Welcome to Instructional Design

1
Welcome to Instructional Design

• Janette R. Hill
• Summer 2005

2
Whats Ahead....

• Greetings and housekeeping
• Introducing You!!
• Breaking the ICE!
• Exploring your beliefs and learning styles
• How would you design a lesson Process and steps
• LunchTime!!
• Introductions The Course
• Introductions Me
• BreakTime!
• ActionTime To the LAB!!

3
Greeting and Housekeeping

• Happy summer!!
• Are you registered?
• Did you find the textbook?
• Did you find the Web site?

4
Introductions You....

• Name
• Where you live
• School where you work

5
Breaking the ICE!

• How well do you really know each other?!?
• Take a 3x5 card
• Write out one thing that no one else knows (or so
  you think!)
• Well break out into teams (your first entry into
  Design Teams!) and begin the game!
• Team with the most points wins!!

6
Exploring Your Beliefs and Learning Styles

• What is your vision?
• What is your role?
• What is your style?

7
What is your vision?

• Relax, close your eyes, and imagine a school
  library media specialist in action. Write down
  the first five activities you visualize this
  person doing. In performing the activity, was the
  library media specialist promoting reading,
  viewing, or listening? Providing information or
  enhancing information skills? Helping teachers
  teach?

8
What is your role?

• The following school library media specialist
  activities represent levels of instructional
  consultation. Which is more in-depth? Which do
  you see yourself doing?
• A. Mr. Baker requested that a beam projector be
  sent to his room during sixth period for use in
  his "Sources of Energy" lecture. Paul Johnson,
  the library media specialist, arranged to have
  the equipment delivered.
• B. Barbara Bryan, the head of the Mathematics
  Department, requested that the school library
  media specialist work with mathematics teachers
  in designing a unit on fractions for the
  slow-learner group. She said that they were
  especially interested in input regarding
  modifying the Website they had been using with
  regular groups so that the Website could be used
  with these students.

9
What is your learning style?

• Complete the survey
• Calculate your score
• What kind of learner are you?
• How do you use this kind of information to inform
  how you learn? How would you use this with
  students at your school?

10
Designing a Lesson

• What is the process you follow?
• What steps are involved?
• Take 5-10 minutes to jot down your ideas - well
  do a bit of sharing before we move on.

11
Lunchtime!!

• Grab some food and drink.
• Sit with 3-4 folks with whom you would like to
  work as a team.
• Start brainstorming the instructional
  problem/goal you would like to solve/ realize.

12
Introductions The Course

• Web site it.coe.uga.edu/janette/courses/EDIT6170
  SLM
• Goal become more of an expert in assisting
  people in the activities of teaching and learning
• Introduce fundamental concepts, principles
• Not one procedure --gt an approach
• Problem solving orientation in a hands-on,
  mind-on environment

13
Introduction The Course (2)

• Objectives
• demonstrate understanding design process
• identify, describe, apply major components
• work with Design Team
• create Instructional Design Portfolio

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Introduction The Course (3)

• Requirements
• participation/idea sharing on-line, f2f (group)
• complete Instructional Design Activities
  (individual/team)
• creation of ID Reflections (individual)
• creation of Instructional Design Portfolio (team)
• Design Buddy feedback (team)
• Design Presentation (team)

15
Introduction The Course (4)

• Procedures/Activities
• complete Instructional Design Activities for your
  problem (first individually, then as a team)
• create a ID reflections based on the readings
• identify instructional problem and construct a
  solution in the Instructional Design Portfolio
• lots of stuff in and out of class, including
  discussions, eating, more discussions
  (large/small group -- online/f2f) and idea sharing

16
Introduction The Course (5)

• Logistics
• Design Teams (3-4 each team)
• Design Buddies (2 teams exchange feedback)
• Discussion Clusters (2 teams discuss and share)
• Course Flow
• Overall Organization
• 1-2 Its all about you!
• 3-12 You and your peers building understanding
  and problem solving
• 13-15 Focus on you and your team

17
Introduction The Course (6)

• Course Flow
• Day-to-Day
• Monday 8am - Wednesday Noon Topic discussion
• Tuesday, 1130 - 130 Virtual Office Hours
• Wednesday 1pm - Friday Noon Topic discussion
• Thursday, 1130 - 130 Virtual Office Hours
• Friday Questions
• Saturday Workshop
• So what does this mean in terms of time?!?!?

18
Introduction The Course (7)

• On-going research efforts
• Mine community building
• Seungyeon Han collaborative learning
• Myung Hwa Koh virtual teams

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Introductions Janette... and her
Perspectives/Biases

• Graduated FSU, summer 1995
• Dick and Carey method learned --gt prefer larger
  context design as problem-solving adventure
• Non-positivistic, qualitative orientation
• Not instructivist, constructivist --gt humanist
  multiple perspectives, lots of grey
• Focus on the learner empower and create a safe
  and productive learning environment within a
  community structure
• Use generic model and tweak to context

20
BreakTime

• Take a stretch and lets come back for final info
  items/QA
• What is the most important step you listed out
  for how you design a lesson?
• What do you feel is the most challenging for the
  media specialist when working to build
  collaborative partnerships?

21
Next Week...

• Reading Turner Riedling info in intro packet
• Topics
• FocusDesign consultation
• Remaining content in the text (ch. 7-14)
• To Do
• Review the Web site
• Send message to Janette (with secret message!)
• Due
• Individual Getting to Know You, ID Reflections,
• IDAs 1-3 (20 May)
• Team Definition of problem/goal, IDAs 1-3 (28
  May)