Week 5 Reflective Responses
1. What Instructional Design theories lend themselves to development of online learning environments? Which one did you lean toward in developing your course?
It is important to think about the instructional design theories when developing an online course. Understanding these theories are pivotal in creating an effective and more meaningful eLearning experience based on eLearningIndustry.com writer Christopher Pappas. There are three basic principles that Dabbagh discusses in the Instructional Design Knowledge Base (IDKB) table and they are Objectivism/Behaviorism, Cognitivism/Pragmatism, and Constructivism/Interpretivism. Below you will find further detail for each one:
1. Objectivism/Behaviorism
It is a mechanistic process that links a stimulus with a response changing the behavior (Bates, 2014). This theory is great for babies as they grow and learn. They mostly learn by behavior as when they are learning how to walk they get cheered and praised for their performance and when they venture into something that may hurt them they learn quickly not to do that again. Sometimes the baby may need to do it again and again before the behavior is learned that they should or shouldn’t do that again. Also, as our young men and women join the armed forces and go to basic training they learn very quickly as what it is they need to do and not do. The drill sergeants’ goal is to change the behaviors of the recruits so they can gain the skills necessary for warfighting. The recruits are immersed in an environment that controls their behavior.
I feel that each learner starts off with a clean slate and that shapes their behavior with either positive or negative reinforcements. As a math teacher, I’d like my students to memorize the multiplications table so that when I present other strategies or formulas they are not spending all their time trying to figure out how to multiply or divide versus learning the new skill sets. These are a few examples of why learning with a behaviorist theory is important. It depends on what you are trying to accomplish, learn, or change. I feel that I’ve been a behaviorist at times throughout my life, probably most of my life, and that was the approach needed at that particular time so I could accomplish what it was I was setting out to do. The most effective way to reach the learners is through lectures and textbooks where it is informative, organized, and clear (Bates, 2015). This is mostly the way a traditional teacher-led classroom is run.
2. Cognitivism/Pragmatism
It is learning internally when drawing on the individual’s mental process. As Jean Piaget, a theorist, states his theory is concerned with children. I agree! It is a way of organizing knowledge such as index cards filed away in the brain. This theory is important for infants and children as they grow and mature so they can use their mental image to understand and respond to situations that surface in their lives. James Hartley puts it “Learning results from inferences, expectations and making connections.” This is what kids do every day. They take on what they previously learned in order to advance their knowledge. This is when the children mature, grow up, they have an increased capacity to understand. Just like the behaviorist theory there are points in our lives that one theory outweighs another.
3. Constructivism/Interpretivism
Is when individuals strive to make sense of their environment based on their past experiences and present state (Bates, 2014). Learning is based on experiences that the learner has making it unique and different for each person. As we are learning in this course we all have the same assignment but the results from each individual student will be diverse as we all have different backgrounds and experiences. I think this theory works best in an online classroom as each student can share their experiences with one another so they can build a deeper understanding of the content. Students work in collaborative groups to discuss the content or practice the concept taught providing that deeper knowledge base so they can continue to grow and mature within the subject area.
My online course leans toward this theory as I believe learners learn best when they are involved, via discussion board, and hands on doing what needs to be done. So I focused on this theory as it fits best with teaching teachers how to technological tools within their Canvas course that they use in their classroom. Plus, as a teacher, I’d appreciate walking out of a professional development with material that I can use immediately in my classroom and my online course creates this authenticity for each teacher. This way my learners can dive deeper into their learning process and walk out with products conducive for them.
References:
It is important to think about the instructional design theories when developing an online course. Understanding these theories are pivotal in creating an effective and more meaningful eLearning experience based on eLearningIndustry.com writer Christopher Pappas. There are three basic principles that Dabbagh discusses in the Instructional Design Knowledge Base (IDKB) table and they are Objectivism/Behaviorism, Cognitivism/Pragmatism, and Constructivism/Interpretivism. Below you will find further detail for each one:
1. Objectivism/Behaviorism
It is a mechanistic process that links a stimulus with a response changing the behavior (Bates, 2014). This theory is great for babies as they grow and learn. They mostly learn by behavior as when they are learning how to walk they get cheered and praised for their performance and when they venture into something that may hurt them they learn quickly not to do that again. Sometimes the baby may need to do it again and again before the behavior is learned that they should or shouldn’t do that again. Also, as our young men and women join the armed forces and go to basic training they learn very quickly as what it is they need to do and not do. The drill sergeants’ goal is to change the behaviors of the recruits so they can gain the skills necessary for warfighting. The recruits are immersed in an environment that controls their behavior.
