Portfolio Reflection

June 23, 2016

Jennie@WI
This class has been a unique and challenging experience for me. It was
unique in the way that the instructional design model went into such depth,
more than I have done in my experience as an elementary teacher. It was
challenging in that I struggled with the application of my subject matter.
I see more clearly through the readings the importance of instructional
design being a systematic process. If one component is missing, then the
goals may not be clear or relevant to the learner. This will then impact the
content that is designed. In my education work, I was familiar with and felt
proficient in carrying out the learner characteristics, the aim and the terminal
goals. An area of growth for me was the enabling goals, breaking down each
terminal goal into specific tasks for the learner to complete. It was reinforced
to me again by the readings, how important the task analysis and the learner
characteristics are. If I dont know my learners, I will likely create lessons and
modules that are not relevant to the way they learn and not be able to
engage learners. I also wont be knowledgeable or sensitive to the cultural
diversity and the learners interest in the content.
In my project, it was important to look at what the needs of the
learners are in order to create appropriate goals. The parents of the group
are coming together to gain information and increase their proficiency on
autistic communication. This helped me to create my goals on the types of
communication methods I could offer them. Along with the task analysis, the
goals and learner characteristics all helped to create the start of the design
of my content. Going through the whole process of the task analysis was
helpful. Brainstorming on things the learner should be able to do and then
sort them, helped me to set very clear goals for my learners.

The learning theories I used in my Content Design Document were

cognitive, social and constructivism. I subscribe to all three of these learning
theories in different ways. The cognitive theory is interesting to me in that I
am curious about how information is obtained, retained, remembered and
recalled. Two approaches to learning include putting individual facts into
memory and making sense of experience. Prior knowledge impacts the
learning of the student and integrating it with new information changes their
schema which is a goal of learning. In my module, this will be an important
part in the beginning of class to get a sense of where everyone is in their
background knowledge. Their background information is critical for me to
know as I do not want to teach information that may not be helpful to them.
This melds with motivational theories, in order for new knowledge to be
processed, the student must attend to the content being presented. It is
important to not overwhelm my target audience with too much information.
According to the cognitive theory, the students learning will actually
decrease if they feel overwhelmed. It will be important as an instructional
designer, that I take into account the varying ways that learners process
information and varying rates and times they learn best. I also ascribe to
using graphic organizers, examples and explanations that will help students
store information into long term memory. In my class, social cognitive theory
is applied as classmates interact with one another through class discussion
and the hands-on activities as they plan the implementation and implications
of the materials they are creating.
Social learning is very similar to social cognitive theory in that learning
occurs through observation and mental processing. As humans we are only
able to listen and ingest a small amount of verbal information. Social
learning is important to building proficiency and putting information into long
term memory. Being able to model after someone is a huge motivator. There
may be someone in the class who comes with more of knowledge of autistic
communication, or whose child has gone through some of the verbal stages

that are discussed. This is an example of an expert helping novice learners.

Complex learning is enhanced by challenges and inhibited by helplessness.
Leveraging experts as a teachers (including peers) helps to alleviate those
feelings and facilitates complex learning.
In the constructivism theory I subscribe to the idea that instruction
should be within a context that makes the learner willing and able to learn.
Adult learners come with the self-motivation to participate in tasks. As
learners learn, they construct new learning in combination with past
knowledge, much like in cognitive theory. The knowledge that I impart to
students should be done so that it is readily grasped by the learner. To
encourage use of existing constructs for learning is to have participants fill
out a survey before the course begins. This data will help me level-set
instruction and build on learners existing knowledge and life experience.
Adult learners are also independent learners who want to see progress and
accomplishments in their learning. In my class students will create a
communication tool to facilitate better communication with their child. This
hands-on activity aids student learning and cements their knowledge as they
apply what they learned immediately following class. This confidence
building exercise is designed to build learner confidence quickly and
reinforce retention.
This has been a challenging project but one that has given me a
greater understanding of the systematic process that instructional designers
go through in order to have goals that are relevant and effective learning. If
this process is not followed, it ultimately is to the determent of the learner
and a waste of resources and time. Knowing my learners and the
motivational and learning theories that are helpful to them and to me as the
instructor and will help to create a positive, rewarding and productive
learning experience.