Wrap up my PLE Blog

Since it’s the end of this semester, I want to wrap up everything to summarize what I learned and my feeling about things I learned in this course.

First of all, the most impressive thing that I learned in this course is how creating your own ISD model based on an instructional design context. Although the process of creating my own ISD model is tough, but it’s pretty interesting. As for myself, the ADDIE model I learned from IDE 631 impressed me so much. The logic of ADDIE is very clear and it’s easy to follow and practice. Therefore, every time when I see other ISD model, I would like to compare it with ADDIE automatically. And if the new model I learn is lack of some aspects in ADDIE, I feel it’s not comprehensive and completed, and needs to make implementation. And then, when I create my own ISD model, I can see the shadow of ADDIE in it. But there are also some differences in it. In my model, I paid more attention to the communication and diffusion of different components, and these are what impressed me most from this course. Although my model is a more systematic process, I still see the connection and the influence between each component important. And each step in the model will make change and influence to the other ones. What I am very curious about creating this model is that how is will work in the real world. Since everything I create is based on what I learned form books and articles but very limited working experience. So, I am not sure whether it is practical and operational. I always think that the real practice is very important and sometimes I learn more and better in the real work rather than books.

When talking about the Blog PLE, I had a very struggling time up load something weekly. However, after the whole semester, when I look back what I did in my blog, I feel a kind of accomplishment, because I can see something really useful that I may forget soon if I didn’t put it here. Also, I can see the process that how I create my ISD model, and how my thoughts were changing. And everything in my PLE is done in a very casual way that makes no pressure to me. In sum, instructional design is a very interesting project that I do want to put my model into practice and then modify it as a valid and useful one.

My ID Model Final Framework

Please click here.

Up date the fram work of my ID model

Here is my latest update ID Model

Model Exercise--Gerlach & Ely Model

Model name: Gerlach & Ely

Orientation: this model is considered to be prescriptive. It describes how a learning environment can be altered or constructed, in order to affect the variables in a certain way or bring about the desired outcome (Edmonds, 1944). This model is considered to be linear and systemic, because one the five decisions in the third step is changed, the other decisions will also be affected.

Knowledge Structure: it is a procedural model that gives a clear direction for teachers to follow when makes an instruction. The Gerlach & Ely model emphasizes how teaching can help students meet the objectives.

Expertise Level: this model is suitable for all levels of expertise to use. The users can be novice, intermediate, or expert.

Structure: this model is developed as a systematic approach to teaching and learning. It’s also a soft-system–based model.

Context: this model is suitable for K-12 classrooms setting or also higher education setting. However, it may not be as successful in a business or government setting.

Levels: this model is appropriate for the levels of unit, module, lesson and course.

Particular strengths of the model:
• Suitable for use by all levels of expertise.
• Offers a combination of both systemic and systematic approach that can be developed into a strategy for good teaching and learning.
• The five decisions of this model serve as a reminder to the important components that can be overlooked.

Particular weaknesses of the model:
• There’s no concrete way of analyzing the needs and the gap in performance.
• There’s no implementation that can help the teacher create better instruction.
• This model would not be successful in a business or government setting.

General opinions: the Gerlach and Ely model provides a basic and useful roadmap for good teaching and learning. It includes the basic and significant key point as a reminder for teachers to concern during their design. Both novice and veteran teachers can benefit from the experience of using this model.

My ID Model updated

well I till confused about how to upload a word document. I tried to upload it as a webpage, but the charts just piled up. So I just write the word discription here and find a way upload the frame work later.


Here is the introduction of my updated ID model.

Context

This model is used for teaching assistants (TA) training program for Foreign English teacher class which is a very popular course that teaches English as second language in elementary school in China. Teaching and learning English as second language is highly encouraged in elementary education. And on average, elementary schools in Beijing China start the Foreign English teacher class from the 3^rd grade. There is a phenomenon that Foreign English teacher class opening through every grade has become a trend that an increasing number of schools open this class to 1^st and 2^nd grade students. Then TA is needed for facilitating foreign English teacher’s teaching and students’ learning, due to the students’ low English competency. TA in this Foreign English teacher class plays a significant role which is like a communication bridge between the foreign teacher and the students. Since almost all of the TAs are student volunteers from colleges in Beijing who are lack of knowledge and experience about teaching and pedagogy, problems appeared up that influence the communication between teacher and students, also weaken the efficiency of teaching and learning. Therefore, an instructional design model is created for designing a well structured and arranged training program.

