Studying to be a Scholar Practitioner

Past Experiences with Research

 

This week our Learning Resources offered recommendations about how research literature can help in our personal, educational and professional work.  One caution to instructional designers is to practice awareness of our backgrounds, values or potential biases that could affect our interpretation of the literature we read for professional development.  Knowing this, we will be more readily able to notice when we are making mistakes in interpreting outcomes of research or using the information to fulfill personal agendas.

 

In my experience of conducting an inquiry and consuming research was in connection with watching a DVD entitled “Four Centuries of American Education” with David Barton.  This video presentation was filled with compelling information presented as research findings about the history of education in America.  I was taking in this information as hard, researched facts.  However, I later was astonished to find this author has been widely debunked by professional historians and by scholars from institutions with religious affiliations. 

 

In seeking factual, and evidence-supported (Laureate Education, Inc., 2010) data to prove whether this was actually the case, I have found numerous sources to contradict many of Barton’s assertions.  This gave me reason to believe in the importance of becoming what Dr. Micheal Quinn Patton described as a sophisticated consumer. (Laureate Education, Inc., 2010) Now, I have read more revealing criticisms of how Barton’s intent was not necessarily scholarship, for he used selective quotations out of context and potentially used this information to influence public policy. (SPLC, 2013) 

 

Our text outlines three characteristics that are usually representative of true scholarship, “a) reputation of the author(s), b) source of funding, and c) sponsorship” (Locke, Silverman & Spirduso, 2012).  These are all big questions for me about David Barton’s affiliations and intent behind his studies.  This was a good lesson in understanding why it is, “academic researchers duty to ensure such science is not passed on as fact in studies we cite in our own investigations” (Carlson, 2008, p. 104).

 

Now my questions point to the debate as it continues and I wonder how top executives of a public broadcasting station could be fired for deeming Barton’s fabrications as inappropriate.  Especially after reading the article which deconstructed Barton’s . (Rodda, 2013)  And according to the Washington Times, Barton’s publisher pulled his latest book due to “historical errors that were found to render it unsellable” (Johnson, 2012).  This has been interesting, because I was introduced to this author while attending a Christian University that used his work as a class resource.  How do you view this kind of resource?  Would you research further to clarify the source and references? Do you think that university will do the same as the publisher and pull these sources? 

 

 

 

References

 

Barton, D.  (2004). Four Centuries of American Education. Wallbuilders. Aledo, TX.  Retrieved from http://shop.wallbuilders.com/dvds

 

Carlson, L. (2008). Use, misuse, and abuse of content analysis for research on the consumer interest. Journal of Consumer Affairs, 42(1), 104.

Johnson, B. (2012, August 24). David Barton Gets a Lesson in Honesty.  Washington Post Communities. [weblog comment]. Retrieved from http://communities.washingtontimes.com/neighborhood/high-tide-and-turn/2012/aug/23/david-barton-gets-lesson-honesty/

 

Laureate Education, Inc. (Producer) (2010).  Introduction to Research. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_3398790_1%26url%3D

 

Laureate Education, Inc. (Producer) (2010).  Research in Instructional Design.  Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_3398790_1%26url%3D

Locke, L. F., Silverman, S. J., & Spirduso, W. W. (2012). Reading and understanding research (Laureate Education, Inc., custom ed.). Los Angeles: Sage Publications.

Rodda, C.  (2013, February 1). A Debunking of Pseudo-Historian David Barton’s Book on the Second Amendment. Huffington Post. [weblog comment]. Retrieved from http://www.huffingtonpost.com/chris-rodda/a-debunking-of-pseudohist_b_2595270.html

Southern Poverty Law Center. (2013). Intelligence Files. Retrieved from  http://www.splcenter.org/get-informed/intelligence-files/profiles/david-barton

 

 

 

 

 

 

Effective Instructional Materials

 

A very important aspect of the ADDIE model is the developmental phase bringing together all of the elements that make up a plan of instruction.  In the development stage the designer focuses, with a keen eye, on whether what was defined during the design phase would, in fact, make the plan of instruction more effective.  In deciding what delivery system to use, it is good to look at the process from the point of view of the end product. (Piskurich, 2005)  Some other tips for the development phase include, “Everything can change; keep asking, ‘Is this the right approach?’; and Know Your Learner” (Piskurich, 2005, p.190), which should come from information derived in the trainee analysis. Can you think of other tips that might aid a designer in the development process?  How dependent on the analysis phase to what is needed to accomplish the development phase;  and the design phase?