I feel that each learner starts off with a clean slate and that shapes their behavior with either positive or negative reinforcements. As a math teacher, I’d like my students to memorize the multiplications table so that when I present other strategies or formulas they are not spending all their time trying to figure out how to multiply or divide versus learning the new skill sets. These are a few examples of why learning with a behaviorist theory is important. It depends on what you are trying to accomplish, learn, or change. I feel that I’ve been a behaviorist at times throughout my life, probably most of my life, and that was the approach needed at that particular time so I could accomplish what it was I was setting out to do. The most effective way to reach the learners is through lectures and textbooks where it is informative, organized, and clear (Bates, 2015). This is mostly the way a traditional teacher-led classroom is run.
2. Cognitivism/Pragmatism
It is learning internally when drawing on the individual’s mental process. As Jean Piaget, a theorist, states his theory is concerned with children. I agree! It is a way of organizing knowledge such as index cards filed away in the brain. This theory is important for infants and children as they grow and mature so they can use their mental image to understand and respond to situations that surface in their lives. James Hartley puts it “Learning results from inferences, expectations and making connections.” This is what kids do every day. They take on what they previously learned in order to advance their knowledge. This is when the children mature, grow up, they have an increased capacity to understand. Just like the behaviorist theory there are points in our lives that one theory outweighs another.
3. Constructivism/Interpretivism
Is when individuals strive to make sense of their environment based on their past experiences and present state (Bates, 2014). Learning is based on experiences that the learner has making it unique and different for each person. As we are learning in this course we all have the same assignment but the results from each individual student will be diverse as we all have different backgrounds and experiences. I think this theory works best in an online classroom as each student can share their experiences with one another so they can build a deeper understanding of the content. Students work in collaborative groups to discuss the content or practice the concept taught providing that deeper knowledge base so they can continue to grow and mature within the subject area.
My online course leans toward this theory as I believe learners learn best when they are involved, via discussion board, and hands on doing what needs to be done. So I focused on this theory as it fits best with teaching teachers how to technological tools within their Canvas course that they use in their classroom. Plus, as a teacher, I’d appreciate walking out of a professional development with material that I can use immediately in my classroom and my online course creates this authenticity for each teacher. This way my learners can dive deeper into their learning process and walk out with products conducive for them.
References:
- Bates, T. (2014). Learning theories and online learning. In Online Learning and Distance Education Resources. Retrieved from https://www.tonybates.ca/2014/07/29/learning-theories-and-online-learning/
- Bates, A.W. (2015) Teaching in a Digital Age: Guidelines for designing teaching and learning (Ch 2). Retrieved from https://opentextbc.ca/teachinginadigitalage/
- Dabbagh, N. (2002), Basic Principles, Instructional Design Knowledge Base, Retrieved from http://cehdclass.gmu.edu/ndabbagh/Resources/IDKB/models_theories.htm
- Pappas, C. (2017, September 2). Top 7 Instructional Design Theories & Models For Your Next eLearning Course. In eLearning Industry. Retrieved from https://elearningindustry.com/top-instructional-design-theories-models-next-elearning-course
2. How did you implement the UbD plan for your learning environment in creating learning opportunities for students?
Understanding by Design (UbD) provides educators the resources to promote student understanding more so than just recalling material learned. It is a framework or a toolkit that is research based to promote understanding, assessment tools and processes to monitor student success, and boost instructional activities. Basically, it is backwards planning. Throughout my career, I've been guided to backward plan but in a slightly different way than what Wiggins and McTighe suggests. I've been taught that we should create our tests first prior to planning our lessons so we know what to cover. This method is more about teaching the learners how to pass tests that we create more so than ensuring they understand the material being taught. According to the UbD, backward planning is when you identify a few outcomes or desired results first then plan the assessments, and finally the learning activities.
