This article is intended to delve deeper into the development phase of the Instructional Design model I use to create Authentic Learning. Originally posted: https://elearningindustry.com/business-case-learning-technology-systems-points How To Develop Content For Authentic Learning
Learning by doing is the basis of authentic learning and is considered one of the most effective strategies for instruction (Lombardi, 2007). So why not required this of your students? In my previous article I discussed the importance of assessments and requiring students to apply the skills and theories learned in the course to real world applications while guiding students and requiring that they bridge the gap between the learning materials and the application. This process is not easy and requires a continuous involvement of reflection for both the teacher and student. Keep in mind that the framework has already been completed as you have broken down the summative assessment into units and have written the formative assessments as well as objectives. Nonetheless, learning units should follow this process:
Student Assignments And Activities Provide the students an assignment immediately following the introduction of a new topic. This is the perfect opportunity for you to guide students through the assignment and assess who is transferring the new information and who needs additional support. This usually occurs through discussion and doesn’t require the full application of the new knowledge, but instead is chunked to gain a greater understanding. Adult learners utilize this space to provide their skills and experiences in the workforce, but other learners can communicate through worksheets, small group discussion, short essay, group activity, etc... As an instructor, be involved in the conversation, the lower grades need more guidance. Instructors need to reflect on where students stand – are they bridging the gap or need further instruction? Reteach if needed. Provide feedback; good feedback, not just red ink. Some units might require two assignments so students can apply their knowledge in the application. The perception action cycle has completed one rotation by using the assignment and providing feedback. Students have a new perception of the learning topic now. The cycle will start over again once students apply the new knowledge or transfer knowledge. Keep in mind that the application has already been designed as it was discussed in the previous article. However, it may need developed (written directions, exemplary work, etc…) and/or tweaked. Once students complete the application, provide feedback, analyze the data, and then go back to the design phase as noted in the previous article to make adjustments to the course. No course is ever too awesome and things change, edTech changes and the tools in the career fields change. Feedback As The Most Important Aspect Of The Learning Process Dr. Orlando wrote a fantastic piece on how to provide feedback like a coach instead of a teacher: “As teachers we spend a lot of time telling students what they did wrong, but very little time showing them what doing it right looks like. Modeling good work is a key component of feedback—and improving student or player performance.” (2014) He continues to discuss how education has created this grade-obsessed cultural monster where students and teachers alike are too fixated on the product instead of the process and that we lose focus of the objectives. Correlate this with Dr. Dweck’s book titled Growth Mindset and you can see how guidance and feedback control the learning process instead of limiting the outcome to a single grade. This process is much easier when creating authentic learning instead of direct instruction and a multiple-choice exam to assess transfer of knowledge. References:
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An applied approach to Instructional Design where the Backwards Design model is integrated into the design phase of ADDIE to create Authentic Learning. Increase the transfer of knowledge effectiveness rate by allowing students to become active learners instead of passive receivers of information. Originally Published: https://elearningindustry.com/designing-instruction-for-authentic-learning How To Design Instruction For Authentic Learning
The following process will review each phase of ADDIE as it focuses on integrating Authentic Learning. It is important to note that there are many other pedagogical strategies for Deeper Learning. In addition, the role of edTech is directly correlated to Instructional Design and allows instruction to become more efficient; for more information see the New Media Horizon Reports. Also note, the ADDIE model has been modified. Here is what you need to know about designing instruction for Authentic Learning. Analyzing The Student Population This is much easier in educational institutions than in corporate learning, but it is important to know and understand the students you are serving. Design the instruction so that all students will be successful. This model requires instructors to become facilitators in the learning process. They will provide the framework that each student will build upon. Each student should have the opportunity to take their learning and correlate it to existing knowledge, it is the role of the instructor to know the student’s existing knowledge and to identify which students need additional guidance or less guidance and continually reflect based on the effectiveness of the delivered instruction. Designing Instruction The Design Phase of ADDIE is where the integration of Backwards Design comes into play. Begin by writing objectives for the course, these are not set in stone as you will probably go back and change them; however, it is a good starting point. Then, design a summative assessment based on those objectives. Be sure the assessment requires students to apply the skills/theories learned in the course to a real-world scenario or skill – increase the rigor and require problem solving and critical thinking. The summative assessment should correlate to some sort of career oriented skill based on the content being taught. Adjust the objectives of the course or the summative assessment until they meets your needs. This phase integrates the Authentic Learning aspect. Once your summative assessment and course objectives are finished, work backwards by breaking down the summative assessment into units and then write objectives for those units. Each unit should require students to apply the concepts being taught within the unit to a career oriented task. Sometimes the application of each unit requires students to work towards their summative assessment, but if possible require students to apply that skill set twice; once in the unit and then again for the summative assessment at the end of the course. Adjust the course objectives or the summative assessment if needed. Assessments should require students to think critically, problem solve, create, and collaborate. What has been completed:
This phase is where you build upon each unit’s objectives and applications (formative assessments) by creating all learning materials. Include curated material, videos, discussions, and any additional formative assessments. In eLearning, most units consist of learning materials (course readings and videos), discussion posts, and an application (formative assessment). This is also the phase where authoring tools are utilized. Developing course content should always provide students with the skills to complete the application, but again, the instructor should guide students through the process. Keep the course highly rigorous and require students to make connections between the content and assessments. Allow them to correlate the applications to their existing knowledge, but emphasize critical thinking, problem solving, and creativity. Go back and adjust objectives and formative assessments to help with rigor. Implementation This phase needs multiple different professionals such as eLearning experts, Instructional Designers, and instructors to review the course. Learning should be seamless and scaffolded to whereas the transfer of knowledge is inevitable. Some may need to move back to the development phase or even the design phase of some units for the flow to remain seamless. Evaluation It is important to recognize that evaluation occurs after the delivery of all instruction. It occurs during and after a unit as well as the course. Continuing The Instructional Design ProcessDesigning courses or trainings require a continuous evaluation during all phases which is why this model is used to design initial courses; however, it is not a one size fits all and changes are made frequently as designers move from one phase to the next and back again. Some might argue this is the downfall of ADDIE especially when budgets are not available, but effective instruction isn’t made rapidly in the field of education. On the contrary, rapid learning may be applicable to an immediate need for learning in the private sector which would make this model ineffective. |
Dr. Jeremy O'TooleInstructional Technologist Archives
December 2022
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