One experience I would like to share as an online learner that gave me the opinion the materials and resources reflected an ineffective design, was a weekly quiz required in my Foundations in Education class.  It does not sound so dysfunctional, really.  Although, I would read, study and take notes throughout the week;  the quizzes were open book and we had three hours to complete them; however, the multiple- choice format used many ways to describe the information as to confuse the test taker and make it more difficult to find the right answer.  As the course progressed I began to experience true test anxiety, which I had never had much of a problem with in the process of acquiring an education.  What are the causes of test anxiety?  Do you know any good ways to overcome test anxiety?

Since I was very familiar with the material, I would at first use my best judgement and take the entire quiz without help from my notes or the text.  Then, I would go back and find the correct answers and make a reference as to what page I found the answer on, to be sure those answers were done.  I would then go back through the questions I did not find answers for in the book, or the answers I had doubts about any accuracy.  Being an adult learner, I had a “high level of motivation to learn” (Morrison, et. al, 2011, p.63) and it was important for me to retain and understand the material thoroughly.  For some reason I could only make B’s on those quizzes.  After the quiz, the student immediately received the test results.  That is only part of the criteria recommended for effective online instruction.  However in this case, they never gave the student any idea of what the right answer might be.  I would continue to search for the correct answer to questions I missed, and often just gave up…with no hope of ever knowing the real answer.  Have you experienced a similar circumstance, or frustration?

It is of my opinion the materials and resources reflected ineffective design, due to the lack of immediate feedback I received after these weekly quizzes.  Piskurich made it clear that pre-tests and quizzes need to provide feedback to the learner, or they are worthless.  I feel like this is an example of the lack of immediate and accurate feedback, which diminished the value of the learner outcome overall.  Do you think the test results were enough for me to have gained real knowledge of the information covered each week?

The particular component that seemed to make the materials less effective, was the way in which the questions were formed in an attempt to confuse the learner.  This resulted in choosing the wrong answer more often than it should have.  Toward the end of the semester this became more obvious, and I began to read the questions with the thought in mind to pay particular attention to the way they were worded.  This detracted from focusing on what was learned in the resources and instead I would pay more attention to the way a question was put and let that be more of a factor in my choice.  Mary Herring develops more student-centered lessons in higher education, and projects that demonstrate student learning.  Learning elements that would have assisted in this process include appropriate and immediate feedback for learners when taking tests and quizzes.  Tips for online learning include, “Rich and rapid feedback” and recommend “frequent and substantial feedback from the instructor” (Van Duzer, n.d. p.4).  That experience reminds me also of how unavailable the instructors were at the university I attended prior to Walden and made me doubt their credibility.  The portfolio, as opposed to a routine test as a form of assessment, is much more indicative of what a student may be capable of when it comes to real world experience.  To me this is what gets the learner the job and pays the bills.

 

 

 

References

Van Duzer, J. (n.d.) Instructional Design Tips for Online Learning.  Adapted by Center for Teaching, Learning and Technology.  Retrieved from http://ctlt.tnstate.edu/wp-content/uploads/instruction-design-tips.pdf

Laureate Education, Inc. (Producer). (n.d.). The ADDIE model: the development stage. [Video Podcast] [with Mary Herring]. Retrieved from http://mym.cdn.laureate-media.com/Walden/EIDT/6100/CH/mm/eidt6100_instructional_design.html

Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing effective instruction (6th ed.). Chapter 3. Learner and contextual analysis. Hoboken, NJ: John Wiley & Sons, Inc. p. 63.

 

Piskurich, G. M. (2005) Rapid instructional design: Learning ID fast and right. Chapter 5, Doing it right: development. San Francisco, CA: Jossey-Bass/Pfeiffer.

 

Learner and Contextual Analysis

 

 

 

Learner analysis is important to an instructional designer for success in achieving training objectives.  There are general characteristics to consider (age, level of education, gender, experience) and specific characteristics (skills, attitudes, aptitudes) that guide a designer in deciding what approach to use.  Learning styles (visual, aural, physical, tactile) may be matched with teaching methods. Easily accessed and much used is an individual’s academic record (GPA, scores on standardized tests, special/advanced training) are good ways to analyze your learners, as long as you keep confidentiality and ethics in mind when accessing personal records.

