Module IV - Objectives - Useful for both instructors and students

Class Session

Tuesday's class was very thought provoking due to its discussion of objectives. Specifically, Dr. Rob said it is very important for Instructional Designers and IDDE students to understanding and know how to write effective learner-oriented objectives. I am in complete agreement with this opinion; however, in conversation with Subject Matter Experts (SMEs) in other academic disciplines, I was told that learning objectives are considered a form of spoon feeding information to students and is frowned upon. This opinion is seemingly prevalent among scholars in academic disciplines outside of Education and IDDE. The challenge and goal for an instructional designer is demonstrating to SMEs that the use of learner-centered objectives are beneficial to both students and instructors.

Dr. Rob explained that objectives are useful on multiple levels:

Students	Instructors
Clarify course expectations	Can act as an organizational tool
Acts as a guide for focusing attention on relevant points	Instructional methods and materials are facilitated by clear statements
Can potentially increase student motivation	With objectives, feedback and evaluation will be in better alignment

Final Thoughts

I found the above information very useful because learning objectives seem to help keep students and instructors on the same academic page. When objectives are stated, learning expectations are clear and students know exactly what they are supposed to do in order to do well in a course. Students should have a clear understanding of expected learning outcomes in order for academic progress and success to be achieved.

---

Emerging Trend

Increasingly, some researchers consider learning objectives ineffectual and obsolete. Thus, they are calling for a change in the taxonomies (Table 1) associated with learning objectives (Gander, 2006). A taxonomy of proficiency (Table 2) is suggested as a needed measure for determining learner "competency" and "continuing development" in relation to both academic performance and work-related performance (p. 12). With the growing socio-cultural and political connections between countries, due to globalization and technological advancements, Americans need to be proficient in broader areas and have a high level of skill-sets. Proficiency assessment is viewed as a needed measurement tool for 21st century growth and development needs.

• "Shows measurable growth over time
• Integrates complex skills into a whole
• Shows change as improvements in handling variables, while maintaining standards rather than mere completion" (p. 15).

In my opinion, I do not think learning objective are ineffectual or obsolete. They are very useful in guiding student in their academic studies.In terms of proficiencies assessment, this may be a useful tool for when student are engaged in project- or problem-based learning activities. The real world element of such type of learning activities, lend itself to the type of authentic assessment Gander and other scholars are call for in the field of taxonomy studies.

__________________________________________

Reference

Gander, S. L. (2006, March). Throw out learning objectives! In support of new taxonomy. Performance Improvement, 45(3), 9-15. doi: 10.1002/pfi.2006.4930450304.

Images

(2012). Objectives. [Web Graphics]. Retrieved from http://thecampuscareercoach.files.wordpress.com/2012/10/career-objective-resume.jpg

(n.d.). Random thoughts. [Web Graphics]. Retrieved from http://www.internetmonk.com/wp-content/uploads/random-thoughts.jpg

ISD Model Status

Hi All:

My ISD Model Status document is posted in the internal blog on BlackBoard. Thanks!

~Aja

Module III - Diffusion Simulation Game - Fun!!!!

Class Session

Okay, Tuesday's class was absolutely wonderful. I had so much fun playing the diffusion simulation game (2013) with my classmates, Tamara and Tom!!! This was truly an amazing and great way to internalize the various concepts, principles, and insights highlighted in our assigned readings, group class discussions, and reflective blog postings in regards to  front-end analysis, needs assessment, and planned change (Rogers, 2003). In addition, this type of learning activity is an authentic enactment of the research findings by scholars who assert gameplay and simulations as effective instructional methods to promote active learning, student engagement and motivation (Mathers, B.G., 2008; Prensky, 2002; Zardetto-Smith, Mu, Phelps, Houtz, & Royeen, 2002).

What did I learn?

• Speak to "Everyone": We learned that the school secretary and janitor were the silent, behind-the scenes powerhouse figures in a K-12 school setting. This went against the popular mindset that we should speak to the principle and department directors first. The secretary controlled access to the principle and the janitor made event planning, teacher professional development, and community outreach initiatives possible on school property.
• Context: The hidden power dynamics and social network connections at the K-12 level are extremely important. Having background information on key personnel and their relational connections with one another can be fundamental to achieving one's goals, objectives, and desired outcomes.
• Audience/Partners/Stakeholders: Good communication and interpersonal skills are essential for interacting with clients and other individuals. Others will be more willing to help, network, and promote the planned project if they have a clear sense of the project's vision, purpose, goals, objectives, and tasks.
• Effective strategies: Multimedia blitzes and collaborative group activities are fantastic ways to interest and get buy-in from early adopters.

