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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 According to Kemp, Morrison and Ross “a learning learning theory is a set of of laws and 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 important and lead lead to a well developed developed course course for the 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