With the above in mind, I immediately had my learners read my welcome to technology in secondary education where I shared what it is they will be expected to learn throughout this online course. I proceeded to share with them the requirements of this course and how long it should take them to complete this course and they will be completing this course with “real” products that they can use in their classrooms right away. When the learners enter the course, they are expected to go through each module in order and view, mark as done, or submit an assignment within the modules as they go.
To start, I have recorded a welcome video for my learners to watch so they can see what I look like and as they are working through the modules they have a connection with me. I have my syllabus for this course and in this document I provide a biography of myself, course information, policies and procedures for the district and the course, and how grading is conducted – in my course it is based on completion of each task. After they read the syllabus they are asked to introduce themselves to me and their peers prior to getting into the first module.
Each module starts out with the learning outcomes that the learner is expected to accomplish while they work through the tasks, there are reading assignments to provide more information on the skill being taught, and finally there is a video or two showing them how the skill is used or explaining in more detail what it is. Every module provides desired results, assessment evidence (tasks), and a learning plan (learning activities) (Wiggins & McTighe, 2005). The UbD model has really supported the creation of this course as I ensured each stage was included and that I closed each module with a discussion post so the learners can engage with one another as well as myself to develop a deeper knowledge of the technological tools being taught throughout the course.
References:
Understanding by Design (UbD) provides educators the resources to promote student understanding more so than just recalling material learned. It is a framework or a toolkit that is research based to promote understanding, assessment tools and processes to monitor student success, and boost instructional activities. Basically, it is backwards planning. Throughout my career, I've been guided to backward plan but in a slightly different way than what Wiggins and McTighe suggests. I've been taught that we should create our tests first prior to planning our lessons so we know what to cover. This method is more about teaching the learners how to pass tests that we create more so than ensuring they understand the material being taught. According to the UbD, backward planning is when you identify a few outcomes or desired results first then plan the assessments, and finally the learning activities.
With the above in mind, I immediately had my learners read my welcome to technology in secondary education where I shared what it is they will be expected to learn throughout this online course. I proceeded to share with them the requirements of this course and how long it should take them to complete this course and they will be completing this course with “real” products that they can use in their classrooms right away. When the learners enter the course, they are expected to go through each module in order and view, mark as done, or submit an assignment within the modules as they go.
To start, I have recorded a welcome video for my learners to watch so they can see what I look like and as they are working through the modules they have a connection with me. I have my syllabus for this course and in this document I provide a biography of myself, course information, policies and procedures for the district and the course, and how grading is conducted – in my course it is based on completion of each task. After they read the syllabus they are asked to introduce themselves to me and their peers prior to getting into the first module.
Each module starts out with the learning outcomes that the learner is expected to accomplish while they work through the tasks, there are reading assignments to provide more information on the skill being taught, and finally there is a video or two showing them how the skill is used or explaining in more detail what it is. Every module provides desired results, assessment evidence (tasks), and a learning plan (learning activities) (Wiggins & McTighe, 2005). The UbD model has really supported the creation of this course as I ensured each stage was included and that I closed each module with a discussion post so the learners can engage with one another as well as myself to develop a deeper knowledge of the technological tools being taught throughout the course.
References:
- Wiggins, G. P., & McTighe, J. (2005). Understanding by design, Expanded 2nd Edition. Pearson. ISBN 0131950843
3. With regard to what you have learned in this course, discuss the relevance and importance of providing online learning for our students.
Well first, we live in a world that is constantly changing and we can acquire knowledge and earn qualifications with a push a button. With today’s technology we are able to learn anything at a moment’s notice. For instance, if I want to learn how to change the oil in my car all I need to do is search it on the internet, probably YouTube, and next thing you know I’ve developed the skill of changing my oil. The list is endless of the amount of resources that are out there for us to learn. So for us educators the demand is at an all-time high for retraining and continuing education (O’Brien, n.d.). The demand for online learning is on the rise as there has been 3.3 million web searches for online learning in 2013 (Study Portals, 2013).
