Reflecting on Instructional Design

Prepare to witness the triumph of winning a class vocabulary competition.

    I am at the end of one course and headed to another, yet what have I learned? I learned why my students enjoy the competitive use of digital applications. It is an excellent thing that "modern education is increasingly taking place in a multimedia environment and relying on multimedia teaching and learning" (Stanković et al., 2018, p. 107). The Quizlet live game played above is from my twitter feed a few years ago. This lesson incorporated the use of Chromebooks, handouts for vocabulary, collaborative peer groups, and also including competition between peer-groups.

 

    A common proverb is that even a blind squirrel can find a nut, but the problem is being able to reproduce success consistently. Now, I have the benefit of an established and organized set of stages: analysis, design, development, implementation, and evaluation. Yes, the A.D.D.I.E. model. If you are unfamiliar with the full process, you are in luck. The entire text for the A.D.D.I.E. model is available online called ADDIE: Explained. This method assists in creating successful instructional designs from the very beginning until completion.

A quick video explanation of A.D.D.I.E.

    I now realize the benefit of providing multiple learning channels to accelerate learning and engagement. The verbal and nonverbal channels, when intertwined, "take in information and, if the information can be separated during the intake stage, they assist each other in knowledge acquisition" (Rithzaupt et al., 2017, Design, Multimedia Learning, para. 1). Someone out there is saying, "He's talking about cognitive load theory!" Yes, I am. Have you ever wondered why some students have trouble with just reading the textbook? Here is why, "if information is only being registered on one channel, there is a high likelihood of overloading, which will decrease knowledge acquisition due to cognitive load" (Rithzaupt et al., 2017, Design, Multimedia Learning, para. 1). I believe I was that student long ago, which is even more incentive to provide additional supports to promote the acquisition of knowledge, not just the information.  I truly believe the "implementation of multimedia in the teaching process leads to an increase in the active participation of students on time, facilitating interactive learning and improving success" (Stanković et al., 2018, p. 113). If you want a better understanding of the instructional design process, I recommend reading the ADDIE: Explained text. This model promotes organization and allows users to better define the goals or outcomes desired right when you begin your design process. This way, we are more likely to accomplish success. Think, aim small, miss small. 

    

    If you are wondering how I used the A.D.D.I.E. model, I created a tutorial for Google Classroom. Many teachers use Google Classroom for distance learning, and I know not everyone is familiar with using the Google application. In the same way, the ADDIE: Explained text is free and online, and I am placing my Google Classroom information online. Please feel free to distribute the data as needed. Please click this link to view the Google Drive information Instructional Design Google Classroom.

Curran says, "Keep on the lookout for more blog posts!"

References

Denney, D. [DenneyPBL]. (2017, January 20). Total concentration on weekly vocabulary by my students (9th grade world history). The Quizlet live CHAMPS. Great Job!! #exceptional [Thumbnail with link attached] [Tweet] Twitter. https://twitter.com/i/status/822567156860813312

 

Mary Hall (2017, September 22). Instructional Design Video: ADDIE Model [Video File]. Youtube. https://youtu.be/3CQ2NyosVvs 

 

Rithzaupt, A., Lee, B., Eichler., Calhoun, C., Salama, C., Nichols, J., Wilson, M., Hafizah, N., Davis, A., Beatty, O., Yaylaci, S., Sahau, S. & Wildberger, W. (2017, December 12). ADDIE Explained [text]. Retrieved from http://www.aritzhaupt.com/addie_explained/# CC BY license 4.0.

Stanković, Z., Maksimović, J., & Osmanović, J. (2018). Cognitive Theories and Paradigmatic Research Posts in the Function of Multimedia Teaching and Learning. International Journal of Cognitive Research in Science, Engineering & Education (IJCRSEE), 6(2), 107–114. https://doi-org.ezproxy.montevallo.edu/10.5937/ijcrsee1802107S

I Now Pronounce You: Development & Technology

On your mark: Did you analyze and create your instructional goals?

Get set: Did you get all the necessary materials to complete your instructional design?

DON'T GO: At least not yet. It is time for you to enter the development phase. Now you edit, test, and, if possible, weave technology into your nearly completed instructional design plans. Hopefully, you get the approval to implement.

