Module I - Reflections

Tuesday's class session was very engaging with a rich group discussion.

We opened with the Brown Bag video of Professor Alexander Romiszowski who shared his authentic real world experiences of doing instructional design, development, evaluation (IDDE) and training at the international level. Specifically, Dr. Romiszowski has worked in such variety of foreign countries, such as Argentina, Brazil, Mozambique, South Africa, Spain, and Thailand, just to name a few. Two key take way points I gleaned from the video is that IDDE and training in real world settings can be challenging and "stakeholder buy-in" is absolutely essential for project implementation completion, and success. In addition, Professor Pusch stated that as an instructional designer - (1) You should have no ego; (2). Understand that a lot of negotiation is involved with a project; and (3) Select a project based on three-prong constraints: Cost, time, and resources.The above given advice is excellent because it reminds student that planning, patience, and efficiency are important elements to promoting project success.

Learning Activities

As a group, we completed two worksheets, Practical Exercise I and Terms Both activities were very useful because they helped students to process and apply the content information from our reading assignments. From the exercise I worksheet, the cloud imagery helped to reinforced the idea of an Open/Closed system. In addition, the ability to differentiate between a system approach and being systematic is very important because of the decisions one might have to make and the models and interventions that one might have to employ as a instructional designer.


Assigned readings

Although our class worksheet/learning activity addressed the terms listed below. I wanted to have a fuller contextualized picture of the theoretical framework associated with each term. The summary table below facilitates information processing of important key terms and ideas from our assigned readings. It was very interesting to learn that systems theory is relevant in instructional design as well as in other fields of study such as chaos theory, fuzz logic, science, and math.

"Instructional Systems Design (ISD) models are themselves applications of general systems principles. Predesign analysis phases, the creation of products and programs that function as elements of total system, the extensive use of feedback - all are examples of systems processes" (Tessmer & Richey, 1997, p. 89).

Guiding Questions	Key Insight
What is a system?	"A set of interrelated and interacting parts that works together toward some common goal" (Smith & Ragan, 2005, p.24). "Characterized by the interactions of its components and the nonlinearity of those interactions" (Walonick, 1993, para. 1).
What is system theory?	“Provides a consistent framework for classifying and evaluating the world” (Walonick, 1993, Term Definition section, para. 20).
What is a systems approach?	“Provides a common method for the study of societal and organizational patterns; It offers a well-defined vocabulary to maximize communication across all disciplines; A consistent method of scholarly” (Walonick, 1993, Summary section, para 2).
Systemic approach vs. Systematic approach	Systemic approach involves addressing all elements that can potentially contribute or effect a particular situation Systematic approach involves adopting a specific plan, process, or model. For example the ADDIE in instructional design is considered systematic (Romiszowski, n.d.).

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References

Fang, B. (n.d.). Interview with Professor Alexander Romiszowski. [Class Handout]. IDE 632, Instructional Design and Development II, Spring 2014. Syracuse University.

Smith, P. L., & Ragan, T.J. (2005). Instructional design. Hoboken, NJ: John Wiley & Sons

Tessmer, M., & Richey, R.C. (1997). The role of context in learning and instructional design. Educational Technology Research and development, 45(2),  85-115.

Walonick, D.S. (1993). General systems theory. [Class Handout]. IDE 632, Instructional Design and Development II, Spring 2014. Syracuse University.

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Images
(n.d.). Brain. Retrieved from http://ctl.byu.edu/sites/default/files/images/brain2.gif

(2013). Video. [Web Graphics]. Retrieved from http://www.textalibrarian.com/mobileref/wp-content/uploads/2013/08/Video.jpg