|image via infed.org|
We are reflecting and revising from the first session of the course in September/October 2014, but here is the gist:
What you will get out of this course:
- How to use backward design and instructional design models to create your own teaching, while being critical of the limitations of ID
- How to leverage learning theories and knowledge of student motivation to create more compelling instruction
- How to integrate assessment holistically into your curriculum, lesson, or learning object so that you can help students reflect on their own progress, while you reflect on your teaching
- How to critically select and position technology within your instruction to enhance student learning
- How to develop an awareness for critical pedagogical practices to create inclusive classroom atmospheres or learning objects
We use a connected model of learning where participants interact and create content. Everyone is learning from everyone, and a number of students had said they made great connections to peers during the course. We had an amazing group of librarians enrolled in the fall and we really enjoyed being able to teach and learn from them!
Some feedback from students:
"This instructional design course has given me the holistic, systematic, and results-focused approach that I was hoping to cultivate towards instruction, and I look forward to further developing my teaching along these lines. My coursemates were a wonderful resource, and I found several posts helpful in thinking about measurable and contextually anchored assessment, the feedback loop, motivation and the affective domain, and the potential contexts for our teaching. Thanks in particular to [student], whose thoughtful comments were so helpful for assessment and technology applications, and to our instructors, Nicole Pagowsky and Erica DeFrain. This was my first experience in online asynchronus learning, and it has been a very positive one that I’m happy to recommend to others!"
"I thoroughly enjoyed the course and learned so much. My biggest take away was to start from the end and work my way backwards when planning for a course and developing curriculum. I have learned that it is not what I want to teach but what I want students to learn. I will never look at instruction the same, and that is a really great thing!"
"I think the thing I found most useful was how the course was structured, i.e. that we applied these Instructional Design principles to a real-life scenario. Going into this course, I had some familiarity with ID concepts, but I had never applied them to my own work. Having an end goal in mind made it easier to explore ID concepts in a practical way. I think the concept that will stick with me most is backward design; it has made me reconsider how I approach instruction, by making sure that I think first of the goals for the course, workshop, etc. before proceeding to how the material will be presented. I struggled most with learning theories, in this class. I think that I have a decent handle on them now, but I’m still not entirely sure of the intricacies of each theory."
"I already want to say thank you to Nicole and Erica for the great course. I learned a lot out of the reading! + the peer-endorsement activity was an eye-opening experience (thx to the blog technology :)"
"What struck me the most was how much my initial class design changed from week 1 to week 4. Without realizing it, I had done an about-face! When I pulled my old posts together and tried to write up this final project post, it became clear just how much the readings and the other participants’ blogs had changed my views."