Wonder at the meaning of instructional design! At our workplace it means very talented people who have both technical and educational skills who produce complex multimedia resources for others (this also requires high level project management skills). George’s presentation implies instructional design is more akin to teachers planning lessons and courses. Wonder if there’s a cultural difference here – an Aussie thing? It again highlights for me the importance of assumptions around terminology.
I enjoyed Wendy’s summary of the the Grainne Conole papers. I was interested in her questions related to the desire to move students from one quadrant to another in Grainne’s Pedagogy framework (Conole, figure 1). Does this assume learning most effectively takes place in the bottom right hand corner?
George, in his presentation this week, talks about the importance of context for the design process. The ecology needed for a fireman is different for a poet. So perhaps learning design needs to vary according to the context. Different situations/contexts/outcomes require different quadrants. Think this may become part of my next paper on the Changing Role of the Educator
In another piece supplied by a colleague, (MY) Three Principles of Effective Online Pedagogy, Bill Pelz emphasises the importance of the learner being at the centre of the learning process. The more the learner is engaged with the content, with the teacher as the “guide on the side”, the more learning occurs. His three principles very clearly mirror Stephen and George’s notion that learning is about making connections. Pelz structures his “teaching” around allowing students to make as many connections as possible to allow collaboration and problem solving to give them control over their own learning.
The Pelz paper gives some terrific examples of specific strategies to achieve his aims as well as a lovely quote about traditional lectures: “One of my education professors put it this way: “A lecture is the best way to get information from the professor’s notebook into the student’s notebook without passing through either brain.” (Pelz, p.33)