Reading Response for 9/16
Comparing Critical Features from an Instructional Design Perspective
Peggy A. Ertmer and Timothy J. Newby
The need for a bridge between educational theory and practice has been debated for years. The article explains instructional design as a cross-disciplined field that is effective when science, technology, engineering, and a good middle person are combined. The instructional designer must understand the differences and limitations of a learner before accurately picking the correct strategy to present material to the student. Course content needs to be based on reliable research in order to properly define what these strategies need to be. The article presents three main modes of instruction: Behaviorism, Cognitivism, and Constructivism.
Tangibles and Tangible Learning – By: Bertrand Schneider (Sage Overview)
Tangible learning utilizes analog and digital objects (manipulatives) to present complex information. Physical manipulatives are used to present simple ideas to young learners. Digital manipulatives allow educators to present coding and geometry to students in a tangible way. This article shows how architects, biologists, computer scientists, and educational philosophers use different models to test and present theories. Manipulatives, if designed correctly, are highly effective because they generally do not need to be paired with detailed instructions.
What Is Design Knowledge and How Do We Teach It?
Christopher Hoadley and Charlie Cox
This chapter is primarily concerned with defining what design is, what instructional design is, what an expert is, and how to pass this information on to the next generation. Good design is defined as approaching complex, disorganized problems and creating systems to address them. Designers arrive at these systems by undergoing an iterative process, gaining feedback, and reflecting on their findings. Instructional design should be addressed like any other form of design. It requires a blend of craft, deductive reasoning, data, and iterative testing.
One takeaway per reading.
An expert is defined as an outlier who does not know things in the same way as others in their field. They have learned their knowledge from countless trial and error and things not going the way they hoped.
Tangibles are an excellent tool for teaching complex (but simple) subjects to kids (and adults).
Instructional design should be the same as any other design form (including industrial design).
Connection to a real-world example.
While working with younger children, I am routinely reminded (and humbled) that the original lesson plan is not always perfect. Reading this article made me reflect on what has gone well (and wrong) while working with different age groups.
Tangibles are amazing for adults as well as kids. I routinely rely on models of mechanisms to demonstrate and show solutions. Digital manipulatives (like Circuit Playground, Makey Makey, and Microbit) are a fantastic and fun resource for teaching digital fabrication.
The Bauhaus movement mentioned in the reading is a shining example of using simple shapes, craft, and advanced manufacturing to explore new forms of art and design. The members of the Bauhaus movement emphasized learning by doing, building, and looking for novel and non-obvious answers.
Burning question(s)
In all three readings, design is presented as an abstract practice. In addition, the authors do not define design thinking. They do not introduce Stanford’s D school method or the British Design Council double diamond method. The authors highlight that real-world and educational technology problems can not always be solved using an engineering mindset. It would have been nice to see more examples of design thinking in education, like Bruce Mao’s work in The Third Teacher. I would love to know if other people have reading suggestions that showcase design thinking used in education.
Design is meant to be iterative and playful while maintaining its structure. I am routinely reminded of this while working with senior colleagues. I would love to hear about how people playfully gamify education.