"DESIGN IS THE PROCESS OF SPECIFYING CONDITIONS FOR LEARNING" (SEELS & RICHEY, 1994, P. 30)
Design is the groundwork to instruction as it encompasses all portions of the design model from start to finish. This approach should be learner centered and reflect the appropriate design models with corresponding design theories. Below are artifacts that show my comptency with the AECT Design Task.
Design Task Reflection
Prior to my time in the ITMA program I had no idea of the design task and its subtasks. To be quite honest I had no idea of the task and subtasks until I enrolled in this course. I realize how important design is, and I can connect each of the design subtasks to a time in the program. As I spent more time going through the nitty gritty of this task, I gained an appreciation for design. It is the framework to the rest of the instructional design process. The way I see it, the design portion gives you the pieces you need to eventually complete the instructional design puzzle. Now that I am finishing up my time in the program, I have to say this has impacted my personal and professional life. I was always overwhelmed by the fact that this task is so large and requires a lot from the instructional designer. Now, I take my time with the small details because it will make those puzzle pieces fit together much easier at the next stage of the process.
Instructional systems design
"Instructional Systems Design (ISD) is an organized procedure that includes the steps of analyzing, designing, developing, implementing, and evaluating instruction'" (Seels & Richey, 1994, p. 31)
For this assignment I was tasked with reflecting on my previous experiences with assessments & copyright. In section 10.3 specifically, I had to input the methods I would use to eventually design, develop, implement, and evaluate my instruction for my final project. I attached assignment 10 because I did not have to complete the final project due to my plan of study. However, I thought deeply about each part of the instructional design process and how I would conduct my instruction. While I the final project never came to fruition, I know my knowledge of each step would allow me to eventually develop, implement, and evaluate my instruction.
"Message design involves planning for the manipulation of the physical form of the message" (Seels & Richey, 1994, p. 31)
In this assignment I created a web based instruction that incorporated components of message design including both audio and visual. I incorporated design principles from educational psychology and visual literacy as well. This assignment provided a video for instruction as well.
"Instructional strategies are specifications for selecting and sequencing events and activities within a lesson" (Seels & Richey, 1994, p. 31)
In this assignment I selected a learning strategy based on learner characteristics and their learning styles. This subtask discusses how different strategies can be used based on learner characteristics and the potential activities of the lesson. This assignment goes through the potential learning strategies that can be used based on the learner characteristics.
"Learner characteristics are those facets of the learner's experiential background that impact the effectiveness of a learning process" (Seels & Richey, 1994, p. 32)
This assignment had me analyze my learners in every aspect. I continued to revise the learner contexts so that no small detail would be missing, based off instructor feedback. It also had me go through the potential learning styles that the learners may have and asked for methods to navigate through those learning styles in my final project. This relates to the subtask by creating a detailed learner analysis for all aspects of instruction, but more importantly how it will impact the learning process.
This assignment had me read about the cognitive process and explained how to plan to avoid overload in instruction. The assignment asked for methods to appease different learning styles. This relates to the subtask by having me discuss those different methods of management.