unit I have student learn and understand how a wind turbine functions and have student design and create their own wind turbines in groups to see who can create the most efficient blade design to receive maximum energy output.This lesson took place over the course of a week. Here is how I believe the lesson aligned with the six characteristics of instructional design.
Student Centered: Aside from the initial instruction and review of content the students we the leaders in their learning whereas I acted mostly as facilitator or as they referred to me as their "consultant". As students working on their wind turbine blades I provided support, asked questions and helped with finding solutions to problems through additional questioning and suggestion but only when asked. Students compiled their data, analyzed and communicated their findings in the format of their choice.
Goal Oriented: The lesson was goal oriented in that the learning objective was- I can use the steps of experimental design to collaboratively create a wind turbine blade that generates electricity as well as present my results to my classmates.
Focuses on Meaningful Performance: In this lesson my students were to design, develop and create wind turbines based on the information I had given them about wind energy. in this lesson students acted as engineers in which they must critically think and problem solve to attain their goal and then present their findings to their peers.
Outcomes Can Be Measurable: Throughout the lesson students conducted self and peer evaluations to reflect their attitudes, behaviors, outcomes, and performance. Students then created a presentation based on their findings and communicated their results to their class. Their class then evaluated how they thought their classmates performed based on what they learned. I then assessed the knowledge the students had gained based on a rubric.
Empirical, Iterative and Self-Correcting: Students utilized the steps of experimental design, or better known as the scientific method, to conduct their investigation and present their findings.
Team Effort: Students collaborated to conduct their investigations as I facilitated and provided support and evaluate each others performance as well as well as their own.
If I were to redesign the lesson I might reword the assignment to turn it more into a mission and therefore help the students connect what they are learning to the real world. Essentially, most of students made the connection that this is process engineers go through when creating wind turbines but I feel that some did not leaving a gap in student knowledge gained.
In the 3rd chapter,
Reiser distinguishes instructional media from instructional design, excluding
teachers, chalkboards, and textbooks from the definition of instructional
media. Why?
I believe Reiser distinguishes the meaning because the teachers, textbooks and chalkboards are the essential source from which the content is presented in whereas the instructional media is the format in which the content is presented. The source of the information is different from how the information is presented to the students therefore they are different from Reiser's definition of instructional media.
Would you consider teachers, chalkboards, and textbooks
instructional media?
After reading this chapter I find myself a little confused therefore have changed my viewpoint yet I have not. I would not consider the teacher or the textbook as a type of instructional media because they are source from which the students receive their initial information. I would consider the chalkboard to be a type of instructional media because it is the format in which the content is presented.
Is the purpose of instructional design to incorporate
media into instruction?
After reading this chapter I believe one purpose of instructional design is to incorporate media into instruction but not incorporating media alone. Reiser states, "Many individuals have argued that the effective use of media for instructional purposes requires careful instructional planning, such as that prescribed in models of instructional design." (2012)
