1. Although previous definitions of the "educational
technology" or "instructional design and technology" fields were
numerous, they seemed to focus more on the media and the delivery. Later and current definitions began to
consider the human aspect and how technology can be systematically implemented into the classroom and other educational
settings. Educational technology doesn't
rely on so the type of technology used (whether it is the latest and greatest
or older technology); the purpose and the implementation of the technology is
what matters.
2. For my Forensic Science classes this year, I had the
students produce a video in the form of the television series CSI. They were graded on a rubric and had to
include most of the Forensic techniques that we studies and used in class. They were also required to share the videos
with other teams via our class YouTube channel.
This project was very student-centered, goal-oriented, focused on
meaningful performance, and a team effort.
These four aspects of instructional design were met by this
project. Although there were parts that
were empirical, iterative and self-correcting, for the most part, the project
was not. I would have been better with
this characteristic if students did more work in smaller and measurable chunks
rather than giving them a firm due date and allowing them to work at their
pace. Likewise, validity and reliability
were very subjective since I was the sole source of grading. The rubric made grading consistent but there
were still some subjective aspects of the scoring.
3. Although Reiser makes a good point in his distinction
between instructional media and instructional design, I am not sure if I
completely agree. Teachers, chalkboards,
and textbooks are all forms of media that are essential to instruction. Yes, they can be used exclusively but that
does not diminish their importance to the instructional process. The purpose of instructional design is not
entirely incorporating media into instruction; the design of instruction should
also focus on student engagement outside the use of instructional media. Effective instructional design doesn't always
have to include the use of technology as defined here.
My family and I are big fans of forensic science shows. My husband was a cop and firefighter, so he understands it better than I do. I hope your students enjoy the class.
ReplyDeleteThe issue I had at first was that I was trying to put too much "technology" in the instructional design. As I read the definitions, it didn't take so much of a forefront in the lessons. I am more of a "use whatever means it takes" to get the student to understand the information and make a connection, whether If it's pen and paper or elaborate computer programs doesn't matter. Your project seems very well put together so that process is well defined. This job is one that might mean life and death to someone and I would want the results to be precise. How did the results come out? Did everyone meet the criteria? Did you have any scenarios that were inconclusive? I really liked the videotaping of the process and evaluating the outcome.