Are Teachers Instructional Designers? Discussion
In your post address the following series of questions:
1.
Connect: How are the ideas and information
presented CONNECTED to what we have discussed in previous weeks?
In the last few weeks, we have
examined information related to different learning theories and their creators.
I believe that the intent in researching these various theories was to gain an
understanding of the ways in which learning theories and ideas have progressed
over time and to determine which theories most aligned with our beliefs, as
educators. One thing that I noticed and I believe others have pointed out this
fact as well, is that the basic concepts behind many of the learning theories
have not changed, they have just been viewed or analyzed in a different way. In
reading the information this week, I discovered that in the chapters from
“Audio-Visual Methods in Teaching” by Edgar Dale, when discussing “effective”
and “permanent” learning, it was stated that in order for learning to be
effective and committed to memory, it must be relevant to the learner. The ideas of relevance and connecting new
ideas to existing information are the building blocks for several cognitive
learning theories. It is mentioned that
experience plans an important role in education in that it allows learners to
build concepts by organizing and using their experiences to develop
understanding of previously unfamiliar information. This idea was illustrated using a diagram
referred to as the “cone of experience”. The notion that personal experiences
help learners to develop better understanding of abstract ideas is a key
element in constructivism. The
progression of learning theories over the years, seems to align with the
progression of instructional design theories. Just as learning theories moved
from the more concrete notions of behaviorism to the more complex theories of
constructivism, instructional design theories have progressed from focusing
mainly on content presented to working to construct various aspects of the
learning environment. The focus in instructional design has shifted from how to
simply deliver the content to the learner, to how to create an environment in
which more “authentic” learning can occur, allowing the learner to construct
meaning from the process. This modern approach to instructional design
highlights such constructivism elements as social interaction and learner
constructed meaning in the learning process. Essentially, over time, both learning theories
and instructional design theories have come to place more emphasis on the role
of social interactions in the learning process. Overall, I believe that
learning theories are connected to instructional design theories in that
learning theories provide the framework for instructional design. The goal of
instructional designers is to create lessons that will accomplish specified
learning goals and this is only successfully accomplished by consulting
learning theories in the course of the development process.
2.
Extend: What new ideas did you get that EXTENDED
or pushed your thinking in new directions?
Before reading the material this
week, I had not really given much thought to the extent in which real life
experiences impact the learners retention of information. It was mentioned in
the readings that many times, learners will memorize terms or information and
if they do not have background knowledge with which to connect that information
or do not use it daily, they are likely to misuse it or forget it entirely.
This makes so much sense to me because I can remember memorizing information in
school that I did not have adequate background knowledge or experience with and
soon after completing those classes, I would not be able to efficiently use or
remember the information. This was especially true for me in my high school
Spanish courses. I can recall learning vocabulary terms and phrases that I was able to successfully
use within the context of the classroom, but once I completed those classes, I
had great difficulty retaining that information because I did not use it on a
daily basis and it was not something that I had previous knowledge of before
taking those courses. When I am afforded the opportunity to teach my own class,
I do not want this to be the case for my students. Therefore, I really need to
carefully examine my instructional design to develop methods that can help my
students better relate the information they are learning to what they already
know.
3.
Challenge: What is still CHALLENGING or
confusing for you to get your mind around? What questions or wonderings do you
now have?
The readings this week seemed to
highlight the idea that social interaction has become an increasingly
influential factor in the learning process. It is mentioned that learners can
gain insight and understanding about new information from social interaction
with other learners in their environment. Whether this involves working to
construct an idea or simply sharing background knowledge, learners can benefit
from conversing with their peers. While I can understand this concept and see
the ways that it can positively influence the learning process, I struggle with
determining the best way to incorporate the element of social interaction into
my lessons. Perhaps I should look more at constructivist learning theories and
lessons designed around those theories in order to effectively incorporate
social interaction into my lessons. With the vast array of technologies
available today, allowing students to connect and interact is possible in a
variety of formats from almost anywhere in the world. Teachers are no longer
limited to interaction between the pupils in their classrooms, but they can
allow their students to connect with other students in the school, neighboring
cities, or even other countries. I suppose that my biggest dilemma or challenge
is figuring out how I can utilize these resources, along with constructivist
principles and not allow the social interaction aspect of the lesson to deter
the learning process.
4.
Finally,
try to answer this question: Are teachers learning designers? Why are why not?
I believe that teachers are learning
designers in the basic sense of the term because teachers should explore new
ways to enhance their teaching methods and facilitate successful learning
experiences for their students. While they may not possess the plethora of
skills outlined in the readings this week, the goal of the teacher is the same
as an instructional designer and that is to design lessons that effectively
facilitate learning. If a teacher designs a lesson to help his/her students
achieve a particular learning goal and the lesson is not or does not accomplish
this task, it then becomes the mission of a good teacher to evaluate the
problems in the lesson design. By examining the problems, the teacher can work
to design an improved lesson that will help his/her students reach the intended
goal. Successful teachers are always learning from their mistakes and adjusting
to improve their lessons in hopes of helping their students to reach the
learning goals that have been established.
Therefore, I would consider teachers learning designers, because they
not only work to design the methods by which information is presented, but they
also work to improve lessons so that increased learning can take place.
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