     If you are wondering why the two people above are smiling, they are part of the Pear Deck family. What's so special about that? The collaborative learning possibilities are endless with Pear Deck. Instructional designers understand the need for collaborative authoring tools utilized in digital formats because "social learning is playing an increasingly important role in online learning" (Rithzaupt et al., 2017, Development, Authoring Tools, Social Learning Tools, para. 1). I have not used Pear Deck for my lessons yet, but I have been playing with the application for a few days. This application stands out to me as being a game-changer for instructional designers in the future. Take a look at this informative video concerning Pear Deck below.

     One look at the possibilities of Pear Deck had me wondering about combining the Google Slide presentations I have already created.  Can I use my Google Slides with Pear Deck? Yes, I can!  With a little bit of editing, the existing drab presentations can become epic, collaborative, and engaging instructional design. Right, I seem a bit too excited, but that is because you don't know the tons of Google Slides presentations I have in my Google drive. The world is going to be changing in my instructional design now and in the future. This type of application allows me to combine materials from my prior design phase and creatively edit the instructional materials during development in preparation for the implementation phase. Since I use Google Slides for presentations, the individual slides become a digital form of storyboards to be manipulated in placement, adding instructional videos where applicable, or using Pear Deck to check for understanding during training collaboratively. "Testing and editing plays a crucial part of the development phase of instructional design" (Rithzaupt et al., 2017, Development, Testing and Editing, para. 1). Incorporating all the materials together into a well-formed instructional unit is emblematical of the development phase in instructional design. Still, for designers willing to integrate technology in the development phase of their instructional designs, the future is bright. 

      The main idea of the development phase of instructional design is to test and edit instructional materials before implementation thoroughly. The goal is to have an instructional design development process using "guidelines that encourage instructors to create a flexible, equitable learning curriculum that meets the needs of a diverse body of learners without the need for customization or retrofitting" (El Mhouti et al., 2017, p. 207). This instructional design study also points out that online educational experiences are increasing. Instructional designs will need to transfer from a more traditional face-to-face format to the digital arena in the future. This movement to an online digital form can be limiting for those designers opposed to technology integration. Still, for those designers willing to integrate technology into their instructional designs, "there has been an increased emphasis on hiring faculty/instructors that are comfortable teaching online and teaching with technology" (El Mhouti et al., 2017, p. 222). My goal is to incorporate technology as much as possible into my instructional designs, and further my knowledge of educational technology applications when possible. Pear Deck is an excellent addition to my educational apps' repertoire, and I hope you take advantage of it as well in creating your instructional designs. Remember, when you are done in the development of your instructional design, get confirmation from others in your team or administration that all goals are met and you are ready for implementation. Then, on to implementation!

References

El Mhouti, A., Nasseh, A., Erradi, M., & Vasquèz, J. M. (2017). Enhancing Collaborative Learning in Web 2.0-Based E-Learning Systems: A Design Framework for Building Collaborative E-Learning Contents. Education and Information Technologies, 22(5), 2351–2364.

Gardner, J.C. (2011, September 25). The ADDIE Development Phase [Video File]. Youtube. https://www.youtube.com/watch?v=VzYDNWhQWYA

"Interactivizing presentations was my goal. Mad tips from the brilliant Nick Park, Mr. Pear Deck KC." by LauraGilchristEdu is licensed under CC BY 2.0

Pear Deck. (2015, February 9). How does Pear Deck Work? [Video File]. Youtube. https://youtu.be/evoJy4WcReM 

Rithzaupt, A., Lee, B., Eichler., Calhoun, C., Salama, C., Nichols, J., Wilson, M., Hafizah, N., Davis, A., Beatty, O., Yaylaci, S., Sahau, S. & Wildberger, W. (2017, December 12). Development. ADDIE Explained [text]. Retrieved from http://www.aritzhaupt.com/addie_explained/# CC BY license 4.0.

Instructional Design

Have you ever been in a professional development session and hated the experience? Except for you not feeling well that day, it could have been the instructor's fault, not yours. It is not always a given that explaining a process or going over a process with pictures reaches the instructor's learning goals for those in attendance. So, how do we make sure that doesn't happen to us when we are the instructor? Take a step back, and begin by paying careful attention to designing your instructional plan. "The first step in designing effective instruction is to think about exactly what type of learning needs to occur" (Rithzaupt et al., 2017, Design, Determine a Purpose, para. 1). There is no need to spend thirty minutes describing how many ways individuals can do the same thing; we must streamline the process. We must supply our information using instructional design.

