This instructional design model mashup takes elements from Understanding by Design and Gagne’s Nine Events of Instruction to create a planning template.  As I studied the various models and read supporting documents I always felt a little confused. Symmetry, flow, steps and all those organizy types of things matter to me – I guess that is why I have always loved mathematics! I like procedures. I like to have a beginning and end. So I took elements from UbD and Gagne to create a flow I felt I would be able to use to actually create a complete lesson.  



The UbD model focused on elements I felt were critical to creating a strong lesson. The backward design highlighted the need for goals to be established, assessments defined, and deciding on learning activities to support learning.  All of these things should be in the planning process before implementing the lesson. This would also include planning for how to gain attention of the students and any grouping you might need later on.

Once the planning process is complete, Gagne’s events one through four fit into place very nicely.  The instructor gains attention, explains goals, activates prior knowledge, and presents content. When the instructor reaches the content part of Event 4, my thought is addressing whole class or small groups to introduce and explain enough content to enable students to move on to the next step.  It is not about teaching an exhaustive lesson to cover the goals and move on to assessment.  At this point you leave the Gagne events and change over to the UbD phase of implementing the learning plan. In my model this process includes the Gagne events five through eight.  The instructor provides pathways for differentiating the process of true learning. Students may rotate through stations or receive choices. During this phase they receive guidance, ongoing assessment, and constructive feedback to gain mastery of the content.  Gagne’s ninth event closes the lesson by summarizing the objectives, discussing key elements, and providing clarification.  At this point students receive a final assessment.

Comments

Post a Comment

Popular posts from this blog

Image
I think most people agree to the idea of communication being a critical aspect of learning as we discuss and explore new ideas. However, when learning moves from a face to face environment into the online elearning arena, the type of communication to insure effective learning needs to be addressed. Should learning be driven online as a timed and structured event where everyone is moving at the same pace and schedule with real-time chat rooms (synchronous) or do students learn effectively in a more self-paced environment (asynchronous)? Or should the two be blended to create the ultimate elearning experience? In a blog post addressing the pros and cons of synchronous versus asynchronous, the author describes the two types of learning facilitation. (Paula, 2018) She details some of the positive qualities of real-time synchronous learning as more of a social interaction with immediate feedback and answers and the down side of synchronous learning is timing constraints, lack of on...
Read more

Final Reflection for EDU 654

Image
Elizabeth and I worked on developing a course concerning Creative Course design and Multimedia. Sometimes "group" projects can be frustrating and one sided, but we made a great team and I thoroughly enjoyed the process. At the onset we used Zoom to develop our blueprint plan of the course and deliverables. Once this skeleton was in place, the design process flowed smoothly.  One of our goals involved not only highlighting tools not yet used in class, but also to spotlight how "old" tools could be used with a fresh vision. For instance, sharing a slide deck among the learners versus everyone creating their own presentation. The design offered a platform for creative thinking and provided a collaborative environment for further learning.  As Elizabeth and I worked through the development of the course, we were able to share new tips and tricks and best practices from our own experiences. We also learned new features within Canvas and used those during the build -...
Read more

How Far Can We Go? or When Do We Start?

Image
The Future of Learning - Sugata Mitra One day Sugata Mitra punched a hole in a wall and filled it with technology. Then he asked "How far can it go?". I strongly suggest you take a few minutes and watch the video link at the beginning of this post. Mitra put technology in the hands of children as an experiment. The technology was in English - a foreign language to these local youth. The topics discussed far surpassed there current assumed ability level. Yet, despite all of the obstacles, they learned. Why? Mitra continued his pursuit and branched out to include Grannies as part of his school in the clouds. They provided support to children a continent away. They learned. Why? As education slowly evolves and technology sky rockets past us, isn't it time to think about the Why? Classroom need to transform into the hole in the wall where Grannies are pushing students forward with questions instead of directing them like stop lights. It is a scary transition for many....
Read more