Model introduction

This model comprises mainly five portions that are Needs assessment, Specification of objectives, Design, Pilot and Evaluation. The first step needs assessment is to understand the communication between TA and other major relevant people (foreign teacher, head teacher and students). The purpose of this part is to figure out the problems in class and the gap between the TA’s current performance and their desired performance using the approach interview, observation and questionnaires.

After understanding the problems well, the designer will be able to figure out what the objective should be for this training program, which means that what outcome and performance the TA need to have.

Having clear objectives, designers need to consider about the instructional strategies, teaching resources, allocation of time and space, and how to group the learners. These five factors can be considered simultaneously and don’t necessarily in an ordered sequence. And it appears to be a systemic approach that when one of them is changed, the other factors in the group will also be affected.

The forth step is creating a pilot that means to adopt this design in a small group to see whether the prior five factors are well organized. If there’s need for any change and improvement, the designer should go back to the last step to make some implementation. If it is appropriate enough, the designer can go forward to do the evaluation.

The last step is the evaluation of the learners’ performance. It is a significant process to gather feedback from the learners and relevant stakeholders like the school manager, parents, and the English teaching office. And also, test whether the learners successfully achieved the objectives and instructional goals. The arrow running along the bottom of the model from the last box towards the first box represents a formative revision.

Evaluation -- Definition

Evaluation : evaluation is the process of examining certain objects and events in view of specified value standards for the purpose of making corrective or implementary decision.

Formative Evaluation: it is conducted to provide program implememtation. It's conducted during the program progress, and it's seeking for the improvement.

Summative Evaluation: it is conducted at the end of the whole program in order to make a judgment on the value of the program. It is more concerning about the outcome of the program.

Bloom and Krathwohl's taxonomy

When I considered about the Complexity of the tree dimensions of the objectives, there are some taxonomy cited such as Bloom, Krathwohl, or Gagne. As for me Gagne's nine events is very familiar to me due to the application in the IDE 631 couse. However I have little sense about the other two taxonomies. Therefore I searched for some information online, and found a website which provides very clear matrix to demenstrate. These are very good taxonomy that I can apply depending on different instructional condition. Here is the website about the taxonomies of Bloom and Krathwohl. http://www.uwsp.edu/education/lwilson/curric/newtaxonomy.htm

My ID Model updated

Based on my Assistants training for the Foreign English Course context, my model should include the following steps:

1) Context Analysis:
a) Communication: TA- foreign teacher; TA-head teacher; TA-students; students-foreign teacher-headteacher-school administrator
b) Problem/Gap: after the analysis of the context, problem/gap will be identified and defined.
c) Needs Assessment
d) Identify the causes of the problem
f) Chose the approach to close the gap

2) Design and Development: training materials and resources; time; instructional methods

3) Assessment: formative evaluation

Module #3 reflection

1. Considering my ISD model context, the training for teaching assistants of Foreign English course, there are multiple communication channels involved that I can consider. First of all, the lecture delivered by the instructor and the hand outs is a communication channel which can disseminate knowledge to the learners. Next, the online social networking where students and the instructor can discuss and obtain learning materials is a kind of communication channel. The social networking can be including email, wiki space, blackboard, blogging, ect.
2. Innovation – Decision Process
For my ISD model context, the potential adopter is the administrator of Wanquan Primary School who’s taking in charge of the course curriculum and also the human resource issue. It is important to introduce the training program and let him/her have an idea of how this project works and what it does.

Then show the administrator more detailed information about the benefit and necessity of having this project.

The relationship between FEA and ISD Model

In the third class, I asked Jerry a question that what is the relationship between Front-End Analysis which confused me from the first begining of the course. Whether FEA is part of the model, and if it is, what the role it is playing in the model. Then he gave me the answer that it depends on what kind of model it is. Sometimes FEA does play part of the role in the model, while in some other models there's even no FEA at all. For example, the ADDIE model we are familiar with, FEA is the A-analysis part of the model. As for Gentry's Instructional Project Development and Managment Model, there's even no FEA envolved in, but only development components and supporting components communicate with each other. So, maybe in my ISD model, I have flexble choice whether include FEA or not depend on my way of solving the problem.

