7 Matching Annotations
  1. Feb 2021
    1. While it is reasonable to expect that such organizations will have in-house methods and procedures, it is important that such methods and procedures do not control the course-creation process altogether and obviate a crucial organizational resource, namely, the imaginative capabilities of designers who adapt to local circumstances and generate what has not been previously generated—an effective learning experience for students.

      This is the hardest part for me. It is challenging for me to think of the balance between creative freedom in order to create an effective learning experience, and respecting the wishes of the clients. How do we express our ideas as crucial and get the clients on board with giving up their previous methods and procedures?

    2. In this sense, maintenance learning often supports design work and should be studied as an aspect of design; but it does not drive design forward in the same manner as innovative learning.

      I think this helps explain how the two pieces work together. Maintenance learning is used or modified from other ideas to fit new ones. It is the "dont reinvent the wheel" part of design. Meanwhile, innovation is pushing us forward and allowing for creativity for new ideas.

    3. Innovative learning, on the other hand, refers to becoming familiar with unfamiliar situations that have no clear precedent for action, or with managing familiar situations in better ways, such as seeking alternative solutions to existing problems.

      This innovative learning is clearly important for designers. I think that modifying an existing situation to try and make it better would be far easier than a completely unfamiliar one. This lends itself to more creativity due to no clear previous path.

    1. What happens when the designer asks, what will students know or be able to do when they finish this activity that they couldn’t do before?

      I think this is a great way to ensure that learning and growth is still taking place. Asking this question early on could also guide design to help make sure that it is not only creative but effective.

    2. (1) gaining the attention of the learners, (2) demonstrating the relevance of the instruction to the learners, (3) instilling learners with confidence to succeed with the instruction, and (4) deriving satisfaction when they do.

      This model is a great way to ensure engagement with learners. Specifically part 2 and 3 stuck out to me as key. The second point was that we must demonstrate relevance of instruction. This is fixes that question that always seems to come up, "Why are we doing this if I'll never use it in real life?". Any time I preface a lesson with why we are learning something and how it is necessary in our lives my students always seem to receive it better. Part 3 noted that we must instill confidence to succeed. Giving students the confidence to try hard things is vital to success.

    3. The more we learn about them before we design the instruction, the more we can match their interests and concerns in the instruction. If the learners are anonymous, then we lose this tailoring of instruction to their interests.

      In education, this is done often. As teachers, we often look at our students and determine what interest them or what would engage them in order to make their learning as fun and creative as possible. Currently, my students are all about "Among Us". Due to this, we have created games to review material, classroom management/reward systems, and discovery learning that matches the game. Although this is a simple step, it helps make the learning more relatable and therefore, effective.

    4. Many students rebelled at the small steps and the forced writing of obvious answers to questions. They didn’ t find the feedback very reinforcing.

      This set up, although it seems to include differentiation for students to grow at their own pace, seemed too scripted with little interaction. I can see why this approach did not last for very long as students were likely bored and did not find the learning engaging or rigorous. Students need communication with peers to discuss their findings while learning and having no open-ended or thought provoking questions likely also led to disinterest.