ISLT9471
Instructional Systems Design
Even after completing just the first Skillset, I was amazed with the content at this class. First, I found that the professional development I've received from eMINTS and my district have led me down the right path. Backwards Design, in which I've been steeped for years, is a well recognized and proven effective Instructional Design System. For just a sampling of how I'd already begun to apply the content of this course to recent endeavors on the job, see my Skillset #1 assignment in which I reflect on an effective systematic design versus an non-existent or ineffective one.
Additionally, I was introduced to Voice Thread. I've already integrated it multiple times in my classroom for student publishing and requested a year's subscription from my budget allocation for next school year. Perhaps (or perhaps not) after I shared my students' first project with our superintendent, an announcement came that the district would be purchasing subscriptions for all students beginning in 2-13-14. I'd like to believe that my not so modest bragging played a part in that decision.
It’s challenging to isolate only three key understandings I gained throughout this course. While it was not necessarily a part of the course’s objectives, I would first have to assert that the amazing capabilities of Google Drive has been my biggest take away. While I had utilized Documents on a preliminary basis for collaboration and document storage in other courses and professionally, the realm of possibilities I've discovered throughout the completion of the final project is infinite. From increasing collaboration among colleagues on instructional materials and improving efficiency with gathering and analyzing student data to even compiling budget request items (and Chinese take out orders, on occasion): Google has made it easier and better. I look forward to getting certified as a Google Educator this summer and maybe even becoming a Google Education Trainer someday!
Secondly, I've grown to appreciate the intricacies of the ISD process. While I’d assumed that a majority of time was spent developing effective training materials, I understand now that a bulk of a trainer’s efforts are spent in the analysis before and after the sessions. It makes sense, in retrospect, that with the readily available “materials” available online now for free that more brainpower can indeed be spent in tailoring them to meet the learner needs a proactive facilitator can find rather than the actual creation from scratch.
Finally, I've come to appreciate the value of high quality performance events as a means of facilitating learning and assessment. I truly appreciated the context in which each Skillset was presented with a real-world application. While just as easily we could have been asked to write a summary of any given ISD component or provide examples from our own classroom, the Skillsets forced me to think deeply and realistically about each component. More than once I found myself in professional discourse with a classmate about the predicted (imagined) reception of our materials by our “learners”! I can only hope to continue to just as effectively integrate this practice with my own students, and perhaps adult learners in the future.
The most difficult concept for me to grasp was the learner and contextual analysis. While I fully understood the need for and definition of the Orienting, Instructional, and Transfer contexts, I found it very difficult to separate Learner from Contextual. The Needs Assessment was another one that I struggled with. Especially in the Feelings and Possible Solutions categories, I found it challenging to defend the “What do I need to Know” with “Why do I Need to Know This.” Most likely, this signals a self admitted personal weakness I harbor in considering the hurdles that these two categories may pose. I tend to be a very black and white type of person, and admit that this often leads to my overlooking the “grays” that many people bring to the workplace.
The concepts that I most easily grasped were definitely the objectives, learning materials, formative and summative assessments. Being a classroom teacher who utilizes Backwards Design regularly certainly came in handy in these facets of ISD. While I am accustomed to using them with juvenile learners, using them with adult learners was a new context for me. Reviewing the fundamentals of each, however, was a great refresher for me. Especially with assessments, I appreciated the opportunity to reflect how often I use various means of collecting data. All too often the “quick fix” of a multiple choice quiz scanned immediately into our Mastery Connect data management system is appealing to me (and parents alike!) However, I’ll strive now to appreciate and more frequently integrate other means such as open ended questions, interviews, and surveys.
I’m happy to report that I’ve begun to use what I’ve learned in my current work and am already looking forward to using it in the future with colleagues and students alike. In the midst of completing this course, I’d signed up to present an informal training on VoiceThread for teachers in my school. Utilizing what I’d learned about Google Forms and quality assessment practices, I created a quick pre- and post- survey for my learners. I included rating scales, multiple choice and open ended questions on each and the feedback was fantastic! I was easily able to see how my learners’ knowledge increased and also plan for a second session of professional development. As I embark on a quest to broaden my repertoire of training sessions, I’m currently writing proposals to present at the METC as well as a district wide technology break out sessions.