What was surprising?

• Accessibility: Unexpected actions and events can block important accessibility to key stakeholders and slow down/stop project momentum.

1. Everyday people - Do not anger the school secretary or janitor.
2. Busy schedules - We could never reach the Social Studies director because she was always in the process of moving.
3. Bad weather/illness - For a planned demonstration, we lost five weeks because there was an unexpected flu outbreak and no one showed up to our event due to health concerns and restrictions.

Final Thoughts

• There are four elements of diffusion - an innovation, communication channels, time, and social system.
•  All four elements are important.
•  An Instructional Designer should develop a toolkit of strategies and approaches to appeal to potential early adopters, opinion leaders, and change agents.

My To Do List

• Follow-up on given resources - Instructional Design
• Review ID models discussed in class.
• Write 1 page progress report for Dr. Rob.

~Aja

 _________________________________________________

_________________________________________________

References

Diffusion simulation game. (2013, October 19). Retrieved from https://www.indiana.edu/~simed/istdemo/guest.html

Mathers, B.G. (2008, October/November). Students' perception of "fun" suggest possibilities for literacy learning: "You can be entertained and informed". Reading Horizons, 49(1), 71-88. Retrieved from http://search.proquest.com/docview/236486232?accounti

Prensky, M (2002). The motivation of gameplay: The real twenty-first century learning revolution. On the Horizon, 10(1), 5-11. doi: http://dx.doi.org/10.1108/10748120210431349.

Rogers, E. M. (2003). Diffusion of innovations (5th ed.). New York: The Free Press.

Zardetto-Smith, A.M., Mu, K., Phelps., Houtz, L.E., & Royeen, C.B.(2002, October). Brain rule! Fun = learning= neuroscience literacy. Neuroscientist, 8(5), 396-404. doi: http://dx.doi.org/10.1177/107385802236965.

_________________________________________________

Images

(n.d.). Games. [Web Graphics]. Retrieved from https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjbVnXs2ooCtKyrB1WR3SktxnQAwExi_e3VkltXSkpZ8ailLCdtOwip3vrL7MQ1xIignkeF-nNZ4-qA8mpJL4TV6rG6q9uYLG5-buPHHiv-lrgUkCFfB7-2ucVZQsYy2DDBQHrFKdkRf0Y/s1600/games.jpg

 (2012). Learn. [Web Graphics]. Retrieved from http://ruzannahovhannisyan.edublogs.org/files/2012/03/learn_computer_lessons-2doxrxf.jpg

(2012). Surprise. [Web Graphics]. Retrieved from http://www.seo-chicks.com/wp-content/uploads/2012/09/2000px-Face-surprise.jpg

__________________________________________________

Video

Harvard Business Review. (2012, March 30). Disruptive innovations. Retrieved from http://youtu.be/qDrMAzCHFUU

Planned Change - That same old song, yet again.

Hi All:

In this week’s readings, I was struck by the repetitive theme that organizational change/innovation is difficult and often resisted (Jwaldeeh, 2007; Kotter & Schlesinger, 2008). A variety of reasons were given as to reasons for resistance. Yet, it seems to me that the call for change, especially in the educational realm has been a long and consistent refrain. The United States is considered a super power with enormous wealth and resources, but as a collective whole, we seem unable to get our academic house in order where all individuals are guaranteed equitable and affordable education. Planned changed models and strategies are available, but is there true commitment and desire from all concerned parties and stakeholders to implement the necessary changes that are called for in the 21st century? This is the sixty-four thousand dollar. Fullan (2005)  identifies three distinct problems:

1. The urban context: Community and parents
2. Fragmentation or coherence of reform initatives
3. Changing the teaching profession

Will the above concerns ever be addressed on a holistic and in-depth level? Your guess/answer is as good as mine.

~Aja

 _______________________________________________________

References

Fullan, M. (2005). The meaning of educational change: A quarter of a century of learning.  In A. Lieberman (Ed.). The Roots of Educational Change, 2012-216. Retrieved from http://link.springer.com/chapter/10.1007/1-4020-4451-8_12#

Jwaldeh, A.R. (2007, February 12). Diffusion and implementation: Sources of resistance to educational change. Retrieved from http://tinyurl.com/lgfpv7p doi: 10.1002/pfi.4180150904

Kotter, J.P., & Schlesinger, L.A. (2008, July-August). Choosing strategies for change. Retrieved from http://tinyurl.com/m8c6ffu

Images
 (2011). Change. [Web Graphics]. Retrieved from http://www.citeman.com/wp-content/uploads/2011/10/shutterstock_83004514.jpg