Time to Reflect


"The process of instructional design is both cyclical and iterative" according to Ritzhaupt et al. (2017). There are four main phases of the instructional design process.  These are analyze, design, develop and implement with evaluation taking place at any or all phases.  Between each of the main phases in the process of instructional design, revision occurs. This is what makes it cyclical. Iterations are due to the use of the instructional design process, also known as ADDIE, over and over again throughout instruction.  It reminds me of the way a stamp would be used to show the same image multiple times.




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I learned the most from the section titled "Determine Instructional Problem (i.e. requirements)" where Ritzhaupt et al. (2017) point out the four cases that fall under what they refer to as "instructional problems" (n.p.).

The four cases are:
1. An entity has problems based on existing performance.
2. Development within the entity is new to employees.
3. Professional development follow-up to keep learning up-to-date.
4. Looking ahead to the future and providing information to support ongoing learning.

The authors go on to explain scenarios where instruction can make a difference verses when the problem is performance based (Ritzhaupt et al., 2017). For example, I work with teachers in the content area of science.  When a teacher decides to skip the investigations on water to save time for instruction, professional development follow-up is needed.  The teacher needs to build on his/her understanding of the importance of a strong foundation about water as it relates to the water cycle.


When implementing the instructional design process myself, I plan to continue improving my instructional strategies.  I am always on the lookout for new ideas to engage participants in ways that are applicable to their own classrooms.  Brown and Green (2018) suggest that instructional designers "might adopt and adapt from other design disciplines to foster professional development and expertise" (p. 176). I agree that looking outside of education to learn instructional strategies could be beneficial in the professional development I design.  The Ted Talk below is one of many places I found to start.




I followed the ADDIE process to design an instructional opportunity for K-12 classroom teachers, administrators and district leaders.  We will meet for about 90 minutes to follow-up our independent reading of Shake Up Learning by Kasey Bell. Participants may use the face-to-face or virtual option to attend.  We will discuss the importance of changing our learning environments from static to dynamic. Discussion questions tied directly to our reading will guide discourse.  Instructional strategies will include collaboration using Padlet, viewing of a short video clip and introduction to Book Snaps.  The goal is for participants to leave with a sense of urgency regarding the use of technology in the classroom.

Follow to see my instructional design process for the Shake Up Learning professional development.

References:
Brown, A. H., & Green, T. D. (2018). Beyond teaching instructional design models: exploring the design process to advance professional development and expertise. Journal of Computing In Higher Education, (1), 176. https://doi.org/10.1007/s12528-017-9164-y

Ritzhaupt, A., Lee, B., Eichler., Calhoun, C., Salama, C., Nichols, J., Wilson, M., Hafizah, N., Davis, A., Beatty, O., Yaylaci, S., Sahau, S. & Wildberger, W. (2017, December 12). ADDIE Explained [text]. Retrieved from http://www.aritzhaupt.com/addie_explained/# CC BY license 4.0.





Comments

  1. UnknownAugust 1, 2019 at 7:22 PM

    You brought out some really good points. I like using TED talks as well. I have found several that fit my computer curriculum even for middle school students. I didn't not originally pick up on the four point of instruction that was mentioned in the text. You highlighted a key piece of text that I didn't let sink in fully when reading the first time. Upon my subsequent of this section as well as your discussion I have a better understanding and see how important this is in the analysis and subsequent training development. One key point that I discovered the 2nd time in this section involved the constantly changing world. Ritzhaupt indicates "it is important to continue to revisit how the environment, learners and tasks have been changing throughout the process so the instructional solution is not extinct before it is implemented" (Ritzhaupt, 2017). As we plan we do have to determine the instructional problem but we have to keep in mind what may change before we have time to implement the actual training. One would think this would go without saying but we often times get so busy with the actual steps in the training process that we may lose sight of these factors that may change before we are finished.

    Teneal Smith

    Source:
    Ritzhaupt, A., Lee, B., Eichler., Calhoun, C., Salama, C., Nichols, J., Wilson, M., Hafizah, N., Davis, A., Beatty, O., Yaylaci, S., Sahau, S. & Wildberger, W. (2017, December 12). ADDIE Explained [text]. Retrieved from http://www.aritzhaupt.com/addie_explained/# CC BY license 4.0.

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  2. Hoffman's Tech CornerAugust 2, 2019 at 10:36 AM

    Ashley,
    I loved your TED talk video! It hits on so many points of good instructional design such as using simple text, images and videos to enhance the information you are sharing with the audience. While I have heard of Kasey Bell’s Shake Up Learning, I am intrigued to learn more as you have begun to describe your professional development. What a great idea of moving from static classrooms to dynamic ones instead! Ritzhaupt et al. (2017) says that “instructional designers try to create meaningful goals directly addressing solutions or needs” as part of the analysis phase (n.p.). I believe the teachers that participate in your activities will be changed for the better!

    Reference
    Ritzhaupt, A., Lee, B., Eichler., Calhoun, C., Salama, C., Nichols, J., Wilson, M., Hafizah, N., Davis, A., Beatty, O., Yaylaci, S., Sahau, S. & Wildberger, W. (2017, December 12). ADDIE Explained [text]. Retrieved from http://www.aritzhaupt.com/addie_explained/# CC BY license 4.0.

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  3. Lisa LavenderAugust 2, 2019 at 4:28 PM

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  4. Lisa LavenderAugust 2, 2019 at 4:45 PM

    Ashley,
    In each stage of the ADDIE model, I had an “aha” moment. As I read through the information regarding determining the instructional problem, I did a lot of reflecting on this past school year. I have provided lessons and modeled how to integrate technology; however, I did not see as much growth as I know we are capable of. The number one barrier has been teacher and student frustration that stems from a lack of clear expectations and proper communication. With that being stated, I decided to gear my training towards affective goals. According to Rithzaupt et al. (2017), “There are other factors involved such that instruction will not show any performance improvement.” My PD session is an attempt to tackle those factors because they are the greatest need.

    Reference
    Rithzaupt, A., Lee, B., Eichler., Calhoun, C., Salama, C., Nichols, J., Wilson, M., Hafizah, N., Davis, A., Beatty, O., Yaylaci, S., Sahau, S. & Wildberger, W. (2017). ADDIE Explained [text]. Retrieved from http://www.aritzhaupt.com/addie_explained/# CC BY license 4.0.

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