Additionally, I was introduced to Voice Thread. I've already integrated it multiple times in my classroom for student publishing and requested a year's subscription from my budget allocation for next school year. Perhaps (or perhaps not) after I shared my students' first project with our superintendent, an announcement came that the district would be purchasing subscriptions for all students beginning in 2-13-14. I'd like to believe that my not so modest bragging played a part in that decision.
It’s challenging to isolate only three key understandings I gained throughout this course. While it was not necessarily a part of the course’s objectives, I would first have to assert that the amazing capabilities of Google Drive has been my biggest take away. While I had utilized Documents on a preliminary basis for collaboration and document storage in other courses and professionally, the realm of possibilities I've discovered throughout the completion of the final project is infinite. From increasing collaboration among colleagues on instructional materials and improving efficiency with gathering and analyzing student data to even compiling budget request items (and Chinese take out orders, on occasion): Google has made it easier and better. I look forward to getting certified as a Google Educator this summer and maybe even becoming a Google Education Trainer someday!
Secondly, I've grown to appreciate the intricacies of the ISD process. While I’d assumed that a majority of time was spent developing effective training materials, I understand now that a bulk of a trainer’s efforts are spent in the analysis before and after the sessions. It makes sense, in retrospect, that with the readily available “materials” available online now for free that more brainpower can indeed be spent in tailoring them to meet the learner needs a proactive facilitator can find rather than the actual creation from scratch.
Finally, I've come to appreciate the value of high quality performance events as a means of facilitating learning and assessment. I truly appreciated the context in which each Skillset was presented with a real-world application. While just as easily we could have been asked to write a summary of any given ISD component or provide examples from our own classroom, the Skillsets forced me to think deeply and realistically about each component. More than once I found myself in professional discourse with a classmate about the predicted (imagined) reception of our materials by our “learners”! I can only hope to continue to just as effectively integrate this practice with my own students, and perhaps adult learners in the future.
The most difficult concept for me to grasp was the learner and contextual analysis. While I fully understood the need for and definition of the Orienting, Instructional, and Transfer contexts, I found it very difficult to separate Learner from Contextual. The Needs Assessment was another one that I struggled with. Especially in the Feelings and Possible Solutions categories, I found it challenging to defend the “What do I need to Know” with “Why do I Need to Know This.” Most likely, this signals a self admitted personal weakness I harbor in considering the hurdles that these two categories may pose. I tend to be a very black and white type of person, and admit that this often leads to my overlooking the “grays” that many people bring to the workplace.
The concepts that I most easily grasped were definitely the objectives, learning materials, formative and summative assessments. Being a classroom teacher who utilizes Backwards Design regularly certainly came in handy in these facets of ISD. While I am accustomed to using them with juvenile learners, using them with adult learners was a new context for me. Reviewing the fundamentals of each, however, was a great refresher for me. Especially with assessments, I appreciated the opportunity to reflect how often I use various means of collecting data. All too often the “quick fix” of a multiple choice quiz scanned immediately into our Mastery Connect data management system is appealing to me (and parents alike!) However, I’ll strive now to appreciate and more frequently integrate other means such as open ended questions, interviews, and surveys.
I’m happy to report that I’ve begun to use what I’ve learned in my current work and am already looking forward to using it in the future with colleagues and students alike. In the midst of completing this course, I’d signed up to present an informal training on VoiceThread for teachers in my school. Utilizing what I’d learned about Google Forms and quality assessment practices, I created a quick pre- and post- survey for my learners. I included rating scales, multiple choice and open ended questions on each and the feedback was fantastic! I was easily able to see how my learners’ knowledge increased and also plan for a second session of professional development. As I embark on a quest to broaden my repertoire of training sessions, I’m currently writing proposals to present at the METC as well as a district wide technology break out sessions.