 

Some personal/social characteristics to consider include: maturity, motivation, aspirations, experience, talents and special abilities. Important to know is a learner may be motivated, but lack in attitude or confidence.  This may require the B.F. Skinner approach, “shaping” the learner with specific instruction to get the desired results.  The significance of shaping is described as:

 

“the impact it had on his (Skinner’s) thinking about social behavior, human social behavior in particular, and especially human verbal behavior. But putting theoretical issues aside, history has shown the discovery of (hand) shaping to be of monumental practical significance because of the impact it has had on the actual practices of people who need or want to change behavior” (Peterson, n.d. p. 1).

 

 

Culturally diverse learners may have the basic issue of learning to use English as a second language, as well as other cultural barriers that may affect their ability to participate completely in a program of instruction.  And then, working with differently-abled individuals, who may have physical or mental challenges, could require a specialist to help them and should always be considered in the process of design.  Adult learners, a field known as andragogy, have several generalizations that should be recognized when going into a design process.  Adults are more apt to be highly motivated to learn and require more specific understanding of the relevance of a course of instruction.   Can you think of other types of learners you might have to design a plan of instruction for?  What specific needs or issues might come up when you are developing your plan?

Contextual analysis is equally important in the planning of an instructional process.  Three types of contexts include: orienting – focusing on the learner, instructional – specifics about the physical environment and scheduling the training, and transfer – opportunities for transfer of information and skills to other situations.  Data collection is of utmost importance when conducting a contextual analysis.  In my career field of video production, this reminds me of what we termed as a site visit.  It is recommended to visit the location to see, and hear, any disturbances that could potentially occur during the program such as lighting issues in the room or noises that may be disruptive to the participants of the program in getting the most out of their learning experience.  The designer needs to have correct information concerning the instructional environment, including observations and interviews to keep issues to a minimum and in order to deliver a seamless plan of instruction.  What are other forms of interference that may arise when designing or delivering a training or course of instruction?  How would you best divert problems before they arise?  What can you do once into the lesson, if a problem does arise unexpectedly and causes interference?

 

References

 

 

Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing effective instruction (6th ed.). Chapter 3. Learner and Contextual Analysis. Hoboken, NJ: John Wiley & Sons, Inc. p 54-69.

 

Peterson, G. (2001). The World’s First Look at Shaping: B.F. Skinner’s Gutsy Gamble. Cambridge Center for Behavioral Studies, Inc. p. 1. Retrieved from http://www.behavior.org/resources/478.pdf

 

Comparing Instructional Design Models

 

In this post I will be comparing basic elements that are the same and identifying differences in the ADDIE design model versus Rapid Prototyping.  When discussing alternative design models, Kruse pointed out that ADDIE has been criticized as being “too systematic, linear, inflexible and time-consuming” and that there are design models, which prove to be “more holistic and iterative” (Kruse, 2009).

There are situations where using Rapid Prototyping over the ADDIE model could prove beneficial and advantageous. A specific advantage might be to insert a Rapid Prototyping phase, using a quickly assembled module that might be tested with students early in the instruction design process. This allows for feedback and utilizes an iterative process so that a better, revised version may make the design move more quickly than the traditional ADDIE model.  (Kruse, 2009)  I found an example of engineers using Rapid Prototyping in their work giving an instance where Case-Mate needed to have phone cases before the new phone was even released.  The engineer needed to know everything possible to insure the customer would achieve satisfaction once they purchased their new product.  The prototypes, in this example made it possible for the company to produce a viable product.  (Candace, 2012)

 

In Instructional Design Technology, Rapid Prototyping has similarities and differences to the processes used in the ADDIE model.  It is recommended however, to integrate several methods and models of design to pull together the most effective instructional program faster and cheaper than the traditional approach.  Rapid Prototyping and most alternative models utilize step-by-step systems, often including phases of the ADDIE model, to evaluate learner needs in order to design and develop the most effective training materials.  ADDIE was developed and used by the United States military during World War II, at a time when more rigid and specific training methods were called for.  (Kruse, 2009).

