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analysis September 30, 2009

Filed under: 5210 class,Instructional Design — Echang @ 7:05 pm
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I know that front-end analysis is very important to design instruction. However, it is very difficult to practically talk with clients on their needs of instruction. Sometimes the clients even don’t know the problems or methods to improve, so it is ambiguous for clients understand what designer is talking about. It is similar process to produce a TV program, so I think designer should suggest the clear and essential solution for a certain problem. Designer need to pick up one clear problem, then narrow the discussion topic step by step. If designer wish to solve the all problems, the task will be much confusing and unsatisfying. Without any visible or applicable product, the client cannot judge what problem they have. In addition, they are so busy to spend enough time to talk with designers. To catch the main problem and basic information, designers need to have validate, practical, reliable tools like assessment. When I met my client, she didn’t know what a problem is in her boundary and what potential solution integrated technologies and school curriculum is. When I suggest certain tips, then she said her actually problem, condition, and her attitude for the problem. However, she was so busy, and we didn’t have enough time to talk. Then I tried to observe students, teachers, and classroom and gather information on time schedule or class organization. If I concern about three parts, I think I can find right direction. (1)an acceptable design to teachers- I need to know teachers’ problem (2) suitable design for available equipment- I need to know the classroom affordance (3) design meets a real instructional need- I need a content expert. So I need to interview with teachers, check classroom affordance with administer, and find someone to supervise my instructional design.

 

What to do next:

1. interview with teachers

2. check classrom affordance

3. find content expert to supervise

4. read textbook to figure out tools

 

Instructional strategies for September 29, 2009

  • Declaraytive Knowledge Insruction
  • Concept learning
  • Principle learning
  • Problem- solving Instruction
  • Cognitive strategy instruction
  • Attitude learning
  • Psychomotor skill learning
  • Macro strategies: integration of types of learning

 

 

Instructional Strategy design (Reigeluth 1983)

Reigeluth categorized the Instructional strategy desin into three different aspects:

  • Organizational strategy characteristics
  1. How instruction will be sequenced?
  2. What particular content will be presented?
  3. How this content will be presented?    

    

  • Delivery strategy characteristics
  1. What instructional medium will be used?
  2. How learners will be grouped?
  • Management strategy characteristics

              scheduling and allocation of resources to implement the instruction that is organized and delivered as planned   within the previous two strategy aspects.