We need to decide what type of learning is required and how in-depth the knowledge should become. Does a person need to know where a gear fits in a car if their position requires them to place metal in a form to create a gear? No. In the preceding example, the degree of knowledge needed does not require knowledge about where the gear goes in the car. Simplified, direct your instructional design toward well-defined objectives for learning. "Creating specific objectives is an important step to make sure the curricular material will help the learners achieve the goals defined in the goals analysis, as these objectives will specifically describe the final goals" (Rithzaupt et al., 2017, Design, Writing Objectives, para.1). The way you are reading this might lead you to believe I am an instructional design guru. Regrettably, this is not so, but I'm always learning by reflecting on my instructional designs' successes and failures.

I have trained teaching staff from many schools in my district, and I can recall issues that I could have prevented and those that were a complete success. In truth, the more time you spend designing your learning objectives, the more solid ground you will have on how to develop your plan. I can not stress enough, that an "instructional designer must examine the learner's current knowledge and base the course of instruction to guide the learner from his or her current state" (Rithzaupt et al., 2017, Design, The Posner and Strike Sequencing Schemes, para.1). In my experience, teaching educator's how to use Google classroom seemed a simple prospect. I came from a district where every student had a Chromebook, and educators used technology. My new school district primarily used textbooks and paper for assignments, and therefore some teachers were far more knowledgable than others using technology. Imagine having teachers ranging from expert to novice, and teaching a beginners course in Google classroom. Yes, this is differentiated instruction, but if more time would have been spent in the design phase learning about the staff needs, maybe those teachers at the expert level could have been excused from the training. It's all about the engagement of those in attendance. Well, it turns out none could escape the Google classroom training regardless of experience level. This beginner's training was two years before COVID 19, and I now realize the importance of this training for distance learning. I used two informational strategies to aid me through my process toward success: advanced organizers and multimedia instruction. 

Always be conscious of time!

There are many things to consider when designing your instructional plans, and the guiding factor for me was time. How do I get enough information to those in attendance in one thirty minute session to best ensure positive outcomes? Through reflection and evaluation, I see the value of advanced organizers and multimedia instruction to my presentations. When we design our strategy for instruction, we must "focus on the specific messages being sent to the learner" (Rithzaupt et al., 2017, Design, Instructional Strategy Evaluation, para.1) The advanced organizers provided a guide to how the presentation would proceed and the organizer had examples of the content as well. Using advanced organizers allowed me to target the exact knowledge and behaviors needed for success. Multimedia instruction allowed me to keep the engagement of those in attendance. The best description of how to accomplish a sound multimedia strategy is to ensure both images and sound intertwine with instruction. When "an image is used to support verbal explanation, the mind makes sense of them by creating and then integrating two representations of the content" (Hughes et al., 2019, p. 58). Educators must use verbal and nonverbal information and "provide learners with information that activates both channels instead of one" (Rithzaupt et al., 2017, Design, Multimedia Learning, para.2). Scientifically speaking, the use of multimedia relates to "an increase in students' ability to process information from audio and visual stimuli through their working memory substations and into their long-term memory via schema will ultimately lead to its increased transfer and retention" (Hughes et al., 2019, p. 69). Translation, incorporate multimedia into your instructional design plans to increase retention of information. My design used both visual and verbal information displayed at the same time to enhance learning.  The example below is from one of my presentations, and the title is hyperlinked if you would like to view more. 

Google Classroom Presentation

    My father always told me when you fail to plan, you plan to fail. Do yourself a favor and plan for success right from the beginning.

References

"1940s Stop Watch" by stevepaustin is licensed under CC BY-ND 2.0

Denney, D. (2020). Google Classroom Presentation [Google Slides]. Retrieved from https://docs.google.com/presentation/d/1rdJtLwWOYWD48xGIzR9HJDGFTc-t2uJG722bUx2EAkE/edit?usp=sharing 

Hughes, C., Costley, J., & Lange, C. (2019). The effects of multimedia video lectures on extraneous load. Distance Education, 40(1), 54–75. https://doi-org.ezproxy.montevallo.edu/10.1080/01587919.2018.1553559

Rithzaupt, A., Lee, B., Eichler., Calhoun, C., Salama, C., Nichols, J., Wilson, M., Hafizah, N., Davis, A., Beatty, O., Yaylaci, S., Sahau, S. & Wildberger, W. (2017, December 12). Design. ADDIE Explained [text]. Retrieved from http://www.aritzhaupt.com/addie_explained/# CC BY license 4.0.