Week 4 Response

1. Briefly summarize the taxonomy found in Table 1 of the first article.

 

As Gustafson and Branch suggest in their article, “Revisioning Models of Instructional Development”, there have been more instructional development models published than there are unique learning environments.  With each model comes diversity, and so, there is value in creating a taxonomy for classification of them.  As suggested by Gustafson and Branch, “A taxonomy of ID models can help clarify the underlying assumptions of each model, and help identify the conditions under which each might be most appropriately applied” (p. 27). In Table 1, the authors present their approach to classifying ID models using three categories: classroom oriented, product oriented, and system oriented. Placement of a model into one of these categories is based on characteristics outlined in this taxonomy. The 9 characteristics used to classify a model, which are based on the its creator’s assumptions, include: typical output-amount, resources committed to development, effort (team or individual), ID skill and experience, source for most instructional materials, amount of front-end analysis/needs assessment, amount of technical complexity in delivering media, amount of tryout and revision, and amount of distribution/dissemination.  Based on the Table 1, and using ID models I have encountered in my readings, several generalizations about the three types of ID models can be made. Classroom focused models are developed for classroom teachers who usually work alone, doing the designing and delivering of instruction.  Often, in product focused models, a team of professionals develop multi-media based instructional products for wide distribution. System focused models are intended for a variety of organizational settings.  Models in this category are often developed for an entire course or curriculum.  

   

2. ID has its basis in behaviorism. After reading both articles, how can the seemingly conflicting learning theories of behaviorism, cognitivism and constructivism co-exist in Instructional Design?

 

 Although learning theories vary and may seem to conflict one another, it is important that they co-exist in Instructional Design because learners and learning situations also vary.  It is not appropriate to always follow the same method or strategy in teaching students because it may not always be appropriate or accommodating to the circumstances.  As stated by Schweir (1995), we must allow circumstances surrounding the learning situation to help us decide which approach to learning is most appropriate. In some cases, a behavioural approach may be appropriate.  For example, when learners have very little transferrable, prior knowledge about a skill or content area, teachers may decide it is appropriate to use instructional design.  Ertmer and Newby (1993) suggest that cognitive strategies are useful in teaching problem-solving tactics where defined facts and rules are applied in unfamiliar situations.  Constructive strategies for learning are appropriate when teachers want to encourage critical thinking and inquiry. Teachers will do so by asking them thoughtful, open-ended questions, and encourage them to ask questions to each other.

3. Briefly explain Rapid Prototyping (found in Gustafson and Branch). Is Rapid Prototyping used in the classroom?

 

 Rapid prototyping is defined by Gustafson and Branch in this article as a process commonly used in the software application field to create new products and interfaces.  Rapid prototyping has been transferred to ID processes as an alternative approach to instructional design, in response to criticism of the high costs and the extensive amount of time that is involved.  By omitting lengthy planning and revising phases, “rapid prototyping typically will involve much less time and effort directed to goal specification, detailed analysis of the content, and creation of detailed design specifications than will traditional ID” (p. 14).

I believe that rapid prototyping is being used in the classroom.  Teachers may be using rapid prototyping as they gather and share their ideas and activities with other teachers, or as they alter and improve their own lessons each time that they teach it.  Teachers may also be forced to use rapid prototyping, as limited preparation time forces them to prepare lessons and activities quickly.  

 

4. Is Information Technology changing ID? Explain your answer with respect to learning theory.
 

Instructional technology is changing the classroom. The classroom that I teach in, in 2013, looks much different than the classroom that I was taught in, in 2000. Chalk boards have been replaced with white boards, and white boards often with smart boards.  VHS have been replaced with DVDs, which often have been replaced with videos on the internet.  Computer technology and the internet has provided so many opportunities for resources, activities, and collaboration with students within and outside of the classroom, that traditional methods of teaching have often been enhanced or replaced by newer strategies that may interest our students who have grown up with technology.