After a year in developing the blended model, I found myself in the area of uncertainty. I was initially so certain of my idea and the design of my lesson, however after working on it, I became concerned with the learner's experience. It seems that my concept, though meticulously designed through learning theory was not as well adapted. However in retrospect of my experience with the product in which one must understand, explore, or communicate with the design (Moggridge, 2007), I have decided to focus more on the development through a educational technology development tool, Adobe Captivate 8.
Now I find myself looking at the slides and thinking about creativity and how to make the learning experience more captivating! Hokanson (miller, 2009) provided me with an interesting model of framework for "innovation & creativity" in instructional Design. They focus on Role based problem solving that helps to define project values, responsibilities, and activities. Again they narrow down four roles; the artist, the architect, the engineer, & the craft-person.
These roles work simultaneously throughout the project instead of using the normal step-by-step algorithms and the constraints that imposed by context that I used in the beginning. They work cyclically. The artist is the key to divergent thinking. As an art teacher, I often focus on divergent thinking. The artist also has the ability to experiment and embrace failure.
The Architect values experiences, research-proven results, and the technical capabilities. In a sense they see the "bigger-picture". This seems to be the role I am in as I move forward into the next week with my design. I am theorizing the entire project again and focusing on the concept & context.
The engineer thinks about the application of educational theory. Thinking about my concept design and how to "structure learning through computers & related media". The Engineer is the contemporary of the concept design. I know as I move forward into the next few weeks I will begin to see what they identify as the crafts-person. They are the technically skilled problem solver who delivers results efficiently. As I continue to work with the program and add it to my own personal knowledge about technology and learning theory I think I can better craft this design.
According to their model, at each layer of the project you will fall into each of these roles over and over again.
I know now at this current stage that I have lots of ideas, but where do I go next? How do I increase motivation and self-efficacy while remaining challenging enough to prevent the learner from being bored?
As I continue to work with the new project in Adobe Captivate 8, I work to create small areas of information that are compartmentalized and work to build off one another, using prior knowledge for encoding. Using the interactions available through the technology I am now working to develop ways in which to increase the interaction of the learner. So that the learner is engaged, motivated, and organizing the material in an effective manner.
As I complete this next design, I need to be clear on what I am building and it's purpose so that I can include all the necessary features. Is this a learning environment or just an instructional resource designed for online instruction? In a Visual Learning Environment (VLE) there is much more interactivity and the focus is on the user interface while the online course usually is more focused on marketability and providing a service. Gibbons (2011) cautions us to be more aware of the specific purpose within this context. This helped me think more about what my context is... I thought I was designing an online class however I now know that I am becoming more focused on the interactivity by creating a learning environment but not to the extent that it becomes a multiuser network like Edmodo! However in both instances it should also be appealing to the prospects, learners, and the artificer.
Now I find myself looking at the slides and thinking about creativity and how to make the learning experience more captivating! Hokanson (miller, 2009) provided me with an interesting model of framework for "innovation & creativity" in instructional Design. They focus on Role based problem solving that helps to define project values, responsibilities, and activities. Again they narrow down four roles; the artist, the architect, the engineer, & the craft-person.
These roles work simultaneously throughout the project instead of using the normal step-by-step algorithms and the constraints that imposed by context that I used in the beginning. They work cyclically. The artist is the key to divergent thinking. As an art teacher, I often focus on divergent thinking. The artist also has the ability to experiment and embrace failure.
The Architect values experiences, research-proven results, and the technical capabilities. In a sense they see the "bigger-picture". This seems to be the role I am in as I move forward into the next week with my design. I am theorizing the entire project again and focusing on the concept & context.
The engineer thinks about the application of educational theory. Thinking about my concept design and how to "structure learning through computers & related media". The Engineer is the contemporary of the concept design. I know as I move forward into the next few weeks I will begin to see what they identify as the crafts-person. They are the technically skilled problem solver who delivers results efficiently. As I continue to work with the program and add it to my own personal knowledge about technology and learning theory I think I can better craft this design.
According to their model, at each layer of the project you will fall into each of these roles over and over again.
I know now at this current stage that I have lots of ideas, but where do I go next? How do I increase motivation and self-efficacy while remaining challenging enough to prevent the learner from being bored?
As I continue to work with the new project in Adobe Captivate 8, I work to create small areas of information that are compartmentalized and work to build off one another, using prior knowledge for encoding. Using the interactions available through the technology I am now working to develop ways in which to increase the interaction of the learner. So that the learner is engaged, motivated, and organizing the material in an effective manner.
As I complete this next design, I need to be clear on what I am building and it's purpose so that I can include all the necessary features. Is this a learning environment or just an instructional resource designed for online instruction? In a Visual Learning Environment (VLE) there is much more interactivity and the focus is on the user interface while the online course usually is more focused on marketability and providing a service. Gibbons (2011) cautions us to be more aware of the specific purpose within this context. This helped me think more about what my context is... I thought I was designing an online class however I now know that I am becoming more focused on the interactivity by creating a learning environment but not to the extent that it becomes a multiuser network like Edmodo! However in both instances it should also be appealing to the prospects, learners, and the artificer.