In this assignment we were asked to read various descriptions and analysis of the concept “Instructional Design (ID)”.  Most notably, we considered general purpose and function of ID and the theories and models that guide it.  Due to the many variables that affect the effectiveness of ID, an array of options have developed over time to support the different opinions and and emphasis.  Though ID has accrued some criticism because of it’s never ending attempt to present a standard method for instruction, most people that work in any kind of instruction or education field realize that all models of ID have the same goal, distributing instruction as effectively and efficiently as possible.

In addition to the reading, I was asked to respond to the following questions

  1. What do you think the word “design” implies? What does “instructional design” means to you? How does the meaning change when adding the word “systematic” in front of “instructional design“?

The word “design” is used by commerce in their job descriptions, by artists in their creation, and by philosophers (especially theologians) in their reason.  Despite the broad application of the word, it basically comes down to describing the process of making something with a purpose, or sometimes describing the purpose for which something was made.  Therefore, the word design implies that there is a designer and he or she has a purpose.  The focus of “instructional design (ID)” implies that a designer has some important information or knowledge that they want to transmit to other people, so they consider the best approach for passing the instructions.

Since we live in a world full of concrete and abstract ideas and skills, society has created a science and an art for disseminating information and knowledge; it is called instructional design.  The scientific and artistic aspects are forced to inhabit the same field of study, but not always in harmony.  The scientific branch of ID likes to apply the word “systematic”, hence you often see the term “Instructional Systems Design”.  This now implicates that there is a standard process that produces a standard result, or at least tries.  Furthermore, it supposes that there is a system that can be applied to a variety of circumstances that will promote the best learning outcome.  The artistic aspect of ID reminds us that learning does not always take place in laboratory with controlled variables, so we must modify or adapt our approach to the variables of the recipients or learning environment.

  1. Share your own experiences to illustrate your point(s) above. When you share your experiences, be sure to describe the process you use to design or create learning experiences for others. It does not need to be in formal learning environments such as schools or professional development courses.

Mostly, I have worked with students that have deficiencies in the English language or deficiencies in cultural context of information.  During my work in public school in Texas, I was trained in one popular ID model called Sheltered Instruction Observation Protocol (SIOP).  This is a linear model that emphasizes 8 components that spans lesson preparation, delivery, and assessment.  One key component is building a background knowledge, which constructs a learning foundation before you ask the learner to interact with new ideas.  Of course this model works well for teachers because it assumes you already know your students and their level.  Though it did not train me to develop curriculum, it did give me a good system to follow for constructing lessons.  However, the nature of my teacher role varied from year to year, so I never was able to build upon previous lessons.  This is why I was constantly adapting or modifying my strategies to fit the learner profile, which is why I can relate strongly to the artistic aspect of ID.

  1. In your opinion, how does Instructional Design relate to Educational Technology?

Last semester, I read and wrote about digital inequality, which refers to the unequal access and knowledge of technology.  Many people in education are putting the fight against digital inequality at the forefront of their missions and goals.  They recognize how this gap in knowledge and experience will limit people from interacting with society and if society does not confront this, it will put them at a disadvantage on the world stage.  This is just one aspect of educational technology, but it does assume that there is crucial technology knowledge that needs to be disseminated throughout society.  Furthermore, there are specialist in ID that are determining the best way to educate the masses and to give them appropriate access to technology.  On the other hand, many instructional designers realize that technology could  serve as a medium for transmitting instruction that may not be strongly related to technology, therefore, they kill two birds with one stone, so to speak, by transmitting important knowledge while the learner is appropriately interacting with technology .

  1. Share a short description of the topic you plan to work on for the required Instructional Design project in this course.

During a 3 session instruction of 1 hour intervals, a group of K-12 teachers will be able to produce and analyze student surveys and quizzes on

In this assignment, I developed the following AECT standards:

  • 1.1.b Identify a variety of instructional systems design models and apply at least one model.
  • 1.1.c Identify learning theories from which each model is derived and the consequent implications.