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  1. Feb 2021
  2. educationinnovation.pressbooks.com educationinnovation.pressbooks.com
    Instructional Design Practice as Innovative Learning
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    1. ejanssen 08 Feb 2021
      As should be clear, maintenance learning and innovative learning in design work complement one another; the first allows for a significant degree of convenience and continuity across time; the second allow s for exploration that can solve problems, create new knowledge, and lead to better practices. Moreover, innovative learning is central to any endeavor, such as design, in which a journey into the unfamiliar and a new formulation is required.

      In the context of teaching, we could relate maintenance learning to the structures, theories, and practices of teachers that have come before us, while innovative learning would be how we individually build our classroom environments based around our students' needs (a one of a kind, constantly evolving process).

    2. ejanssen 08 Feb 2021
      Indeed, most studies of design practice suggest the opposite-that designers must adapt to the particularities of a given project, and that models and theories may faciliate this undertaking in some ways, but have limited applicability and underspecify what is needed to produce fin­ished design document or learning environment (Wislon, 2013; Yanchar, South, Williams, Allen, & Wilson , 2010). As some outside of e field of instructional design have argued, designing is unpredictable, designer flexibility and adaptation are crucial, and creative problem solving is required

      This point reminds me of the ideas presented in the Most Likely to Succeed video - mostly that, the job market is evolving and developing rapidly, and unless a creative human being is required to get something done, that job may be obsolete soon. It is encouraging to read here that ID is one of those fields that cannot be automatized, but rather, one that requires the innovative thinking only a human can bring to the table.

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    educationinnovation.pressbooks.com/chapter/instructional-design-practice-as-innovative-learning/
  3. educationinnovation.pressbooks.com educationinnovation.pressbooks.com
    Instructional Design and Creativity I
    6
    1. ejanssen 08 Feb 2021
      that creativity will replace effectiveness, that having fun will replace learning something, and that we won’t know the difference.

      Can creativity and effectiveness coexist, or rather, go hand in hand? What if instruction without creativity IS ineffective, because rather than teaching students to innovate, to work together, to think outside of the box, they are rather learning to regurgitate information? I guess "effectiveness" depends on what standard you are measuring it by.

    2. ejanssen 08 Feb 2021
      Managers and supervisors must reinforce the development of creative instruction and reward those who do it best.

      During teaching internships in college, I was lucky enough to be mentored by a highly creative teacher during my senior year. He created this type of environment within his classroom - one in which I was able to take the curriculum given to us and develop creative lessons in a way that I thought fit to meet the needs of our shared students. It was a jarring experience to get a job the next year teaching the same grade level but under administration much more focused upon state testing rather than approaching teaching with any amount of creativity or innovation.

    3. ejanssen 08 Feb 2021
      as the research has shown, there is not a high correlation between intelligence and creativity.

      This is surprising to me. It makes me wonder: how are both intelligence and creativity being measured in these case studies? Is intelligence based on IQ levels?

    4. ejanssen 08 Feb 2021
      “Did this instruction hold your interest throughout? Were there places where you lost interest? Did you enjoy the game? What was the most interesting part of the instruction ? How could the instruction by made more interesting?” etc. The answers to these questions can be used to revise and refine the instruction so that it is viewed by learners as being interesting, i.e., not boring.

      This makes me wonder: how can I implement this on a smaller, age-appropriate scale with my own learners? How can I allow my 2nd graders to have a say in how they are learning, asking them what is and isn't working? I think no matter their age, students are able to give meaningful feedback to their teachers when prompted.

    5. ejanssen 08 Feb 2021
      designers provide certain introductory information, along with information and practice and feedback for each of the major objectives to be taught.

      In my experience, this seems like the default method for instruction- designing learning based on objectives and content, following a more linear pathway, rather than basing instructional design upon what will captivate or motivate the learners.

    6. ejanssen 08 Feb 2021
      esearch psychologists have measured creativity by asking people to name as many uses for, say, a brick as they could think of, or to form as many analogies as possible in a given period of time.

      This seems like an extremely limited way to measure and understand one's creativity, but I suppose they have to start somewhere.

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    educationinnovation.pressbooks.com/chapter/instructional-design-and-creativity/