The key points of Chapter 5 are delivery context, delivery mode, media/activity selection and interactivity.
My experience with the import of these key points was making the transition as a lecturer from the traditional ‘podium’ style/lecture theatre to using Powerpoint to structure my lectures. This shift significantly changed the dynamics of my classroom in terms of student interactivity and required a complete rethink of content chunking. At times, I’ve wondered if depth and analysis suffer in this process, however I think that more student needs are addressed with a multimedia presentation. One drawback was that I usually was so busy getting a Powerpoint lecture organized with existing content that I didn’t have time to concentrate on the other 50% of the instructional design – ie the resources, assessment, interaction. I think that this is because at university level, we get away from writing formal lesson plans. This lack of structure makes it difficult to transfer content to a different mode of presentation – but the exercise of doing so helps to refocus the goals of the instructional design. Therefore, I couldn’t really say that I’d utilized the potential of the medium or utilized an effective instructional design. One thing that I have noticed over the past years is that students seem to have lost the stamina to sit through a prepared lecture – simply because they are so used to ‘bit-size’ presentations in so many other environments.
5 questions I’d like to ask an instructional designer are
How is your role seen in the company?
Do you ever feel like you have a realistic timeframe to work with?
How do you build a product in a way that anticipates growth?
What drives your decisions regarding chunking content?
What is your relationship with SMEs?
Sequencing instruction seems to me to be the core of any instruction. I’m looking forward to the models for insights on the possibilities for sequencing.
I thought that case study 8 this week brought out an important issue – do we as instructional designers work more often offering a diagnosis or a mediation?
Case study 9 was interesting in terms of current issues such as No Child Left Behind – there is more frequently a gap in the involvement of teachers in management decisions - and this seems to compound as a problem with technology drives the management’s solution.
These case studies are interesting, but we don’t seem to get to discussion of the instructional design because we spend too much time reviewing the details of each case study.