There are advantages, or tradeoffs, when using Rapid Prototyping versus the ADDIE model.  Thiagarajan stresses the need for justification of “just in time ID strategies” (Thiagarajan,1999) and Instructional Designers are advised to avoid “sacrificing effectiveness of the product for efficiency” (Thiagarajan,1999).  It is important to know the difference between whether Rapid Prototyping is best applied during the design process (before leaner interaction) or the delivery phase.  Good examples in incorporating Rapid Prototyping in instructional designs include situations where there are ample resources for delivery, like SME’s, instructors, time and whether you will be working with a small class.  In this case, it might be possible to cut corners in the design phase.  On the other hand, if there are limited resources for delivery in that the designer is working with non-specialists, a tight budget/schedule or a large group of learners it might be better to plan for extra in the design process.  There needs to be a delicate balance in allocating the resources between the design and delivery phases.  And, there are times when there will be a call for utilizing another model or mixing the models for the best outcome in learning.  Can you think of ways that you might incorporate various design models in an approach to instructional design?  When would the ADDIE model be better utilized for a training program or instructional process?  And, how might you use Rapid Prototyping to design the most efficient and effective program of instruction?

 

References

Candace. (2012, December 11). Engineers Talk – Top 5 things you can learn from prototypes.  Quickparts.  Custom tips for rapid prototyping. [Web log comment] Retrieved from http://rapidprototyping.blog.quickparts.com/

Kruse, K. (2009) Introduction to Instructional Design and the ADDIE model. Retrieved from http://www.transformativedesigns.com/id_systems.html

Thiagarajan, S. (1999) Rapid instructional design. Retrieved from http://www.thiagi.com/article-rid.html.

 

The Field of Instructional Design

 

Our text defines instructional design as “using a systematic design process” (Morrison, G. R., Ross, Kalman & Kemp, 2011, p. 6).

The field of instructional design has expanded due to the “growth of technology, increase in distance learning, reliance on the Internet and prevalence of computers” (Cennamo & Kalk, 2005. p. 273).  Instructional designers are people equipped with “systematic skills, tools to understand learners, develop effective stand-alone instructional materials and conduct evaluations” (Cennamo & Kalk, 2005. p. 273).

Before starting this course of study I at first found myself enrolled in another well-respected university, but soon realized the program was not exactly what I was looking for.  I could have become an exceptional online instructor, but I wanted to use my background to become more.  Upon researching the Walden opportunity and learning more about the field of instructional design, I had the costly realization and am now more appropriately positioned for a future in a field I really had no idea was so vast. 

However, it was encouraging to learn about specialists versus generalists in the field of instructional design. This information also answered a burning question I had about being able to utilize my many years of experience in media production. It confirmed these beliefs when I read about how project managers, or producers, deliver these products on time and within budgetary constraints. (Cennamo & Kalk, 2005. p. 274)  This is well within my realm of experience.

 

In the book, “Building Expertise: Cognitive Methods for Training and Performance Improvement” Ruth Colvin Clark breaks down several psychological theories and describes how instructional methods can improve learning.  (Colvin-Clark, 2008)  I can relate to this information, due to the fact that I am finding the various methods of instruction to be beneficial to me in gaining a true understanding of the material covered in my course resources.  I can also relate to Martha Frazier’s testimonial within the “Stories from the Field” and was able to affect her community in a positive way.  I too, have a desire to help people and to teach self-sufficiency.

References

 

Cennamo, K., & Kalk, D. (2005). Real world instructional design. Chapter 12. The Professional Designer. Canada: Wadsworth. p. 273.

Colvin-Clark, Ruth. (2008). Building Expertise: Cognitive methods for training and performance improvement. Pfeiffer & Company.

Laureate Education, Inc. (Producer). (n.d.) “Stories from the field”  [Video webcast] [with Martha Frazier] Retrieved from http://mym.cdn.laureatemedia.com/Walden/EIDT/6100/CH/mm/eidt6100_instructional_design.html

Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing effective instruction (6th ed.). Chapter 1. Introduction to the Instructional Design Process. Hoboken, NJ: John Wiley & Sons, Inc. p. 6.

Kathryn “Sky” Blaylock

Looking to the future.

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