In the previous post, I had explained the definition of
instructional design and its components. In this post, more details will be
presented and discussed related to prior two courses that I completed in Fall
2016. The two courses are named A and B
instead of their real name. In fact, The
course A was more effective and relevant to our practice in the arena of
education more than the course B.
As mentioned earlier, the main goal of ID is
to make the learning process more efficient, effective and easy. Through my
experiment with two courses, I found that the course A Instructor had worked to
meet this goal. In contrast, the course B in many parts was ambiguous. To be more
precise, instructional design objectives should be written clearly and include
the condition of SMART model or the other model ABCDS, which is suggested by
the instructor of the current course (ID course). However, in course A it is
clear to know what the learner would be able to know, this point is missed or
in some time written in general in the weekly plan paper in the course B. Another
critical point to make the learning effective, it is necessary to explain the
problem that needs to solve, because this will make the learner more
enthusiastic to learn and then engage him in the activities during the lecture.
In the course A the tools which were used to solve the problem is divers while
it is limited in the course B.
The kinds of information is an important factor in
instructional design. The ID designer should pay attention to the kinds of
information and knowledge and the learners (audience). Three conditions should
be in the information. Accurate, a complete, and appropriate to the learners.
This mean, in another way, that from the first stage of instructional design to
the evaluation stage an information is a critical factor in instructional
design. This is the responsibility of the subject-matter expert when he
prepared the content for the instructional design. For instance, in the course (A) the instructor considered the content that
is appropriate to the level of the learner and their skills. Through the course
B, some time the content is not design to the level of the learner and their
experience and it seems that it is designed for another field such as business.
Although the content is not relevant to the field of learners, but the
instructor in course B worked hard to adapt it to the education field and also
support that by engaging the learners to share their experience related to the
topic in order to transfer the theory to the practical aspect.
If we apply this point of
the ADDIE model, the first stage is analyzing the learners need to choose the appropriate
information. In addition, to understand what is already the learners know and
what they need, should, and nice to know.
The second phase is Designing learning objectives to adapt the
information in suitable style. Then, developing the strategies, activities, and
media to deliver the course content. The implementation phase focuses on
ensuring that all the components are going in an effective way. The last stage
is evaluated, it focuses on evaluating what, how, when, and why related to the
instructional design.
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