Reflection

This website has been created as part of Education 5103. It is a personal reflection of what I have learned from this course. This course was spread over a 13 week period. The first nine weeks were devoted to the exploration of the different ID models that are available for use by teachers to promote learning. The following is an itemization of the topics covered over the pass thirteen weeks.

Week 1 and 2: Learning Theories in the Context of Software Integration/Information Technology.
Week 3: Learning Theories - Mindtools and Cognitive Flexibility Theory.
Week 4: Comparing the Theories of Mindtools and Cognitive Flexibility.
Week 5: How Learning Theory affects software Integration and Instructional Design.
Week 6: Introduction to Instructional Design Concepts.
Week 7: ID Model Components: Part I
Week 8: ID Model Components: Part II
Week 9: Inspection and critique of a particular Information Technology Instructional Design model.
Week 11: The Future of ID in Instructional Technology

Throughout this course we have examined many different Instructional Design Models and how they can be used in the area of Information Technology. We also looked at the different ID models with respect to the learning theories they incorporate. Three learning theories have been discussed throughout this course. They include the theories of behaviourism, constructivism, and congnitivism. This course provided insight and a better understanding of these three theories. From my interpretation of the material covered, constructivism seems to the theory of choice when applied to ID models.

Week 7 and 8 Posting

  1. Briefly summarize the taxonomy found in Table 1 of the Gustafson and Branch article. 
Gustafson and Branch’s taxonomy concentrates on three main areas.  It looks at and classifies ID models with respect to classroom orientation, product orientation and system orientation.  Each of these headings are then analyzed by looking at nine characteristics.  By viewing this table, it is easy to see that classroom oriented ID models do not fare quite as good as the other two ID models when studied using the nine characteristics from the table.  The other two seem to be equal in their classifications.
  1. ID has its basis in behaviorism. After reading the articles, how can the seemingly conflicting learning theories of behaviorism, cognitivism and constructivism co-exist in Instructional Design? 
These three learning theories can co-exist when it comes to ID.  The main factor that determines how well they can co-exist together is the situation that they will be used in.  Not all students learn at the same rate and not benefit from the same learning theory.  As teachers we need to be able to incorperate more than one learning theory to meet the needs of our students.
  1. Briefly explain Rapid Prototyping (found in Gustafson and Branch). Is Rapid Prototyping used in the classroom? 
Rapid prototyping is the quick development of a prototype using very little research and development. As a result, the hope is to lower costs associated with its development. Rapid development may be used in the classroom setting.  Teachers are constantly trying to improve on their teaching strategies and after some time may develop a new process that has completely changed from the method they started with.
  1. Explain what Dick is saying in the fourth last paragraph of the Gustafon and Branch article (found on page 5 of Part 2).  'Dick (1996) summarized this perspective well when commenting on the possible obsolescence of the ID model he and Lou Carey have made so popular when he concluded, "There is, in the best of situations, a blending of the analysis and evaluation of the objectivist approach with the simulation and individualized progress of constructivists approaches(p . 62).'
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