We are currently enrolled in Lamar University getting our master’s degree in Digital Learning and Leading and it is 100% online with a weekly meeting (online) with our professor to alleviate any questions or concerns that we may have as learners. Why did we choose online learning versus live in the classroom? Well that is easy we work full-time jobs or at least part-time jobs and learning online we can achieve more at a faster pace. We are able to learn at our own pace and at our convenience this allows us to balance our work, family, and school better.
To turn the script, we are the instructors in these online courses and we need to remember that our learners may have full-time jobs and have some family commitments themselves that they have to juggle while in your course. To capture the learners in our courses we need to ensure that we are keeping the content relevant and authentic to them, mobile, and self-paced (Gupta, 2017).
According to Gupta (2017) there are 9 benefits to eLearning for students. First, online learning is able to accommodate everyone. As the course content is online along with additional resources as well, the learners can discuss and share their thoughts all from the comforts of their home or wherever they want as well as whenever they want. Allowing the learners to learn on the go, on the weekends, in the evenings, or on their lunch break. Another benefit is in regards to the lectures. Lectures can be accessed as many times as the learner needs or wants and if the learner is unable to attend the live session they can just watch the video on the lecture at their convenience.
A third benefit is students have access to updated content immediately. If the instructor makes a change or updates the material the learners will see it immediately. This also allows the learners to receive the lessons quickly so they can learn at their own pace and work ahead. Online learners take 25%-60% less time to learn the material (Gupta, 2017). A very important aspect to online learning is that learners have reduced costs. The reason costs are lower is because of the cost of materials, travel costs for the learner to get to and from the place of study, and in some cases the lack of having to pay for accommodations while taking the course. Online learners are more inclined to pass or master the material compared to traditional education. Lastly, online learning protects the environment as there it is paperless saving our trees.
References:
Well first, we live in a world that is constantly changing and we can acquire knowledge and earn qualifications with a push a button. With today’s technology we are able to learn anything at a moment’s notice. For instance, if I want to learn how to change the oil in my car all I need to do is search it on the internet, probably YouTube, and next thing you know I’ve developed the skill of changing my oil. The list is endless of the amount of resources that are out there for us to learn. So for us educators the demand is at an all-time high for retraining and continuing education (O’Brien, n.d.). The demand for online learning is on the rise as there has been 3.3 million web searches for online learning in 2013 (Study Portals, 2013).
We are currently enrolled in Lamar University getting our master’s degree in Digital Learning and Leading and it is 100% online with a weekly meeting (online) with our professor to alleviate any questions or concerns that we may have as learners. Why did we choose online learning versus live in the classroom? Well that is easy we work full-time jobs or at least part-time jobs and learning online we can achieve more at a faster pace. We are able to learn at our own pace and at our convenience this allows us to balance our work, family, and school better.
To turn the script, we are the instructors in these online courses and we need to remember that our learners may have full-time jobs and have some family commitments themselves that they have to juggle while in your course. To capture the learners in our courses we need to ensure that we are keeping the content relevant and authentic to them, mobile, and self-paced (Gupta, 2017).
According to Gupta (2017) there are 9 benefits to eLearning for students. First, online learning is able to accommodate everyone. As the course content is online along with additional resources as well, the learners can discuss and share their thoughts all from the comforts of their home or wherever they want as well as whenever they want. Allowing the learners to learn on the go, on the weekends, in the evenings, or on their lunch break. Another benefit is in regards to the lectures. Lectures can be accessed as many times as the learner needs or wants and if the learner is unable to attend the live session they can just watch the video on the lecture at their convenience.
A third benefit is students have access to updated content immediately. If the instructor makes a change or updates the material the learners will see it immediately. This also allows the learners to receive the lessons quickly so they can learn at their own pace and work ahead. Online learners take 25%-60% less time to learn the material (Gupta, 2017). A very important aspect to online learning is that learners have reduced costs. The reason costs are lower is because of the cost of materials, travel costs for the learner to get to and from the place of study, and in some cases the lack of having to pay for accommodations while taking the course. Online learners are more inclined to pass or master the material compared to traditional education. Lastly, online learning protects the environment as there it is paperless saving our trees.
