Module 10 _2 – Instructional Design
Based on my
observations, the GAVs course that I am interning in demonstrates thorough
instructional design. If each module is
analyzed using any Instructional Design model (Gagne, ADDIE, ASSURE, etc), it
is evident that each of the components are taken into consideration when
planning for the online content.
However, this reflection will be based on an interesting article that I
came across. Sue-Jen (2014) suggests
that in order to maintain the quality of lessons without having to compromise
the quantity of content, online instruction must be designed using a blended
approach that merges objectivist and constructivist theories. She states that a solely constructivist
approach requires more time and effort from both students and teachers, which
is not always available in online situations.
Therefore, Sue-Jen (2014) conducted a case study in which she designed
an online course using components of both objectivism and constructivism.
Sue-Jen (2014)
proposes that the blended approach requires immediate feedback and
scaffolding. This is very evident in the
GAVs course. The students receive
immediate feedback through discussion forums as well as through the use of
rubrics.
Sue-Jen (2014)
states that an example of the blended approach allows students to complete
group supported independent projects in which students complete projects at
their own pace while collaborating with peers.
GAVs embeds projects and tasks throughout each module after chunks of
information has been presented. This
assessment throughout instruction approach is very constructivist. However, allowing students to complete the
project at their own pace, and receive feedback and suggestions from their
peers are demonstrations of what Sue-Jen (2014) has deemed the “blended
approach.”
It is clear
that GAVs develops the goals and objectives for students and sequences the
learning. However, real world problems
are embedded throughout modules. Thus,
there is a blend of objectivism and constructivism. For example, one objective is for students to
understand the concept of opportunity costs.
With this, students are asked to think of decisions they have to make in
their own lives and explore the opportunity costs. The goal was set by the designer of the
module, but the exploration is problem based and helps the student make a
connection to the real world.
Sue-Jen (2014)
found that blending objectivist and constructivist ideas in an online classroom
environment worked well when students were orientied properly and familiarized
with how the course runs. GAVs does this
through the orientation module as well as through screencast tutorials about
how to navigate through the site. Sue-Jen
(2014) also states that assessments must be continuous and embedded in
instruction. GAVs does this through
discussions, tasks, quizzes, and projects.
GAVs even chunks material to ensure that students are assessed
throughout modules.
In my opinion,
GAVs clearly demonstrates thorough instructional design that combines elements
of objectivism and constructivism. The
modules are well organized and allow for self-paced exploration of content. There is a good balance of established
objectives and continuous assessments in each module.
Sue-Jen,
C. (2014). Instructional Design Strategies for Intensive Online Courses: An
Objectivist-
Constructivist Blended Approach. Journal Of Interactive Online
Learning, 13(1), 72-86.
Wiggins,
G. & McTighe, J. (2005). Understanding by design (2nd ed.). Alexandria:
Association for
Supervision and Curriculum Development.
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