This post will explain instructional
design strategies used by the instructors of
two courses I had completed last semester. The first course (A) refers
to research methods in E- education, and the second is Innovation and change
management. TO begin, the instructor of the course A started the lecture by
revision the prior session and connected it with the new content of the current
lecture. He, also, asked about the learners and their health, academic status,
and the challenges they face. The instructor of the course B had a strong
relationship with the learners, so she talked for a long time with their
concern, experiment, and if they had any question related to the content of
pervious lecture. In general, both instructors aimed by this strategy to be
familiar with the learners and motivate them to be engaged in the course
session. Both instructors did not use ice breaker activities or a story. This
required the instructor also to create a compelling introduction to make the
hooked from the start of the session. The instructor of the course A presented
the outline of the session and the outcomes. In contrast the instructor in course
B, often, ignore this point and stared the lecture directly. I think an
instructor should present the objectives of the session and let the learners to
discuss what they want to know about the topic and how it relevant to their
real world.
Regarding integrating the
technology in lectures, the two instructors usually used the smart learning
tools of the blackboard, but there are some differences between them in
integrating the tools, and this point will be discussed in the next line. As
such integrating technology is an important factor in instructional design and
there are numerous tools that can designer use to facilitate the learning and
make it useful. Both instructors used a PowerPoint presentation in each
session. The design for both is appropriate for the learners. But the content on
each slide is crowded (full) in the
course B. This fullness of information in the slides makes the learners confuse about which he needs
to know, should, and nice to know. In addition, it is useful if the instructors
applied the K-W-L strategy. In some case, the instructor of the course B
transferred the content from other resources to the session slides without any
change.
Both instructors used the tools that help
learners in their learning, such as YouTube, resources, and other media (photo,
maps). Needless to say, that each teacher and instructor have its own style.
So, the instructors are different at this point. On the other hand, each instructor
used several strategies in the lectures. For instance, Instructor of course A presented
the content on PPT and explained the main topics, terms, and point. Then he
asked about some parts and discuss in details with clear examples. The same is
instructor B, but she read the content and then asked each learner to explain
and support an idea from real experience
in their field. This strategy is suitable with the view numbers of learners and
little content, not with high numbers of learners. In general, both instructors
focus on discussion with the learners. At many times the aims is to connect the
experience of the learners with the content of the course to transfer the
theory into the real world. Important to say, that the instructor of the course
(B) focused on critical thinking of the learners’ answer such as analyzing the
part of content and connecting it with the authentic situation. Again with the content, in the course A the
content is designed sequentially. But, in the course B it was presented without
clear fashion. Maybe this is related to the nature of the course content
itself. However, it is beneficial for the learners to receive the content in an
appropriate way.
To
improve the teaching and learning processes, I will suggest diverse methods regarding the two instructors that maybe make
the innovative change and allow learners
to gain a fruitful experiment.
- The instructors should pay
attention to grab the learners’ concern at the beginning of the lecture. This
is motivating them to know why they learn this topic.
- The instructors should use the
different models and theories of learning to help learners in their journey.for
examples, adult learning principles, Keller’s ARCS model of motivation, and the zone of proximal development (ZPD) concept which was created by Vygotsky.
To sum up, this table shows the
difference between the two courses by applying Gagne’s nine events of instruction:
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