References:
- Gupta, S. (2017, November 11). 9 Benefits of eLearning for Students. In eLearning Industry. Retrieved from https://elearningindustry.com/9-benefits-of-elearning-for-students
- O'Brien, C. (n.d.). The Value and Benefits of Online Learning to Educators. In Digital Marketing Institute. Retrieved from https://digitalmarketinginstitute.com/en-us/blog/the-value-and-importance-of-online-learning
- Study Portals 2013. (2013). Insights into Global Demand for Online Education. In Distance Learning Portal. Retrieved from http://media.prtl.eu/Global_Demand_for_Online_Education_StudyPortals.pdf
4. What is the enduring understanding you can take from this course and apply in your teaching?
This course has been great as I have never designed an online course and it was a lot of fun as I’ve learned so much. At the beginning, I was thinking I could easily turn my flipped classroom that I do with my 6th graders into a completely online course, however, my husband had convinced me that I would grow much more if I do something new. I decided to go his suggested route and I created a professional development course for teachers 100% from scratch to teach them how to implement other technology apps within our districts learning management system, Canvas. I’ve participated in online professional development courses with our district and these courses didn’t have half the items needed in our course based on the OSCQR standards. Speaking of the OSCQR, I really enjoyed creating Standard 3 – the syllabus as this is for teachers as a professional development I wasn’t sure where to begin so I researched examples and found some great ones. Now these examples were mostly for college courses but I was able to modify it to fit what I needed for my course.
One thing that I will be taking away into my actual classroom is the nine steps to quality teaching in a digital age (Bates, 2015). As a teacher that wants to encourage technology in my classroom and combine the face-to-face and blended methods I will be implementing the nine steps: 1. Decide how you want to teach, 2. Decide on mode of delivery, 3. Work in a Team, 4. Build on existing resources, 5. Master the technology, 6. Set appropriate learning goals, 7. Design course structure and learning activities, 8. Communicate, communicate, communicate, 9. Evaluate and innovate. These steps are very important as it is a great framework to follow as an innovative teacher. Especially since in my district we use Canvas and I could build an effective blended course for my students keeping these nine steps in mind as I incorporate them in developing my blended class.
References:
This course has been great as I have never designed an online course and it was a lot of fun as I’ve learned so much. At the beginning, I was thinking I could easily turn my flipped classroom that I do with my 6th graders into a completely online course, however, my husband had convinced me that I would grow much more if I do something new. I decided to go his suggested route and I created a professional development course for teachers 100% from scratch to teach them how to implement other technology apps within our districts learning management system, Canvas. I’ve participated in online professional development courses with our district and these courses didn’t have half the items needed in our course based on the OSCQR standards. Speaking of the OSCQR, I really enjoyed creating Standard 3 – the syllabus as this is for teachers as a professional development I wasn’t sure where to begin so I researched examples and found some great ones. Now these examples were mostly for college courses but I was able to modify it to fit what I needed for my course.
One thing that I will be taking away into my actual classroom is the nine steps to quality teaching in a digital age (Bates, 2015). As a teacher that wants to encourage technology in my classroom and combine the face-to-face and blended methods I will be implementing the nine steps: 1. Decide how you want to teach, 2. Decide on mode of delivery, 3. Work in a Team, 4. Build on existing resources, 5. Master the technology, 6. Set appropriate learning goals, 7. Design course structure and learning activities, 8. Communicate, communicate, communicate, 9. Evaluate and innovate. These steps are very important as it is a great framework to follow as an innovative teacher. Especially since in my district we use Canvas and I could build an effective blended course for my students keeping these nine steps in mind as I incorporate them in developing my blended class.
References:
- Bates, A.W. (2015) Teaching in a Digital Age: Guidelines for designing teaching and learning (Chapters 11). Retrieved from https://opentextbc.ca/teachinginadigitalage/