Trends and Issues in Instructional Design

Project Reflection Paper

This project reflection highlights the major concepts I have taken away from this
course: decisions made along the way with the ID model; why I selected the
motivational theories employed; the learning theories utilized; the learning theories I
subscribe to; how the task analysis and learner characteristics affect the learning theory
employed; my thoughts on instructional design as a systematic process.
Before beginning this course I thought I had an idea as to what being an
instructional designer entailed. After delving more deeply into the curriculum, I have
realized how much critical thinking and consideration goes into every adult learner
partaking in a course. Coming into this course I had a general knowledge of what
objectives are and how to write them. I now have a much stronger understanding of the
different kinds of objectives and how to write each. I also did not know what a Course
Design Document (CDD) was and what it was used for. I now know the components
that go into creating a CDD and how to make each part strong, clear and concise.
Due to the fact that the audience for the Google Classroom Training is comprised
of adults, Knowles theory of adult learning (andragogy) best expresses the motivational
drive for this course. This motivational theory is the best choice due to many reasons.
The adults taking this course will be provided with a safe environment where they may
practice their new skills as many times as wanted without judgment or repercussion for
mistakes. All participants will receive professional development points upon completion.
The participants are aware that technology is ever changing and advancing; it is vital
that the young people of America grow up learning how to use and apply technological
resources in and out of the classroom environment. In this training course, there are
specific tasks for which the learners need to gain both cognitive and physical
competence. The participants are exposed to both training exercises and academic
exercises. The adult learners taking part in this course are constantly seeking new and
exciting ways to teach. In this day and age, technology plays a critical part in day-to-day
functions and tasks. Without teachers exposing their students to technology, children
will grow up being technologically illiterate and unable to compete in society. It is the
teacher's job to prepare them for their future: a technologically literate future.
According to Kemp, Morrison and Ross a learning theory is a set of laws and
principles that broadly explain learning and behavior. Throughout the Google
Classroom online training course, cognitive constructivism is applied. Pre existing
cognitive structures is the basis for learners to construct new knowledge. Learners are
discovering new information through accommodation and active assimilation. Learners
set goals and are motivated to learn. The social constructivism learning theory is also
applied throughout the course. Learners actively engage in conversations with one
another. A collaborative learning environment is facilitated by the instructor. Learners
are also rewarded by completing the course through receiving professional
development points. I do not subscribe to just one learning theory. I prefer to have the
information presented to me in a step format with feedback (behavioral theory),
including example and nonexamples (cognitive theory), and cooperative group work
with other learners (social learning theory).
 Kemp, Morrison and Ross define task analysis as a collection of procedures for
analyzing the information needed to achieve the objectives. Performing a task analysis
helps the Instructional Designer understand the learner's goals, how to achieve those
goals, the experiences the learners bring to the course, and how learners are influenced
by their environment. Kemp, Morrison and Ross define learner characteristics as
factors relating to personal and social traits of individuals and learner groups that need
consideration during planning or learning. The Instructional Design Model that best
suits this online Google Classroom training course for teachers would be the Dick and
Carey Model. This model is a systematic approach for creating and implementing a
successful educational program. According to Lee and Lee, this model describes all the
phases of an iterative process that starts by identifying instructional goals and ends with
summative evaluation. One cannot conduct a task analysis without background
knowledge on the individuals enrolled in the course. Both go hand-in-hand.
Instructional design is very similar to the scientific method. Both begin with a
problem which leads to an analysis/evaluation. The instructional design model begins
with identifying the instructional goals, then conducting an instructional analysis and
identifying entry behavior characteristics. From there the Instructional Designer (ID)
writes the performance objectives, then develops criterion referenced test items. From
that point, the ID develops instructional strategies instructional materials. Finally, the ID
designs and conducts a formative evaluation. Throughout the entire process, the ID
should constantly be revising instruction. At the very end of the process the ID designs
a summative evaluation. This process is very systematic and requires special attention
and detail.
 Trends and Issues in Instructional Design
Professional Growth and Reflection

What are some significant ways in which you will expand the use of instructional
design in your current position?
In my current position I will become a more learner-centered educator. I will develop
strong and specific learning goals. I will begin to utilize my critical thinking skills in order
to better understand what my students will be expected to do once the topic or lesson
has been taught. I will also gain a better understanding of the skills my students will
need in order to be successful in fifth grade. Finally, I will create activities that allow my
students to demonstrate their learning in numerous ways.

What were the most valuable concepts/ideas gained during the course?
The most valuable concept/ideas gained during this course was during week 5 where I
created a goal analysis. There are many steps of a goal analysis and each one requires
critical thinking and analytical skills. Nothing can be overlooked and pushed to the side.
All parts of a goal analysis are important and lead to a well developed course for the
learners.

What was the most valuable, most fun, or most interesting activity during the
course?
There were so many interesting and fun activities during this course. I enjoyed the
discussion board posts: icebreaker introduction, ID competencies & job research, front
end analysis, teach back and partner activity. The course was well designed and the
readings paired well with each module. The most valuable activity during this course
was the partner activity. I learn from example and from feedback. Having another
person to talk through the assignment with was very helpful.

How will this course impact your instructional design?

This course will impact my instructional design in many ways. Before taking this course I
had no formal knowledge in the instructional design field. Now, after taking just one
course I have a much better understanding of the design process. The knowledge
gained from this course will help me in the next stage of my instructional design
education and career.

What questions/concerns do you have about using instructional design?

My one major concern is choosing the best learning theory and motivational theory for
the designated course. There are many different learning theories. There is also a lot of
information to attain about the learners taking the course so it can be overwhelming to
choose the learning theory that best suits the course and all the learners. I also find it
difficult to choose just one motivational theory when everyone thinks differently and has
different feelings.

Where will you go to answer these questions/concerns?

I will continue to read more instructional design books, blogs and articles to learn more
about each learning theory and motivational theories. I will also reach out to those I
have met and will meet throughout the Instructional Design courses.
References
Kemp, J. E., Morrison, G. R., & Ross, S. M. (n.d.). Designing effective instruction (7th
ed.).
Lee, H., & Lee, S. (1996). Dick and Carey Model. Retrieved January 10, 2017, from
http://www.umich.edu/~ed626/Dick_Carey/dc.html