Advanced Instructional Design… figuring it out… or not?

Q: Write a reflection about the advanced instructional designs that were presented in class. Which ones made sense? Which would you use? Why? Which did you have problems with and what problems?

Because of a conflict with me being out of town, I was able to Skype in to the class… special thanks to Jenny, but it was a little tricky for sure to really be part of the learning.  It made me start to think about online learning and the boundaries, learning curves, technology needs and even the learner. 

My reflections are going to be a little scattered because unfortunately, that was my experience.  My internet in the hotel dropped a few times and I had to connect with other students (thanks to social media) to try and acknowledge Jenny to reconnect me.

As far as the presentations – Kim, William and Matt, I think they did a good job of providing information as to the ID as foundation of why they felt they were examples of advanced ID.  Given I was not “in the moment” and in the room, I don’t think I actually captured the total essence of the presentation.  Could this also be a problem with online/distance learning?  I was really just passively listening.  Knowing my learning style, I am really not a great auditory learner… thank goodness for the website where I was able to connect my learning and what I captured from the presentations. 

Some of takeaways –

I missed the first part of Kim’s presentation, but took away that it was looking at computer assisted instruction.  One interesting point is that in another class we were to have an online (interactive?) session.  We waited… and waited… and waited.  Kim commented that this is one of the frustrations with computer assisted instruction.  Can we rely too much on the technology? 

Dick and Carey Model:
 This looks to be a pretty comprehensive model.  Looking at the whole and taking into consideration the parts and how they interact with each other for the learning outcomes.  I can see this model utilized in classrooms because of the nature of the ID. 

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As for Matt’s presentation… another technology road block.  Although he did a great job of just jumping in, he did it without any visuals.  I think he did a great job of presenting the information, but as I mentioned, not a auditory learner… I kind of got distracted.  Could this be a problem with instructional design and online learning as well?  How do we capture our students interest? 

Thinking back to my first online learning classes… I think one of my professors really “got it”.  This was a class at UNT in library science.  We didn’t just interact passively and regurgitate information.  She had us chat frequently, but would play “devil’s advocate”.  Really deepening our thought process with our groups.  I think Dr. Warren does this but in a face to face model.  He lets the class drive the discussion and dig deeper for understanding.  He will chime in and provide another level/layer to make me go “hmmmm?”  Unfortunately, I wanted this same model in my summer class – does a reading a powerpoint really mean that I will understand the content? What is more unfortunate was that this particular class was from the education department… what are we teaching future educators about learning styles and more importantly instructional design?