Model Reflection 2

Considering my ID model, although I haven’t constructed a concrete eventual “model”, some critical and indispensable steps are already in my mind. In my ID model the “gap” human performance problem needs to be identified firstly. That means it should be figured out that what it is (the current condition) and what it should be (the desired condition). Without the clarification of the performance discrepancy, there might be a waste of time on collecting data of irrelevant issues. And the goal/objective of the FEA is vague and uncertain. Besides the clarification of the “gap”, possible causes needs to be hypothesized before seeking out possible solutions. The more comprehensive the designer considers the fewer loopholes will be left when solve the problem. Also, selecting appropriate approaches is essential.

Identification of the “needs” in my model context and the priority of the needs:

My model context is the foreign English class in elementary school. The school administer then found 10 volunteers as teaching assistants for this course. However, there are some “needs” (the gap between the current outcomes and required outcomes)

1.The teaching assistants need to know clearly about the curriculum of Foreign English course. a) it will enhance the assistants’ understanding of the whole semester’s course plan which helps them arrange the teaching material in an appropriate speed and good quality. b) the assistants cannot prepare sufficient and appropriate teaching materials if they are not certain about the curriculum;

2.The teaching assistants need to communicate with the foreign teacher before and after every class, in order to know well of every class activity that created for students. a) assistants and the foreign teacher can cooperate well on every step and activity. b) the assistants may misunderstand the teachers’ objective of each activity if they don’t have enough communication.

3.The teaching assistants need to correctly translate the foreign teachers’ directions every time making activities in class. a) the students can actively participate in the class activity when they are clearly understand the direction. b) it may waste time and decrease students’ interests if this problem is ignored.

4.The teaching assistants need to record the students class performance completely and correctly with a standard provided by the school English office. a) the teacher will know every students learning level and class performance clearly to provide different materials and use diverse teaching method for students in different condition. b) some students who are not learning well at this class may feel isolated and lose their interests if this problem is ignored, and

5.The teaching assistants need to know clearly about the standard and procedure of how to evaluate students’ homework. a) the students will get unbiased evaluation with standard criterion which helps the teacher know clearly about every students English level. b) the score of the homework may not justly reflect students’ English ability if the assistant evaluate them with varied criteria.

From the perspective of front-end analysis, I need to know what cause these problems as well. What’s more, I should consider what approach I need to use, what kind of data that are in need and how these data represent the problem.

Systemic vs. Systematic

In order to understant better about the difference between a systems approach and being systematic, I searched the internet and found a business website that talks about systemic and systematic. Although it explains it from the perspective of business, I also get a more practical and concrete understanding of Systemic and Systematic.

The address is: http://www.e-myth.com/cs/user/print/post/systemic-vs-systematic

Model Reflection 1

I was thinking of choosing training for elementary teachers as my model context, due to my undergraduate study background in elementary education and my internship experience in two elementary schools. And then it recalls one of my internship as an assistant of English foreign teachers in the 1^st grade and 2^nd grade in Wanquan Elementary School.

At first English foreign teacher courses started from the 3^rd grade. In order to enhance the students’ oral and listening English, the school principle decided to change the curriculum to open this course from the 1^st grade. Since the students in the 1^st and 2^nd grade were too young to understand and follow the foreign teacher’s class, some university student assistants from elementary education were needed. However, there was no training or direction that could help us to understand the working content, the environment, the instructional objective, etc. that wasted me several weeks’ classes to get those information through my own experience.

Therefore, I decided to have a model on topic of the training of teaching assistants for English foreign teacher courses.

Following the direction of the Module 1 worksheet (Practical Excercise II):

1. My preferred professional context for practicing instructional development is elementary education

2. The System to be served is the Foreign English Course Office in Wanquan Elementary School. Suprasystem within this system is the English Course Department in Wanquan Elementary School

3. Two Subsystems in the system are English foreign teachers and students in the 1^st and 2^nd grade.

4. Two Information channels that exist within the system are:

a). students’ performance in class

b). the foreign teachers’ feedback

5. One example of a Subsystem Interface within the system: the class activity is a subsystem interface through which the students can gain knowledge and achieve the learning objectives defined by the teacher.

I feel there’s some thing wrong with my description, but I cannot clearly figure it out yet. Due to my description of the system, the teaching assistant stuff seems isolated from the whole system, suprasystem and subsystem analysis. Hopefully I can make sense though the later classes. And it’s very welcomed if you can share your thoughts on it.

A New Start of My IDE Journey!

Welcome to my IDE blog!

This blog was used for IDE 611-Technologies for Instructinal Settings last semester. From now on I will use it for IDE 632 and add something new on my PLE-Personal Learning Environment through this semester.

I look forward to learning more new ideas from this course and all of you.