![[cupola]](/zsr/img/cupola.jpg)
Day 2: Questions?
Monday, February 2, 2009 10:21 am
This is just a space in case you have questions or comments on ID models!
In the 'Day 02' Category...
Day 2: ID in Practice
Monday, February 2, 2009 10:20 am
Here’s the meta on day 2:
- From day 1 I knew most people had an expected outcome of getting more experience with groupwork, active learning, etc. That will inform all of the classes, starting with this one. I wanted a clear example of how active group work could convey the information as well as (or, really, better) than I could in a lecture.
- Knowing that librarians who are adults and have completed masters degrees are quite competent in the tasks we’d be tackling, I just said “figure it out and make a poster in 20 minutes.” If the group had been undergraduates, I would have hand-held a lot more. I would have said something like “take 5 minutes to check Wikipedia, Britannica, and another source for definitions of your model,” then “take 5 minutes to discuss what the likely definition is given the information you found,” then maybe 8 on making the poster and 2 on finalizing what they’d say.
- The point of this class wasn’t to learn about the different models out there. It was to learn the commonalities between them and to recognize the trend. Every librarian doesn’t need to know every model, but it is valuable to see how the models can inform teaching behaviors. That’s all I wanted the group to take away.
- I knew that the models were pretty self explanatory. They should be; we all teach and have to use these models to do so. I wanted the group to see how much we had internalized them and to see the areas that are perhaps overlooked in each of our individualized teaching personalities.
Luckily, someone pointed out that the models were missing the motivation piece of the puzzle. The next three classes will discuss exactly that.
Day 2: Models of Instructional Design
Monday, February 2, 2009 10:11 am
After an understanding of Instructional Design, we moved into talking about different models Instructional Designers use. As everyone indicated they had a high priority for learning more about active learning and group work, instead of a lecture (or even a facilitated discussion), we used groups to get to the content.
The layout of the class was:
- Why models are important
- Divide up into groups and pick models to investigate
- Groups researched their models, created a PowerPoint slide (aka poster) on their topic
- Each group sent a representative to present their slide and explain their concept
- We talked about what the models have in common, how they inform our teaching, what we already do using these models (without knowing them), and how these models could improve what we do.
The main points (I had) for the group:
- Models give us a vocabulary for what we do and a framework to use when approaching a big task. This allows us to identify areas that need work and make improvements.
- ID Models can apply to a curriculum, a 3 hour course, a one-shot session, or even a handout. They’re macro and micro.
- The models are all really simple, so picking one and running with it isn’t a bad thing. I use ADDIE.
- These models are cyclical, so the evaluation from one phase feeds into the analysis of the next phase.
Interested in the posters? They’re here: