Data-based decision making | Technical | Cognitive | Communication | Interpersonal | Principles, Theories & Models | Processes | Systems
Principles, Theories & Models: Instructional Package -- Geocaching Curriculum (EDTEC 572 & EDTEC 544, individual project)
Context
In EDTEC 544 (Instructional Design), I created a design document for a curriculum based on Gagne's Nine Events of Instruction. The design document had to address a problem; in my case, it addressed the need of parents and students to have activities that would bring them closer together. I then transferred my work over into a project for EDTEC 572 (Technologies for Course Delivery) when I needed to create an Instructional Package based on the design document.
Standard -- Principles, Theories & Models: Understand many theories and models, choose from among them appropriately, and apply them effectively.
The design document itself aligned with Gagne's Nine Events of Instruction. This provided a framework for me to follow as I planned the activities and methods used in addressing the problem. Crafting a well-planned and detailed document enabled me to easily transfer its structure to the instructional package. I also relied on Merrill's Component Display Theory to classify learners' tasks into content-based and performance-based categories so I could better visualize what the learning would look, sound, and feel like as it took place.
Opportunities Disguised as Problems
I did not have any major obstacles with this set of tasks, but I did struggle throughout the process with classifying content into the correct categories and truly grasping the differences among them. I had never put that much thought into my content before, in such detail, and at first I didn't see the point in being so pinpoint focused. But as I spent more time analyzing the minutiae of my curriculum, I gained an appreciation for attention to detail. If my goal is to reach ALL learners (which it is, of course), then I need to make sure my content addresses every kind of knowledge applicable to my subject matter. I e-mailed TJ Kopcha, my 544 professor, frequently with questions, and he patiently answered each one. Through his explanations I finally understood the subtle distinctions among the different content and performance types by the end of the semester.
My Strengths
I am passionate about the subject matter I chose for my curriculum, and I already had a lot of resources at my disposal, because I have networked quite a lot in my local geocaching community. Two friends, Steve Wood (who works for REI) and Sam Drake (who volunteers with Santa Clara County Parks), allowed me to use some of their materials to get ideas for my own project. I feel very strongly about giving families opportunities to get outdoors together. I have done this with my son as often as I could over the past six years, and it's an experience I want my students to have as well. I had enough photographs from our family's adventures to supplement my instructional materials with personal shots from the area in which I live. Since I also present at conferences about this topic, I have shared my work with others who may want to adapt it to their locales.
What I Learned About Myself in Educational Technology
The biggest lesson I learned over the entire Spring '09 semester was that I could be more diligent in the planning stages of any project. I tend to see the end product, almost fully formed, and plunge ahead toward that goal, but I don't always take the time to pay close attention to the details from the start. Even though this has worked well enough for me before, I believe that slowing down and spending more time on the planning at the start can result in even better products. This way, I'll be sure to cover everything, foresee more possibilities, and prepare for anything that might arise. I like to be ready for the unexpected, and working outdoors often leads to situations you don't plan for. Since my curriculum is set outdoors, it's good to think along those lines from the start.
Mager, R.F. (1997). Preparing instructional objectives. Atlanta, GA: The Center for Effective Performance, Inc.
Artifacts:
544: Analysis Report
544: Content Map
544: Design Document
572: Instructional Package Overview
572: Instructional Package Introduction & Rationale
572: Instructional Package Instructor and Student Materials
External Website created for this curriculum
In EDTEC 544 (Instructional Design), I created a design document for a curriculum based on Gagne's Nine Events of Instruction. The design document had to address a problem; in my case, it addressed the need of parents and students to have activities that would bring them closer together. I then transferred my work over into a project for EDTEC 572 (Technologies for Course Delivery) when I needed to create an Instructional Package based on the design document.
Standard -- Principles, Theories & Models: Understand many theories and models, choose from among them appropriately, and apply them effectively.
The design document itself aligned with Gagne's Nine Events of Instruction. This provided a framework for me to follow as I planned the activities and methods used in addressing the problem. Crafting a well-planned and detailed document enabled me to easily transfer its structure to the instructional package. I also relied on Merrill's Component Display Theory to classify learners' tasks into content-based and performance-based categories so I could better visualize what the learning would look, sound, and feel like as it took place.
Opportunities Disguised as Problems
I did not have any major obstacles with this set of tasks, but I did struggle throughout the process with classifying content into the correct categories and truly grasping the differences among them. I had never put that much thought into my content before, in such detail, and at first I didn't see the point in being so pinpoint focused. But as I spent more time analyzing the minutiae of my curriculum, I gained an appreciation for attention to detail. If my goal is to reach ALL learners (which it is, of course), then I need to make sure my content addresses every kind of knowledge applicable to my subject matter. I e-mailed TJ Kopcha, my 544 professor, frequently with questions, and he patiently answered each one. Through his explanations I finally understood the subtle distinctions among the different content and performance types by the end of the semester.
My Strengths
I am passionate about the subject matter I chose for my curriculum, and I already had a lot of resources at my disposal, because I have networked quite a lot in my local geocaching community. Two friends, Steve Wood (who works for REI) and Sam Drake (who volunteers with Santa Clara County Parks), allowed me to use some of their materials to get ideas for my own project. I feel very strongly about giving families opportunities to get outdoors together. I have done this with my son as often as I could over the past six years, and it's an experience I want my students to have as well. I had enough photographs from our family's adventures to supplement my instructional materials with personal shots from the area in which I live. Since I also present at conferences about this topic, I have shared my work with others who may want to adapt it to their locales.
What I Learned About Myself in Educational Technology
The biggest lesson I learned over the entire Spring '09 semester was that I could be more diligent in the planning stages of any project. I tend to see the end product, almost fully formed, and plunge ahead toward that goal, but I don't always take the time to pay close attention to the details from the start. Even though this has worked well enough for me before, I believe that slowing down and spending more time on the planning at the start can result in even better products. This way, I'll be sure to cover everything, foresee more possibilities, and prepare for anything that might arise. I like to be ready for the unexpected, and working outdoors often leads to situations you don't plan for. Since my curriculum is set outdoors, it's good to think along those lines from the start.
Mager, R.F. (1997). Preparing instructional objectives. Atlanta, GA: The Center for Effective Performance, Inc.
Artifacts:
544: Analysis Report
544: Content Map
544: Design Document
572: Instructional Package Overview
572: Instructional Package Introduction & Rationale
572: Instructional Package Instructor and Student Materials
External Website created for this curriculum
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Copyright ©2010 Diane Main. All rights reserved.
Created for the Educational Technology Department San Diego State University |
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