Principles, theories, models
Understand many theories and models, choose from among them appropriately, and apply them effectively.
544 Design Concept: Write-2-the-Point
Reflection
In EDTEC 544 Introduction to Instructional Design, our semester long challenge was to design an adult-learning concept for a training opportunity. My project was “Write-2-the-Point” technical writing training for Coast Guard petty officers. During the assignment I was exposed to a variety of instructional design models and e-learning concepts, including the SITE Model, Prism of Perspective, Personalization Principle, Content Performance Matrix, Functional Context Education, Automaticity and the Component Display Theory.
My design concept focused on developing authentic adult training for technical email writing. I began my concept with the ICARE model as the instructional framework. I liked the application of the ICARE model for online applications, the modular and systematic nature, as well as the ability for reflection and higher order learning (Hoffman & Ritchie, 1998). As I learned about M. David Merrill’s Component Display Theory (CDT), I understood more about the differences and similarities between ICARE, CDT, Bloom and R. Gagne’s Nine Events of Instruction. "Write-2-the-Point" used elements from the CDT and Bloom, and included Behaviorist and Cognitive elements. Using R. C. Clark’s Content-Performance Matrix and Bloom’s higher order learning verbs, I ensured the soft skill training transcended beyond remembering facts and concepts.
Prior to attending the EDTEC program, I never focused on understanding the needs of the learner; this was a new concept for me. As I learned more about the SITE model and the Prism of Perspective, I liked the role of situated cognition and Functional Context Education in relation to adult learning. The motives and values of the sociocultural context, along with the learner’s informational skills and knowledge ability, and the technical ability of what they can do defines the overall educational context. For my project, the SITE model helped me evaluate the issues with motivation and value and what the learners understand about technical writing versus what they can do in regards to English and writing skills. I also focused on negotiating learner goals with the organization's goals. For motivation, I linked the use of technical writing in helping with outside job skills, like resume writing, and to high marks in communication which will help with advancement and better pay.
The opportunity to understand my audience using the Prism of Perspective helped me survey a variety of direct knowledge sources and indirect sources to triangulate data. I used Survey Monkey to understand the gap between optimals and actuals. My survey database was my former unit, which included SMEs, deliverers, learners, and policy makers. I also linked my cause analysis to Dr. Rossett’s four drivers: Skills and knowledge; motivation, environment; and incentives. My cause analysis showed that skills and knowledge (understanding technical writing) and environment (lack of training) were key factors.
I discovered an initial problem in my design concept in the method of choosing which taxonomy to develop my instruction with relating to soft-skill training such as technical writing instruction. I realize now in reflection that I chose the ICARE model more out of familiarity from the initial classes I had completed. In hindsight, it is important to use all of the EDTEC tools, rather than rely on just familiar tools. I also found that the Cognitive Task Analysis (CTA) really wasn’t for me. I could see the value of the CTA for task analysis, but otherwise I found it cumbersome to complete.
Because my training was a far-transfer instruction and computer based, I had the opportunity to employ several of Clark and Mayer’s (2003) e-learning strategies. The primary one I used was the Personalization Principle. I wanted my instruction to be short and conversational in nature. Both the graphic word text and use of narration should capture today's language. I felt that conversational style, such as in examples and practice feedback, would help increase learner confidence, authenticity, and relevance. I also added in elements of Dr. Rossett’s CLAM model (2006). I incorporated context authentic practice, attention riveting writing examples, and support in building confidence and satisfaction in applying technical writing to hold the learners interest. I also added aspects of the Modality Principle in use of narration alongside text and video with regards to avoiding cognitive overload or confusion. And I made sure to chunk my problem-based lessons using the Redundancy Principle to avoid unnecessary duplication and focus on need to know versus nice to know information.
Overall, my “Write-2-the-Point” design concept was my first instructional concept built on data-based decision making using instructional design theories, principles and models. The lessons learned in my project helped me to increase my confidence in not only knowing the models and principles, but also how to apply them.
References
Clark, R. C., & Mayer, R. E. (2003). E-Learning and the science of instruction: Proven guidelines for consumers and designers for multimedia learning. San Francisco, CA: Pfeiffer.
Hoffman, B., & Ritchie, D. (1998). Teaching and learning online: Tools, templates, and training. Retrieved on November 21, 2006, from ERIC database.
Rossett, A. (2006). Learning with CLAM: A tour of high value strategies. Retrieved October 20, 2006, from http://coe.sdsu.edu/eet/Articles/icare/start.htm
EDTEC 544 ICARE Modules (2006), from http://coe.sdsu.edu/edtec544/
Data-based decision making | Technical | Cognitive | Communication
Interpersonal | Processes | Systems
Copyright © 2007 by John Bannon, all rights reserved.
Department of Educational Technology
San Diego State University.
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