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    Edtech 270 Course Summary

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    Grace Martinez
    This document summarizes what the author learned from an instructional design course. The author realized they previously designed courses haphazardly without understanding instructional design principles. In the course, the author learned about the ADDIE model of instructional design and plans to apply the step of building assessments first before developing course content. This will help ensure the assessments align with what is taught. The author also learned about using new technologies, like interactive calendars, to enhance learning rather than relying solely on lectures and homework assignments. Overall, the course was eye-opening and will change how the author designs courses in the future to be more systematic and incorporate new ideas.

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    Edtech 270 Course Summary

    Uploaded by

    Grace Martinez
    44 views3 pages
    This document summarizes what the author learned from an instructional design course. The author realized they previously designed courses haphazardly without understanding instructional design principles. In the course, the author learned about the ADDIE model of instructional design and plans to apply the step of building assessments first before developing course content. This will help ensure the assessments align with what is taught. The author also learned about using new technologies, like interactive calendars, to enhance learning rather than relying solely on lectures and homework assignments. Overall, the course was eye-opening and will change how the author designs courses in the future to be more systematic and incorporate new ideas.

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    This document summarizes what the author learned from an instructional design course. The author realized they previously designed courses haphazardly without understanding instructional design principles. In the course, the author learned about the ADDIE model of instructional design and plans to apply the step of building assessments first before developing course content. This will help ensure the assessments align with what is taught. The author also learned about using new technologies, like interactive calendars, to enhance learning rather than relying solely on lectures and homework assignments. Overall, the course was eye-opening and will change how the author designs courses in the future to be more systematic and incorporate new ideas.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    44 views3 pages

    Edtech 270 Course Summary

    Uploaded by

    Grace Martinez
    This document summarizes what the author learned from an instructional design course. The author realized they previously designed courses haphazardly without understanding instructional design principles. In the course, the author learned about the ADDIE model of instructional design and plans to apply the step of building assessments first before developing course content. This will help ensure the assessments align with what is taught. The author also learned about using new technologies, like interactive calendars, to enhance learning rather than relying solely on lectures and homework assignments. Overall, the course was eye-opening and will change how the author designs courses in the future to be more systematic and incorporate new ideas.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3

    As I am finishing this course I do not believe that I really understood instructional design

    when I entered the course. Clearly I designed educational experiences for my students, but
    my designing process was haphazard at best. I definitely learned that throwing together a
    learning module without a lot of forethought is not a good system. There are systems,
    progressions, and logic involved. Using these design methods greatly simplifies the process
    of instructional design.

    Build Assessments First

    SOURCE: http://www.noodlenook.net/addie-and-design/#sthash.6SIRDbRT.dpbs

    One of the most helpful things that I learned, and will be applying in my future course
    development immediately came from studying the ADDIE model of instructional design. It is
    likely that I will never implement the ADDIE model in my instructional design due to time
    pressure. Since I usually have a very limited time to create a new class, the ADDIE model is
    not feasible. However, there is one aspect of ADDIE that I plan to utilize in all of my course
    design work: build the course assessments first. In designing courses in the past, I have
    always built the course content first and then built the assessments. This has often proved
    problematic because the assessments that I want to use don’t flow easily from the course
    content. This usually means that write an assessment and then use it in class. If parts of the
    assessment didn’t work, I fix it for the next time I teach the class and try again. Using
    students as assessment guinea pigs is probably not the best idea.

    Building the assessments at the beginning and using them as a road map to designing the
    course content seems a lot more efficient. For example, when I started teaching general
    chemistry I spent a lot of time teaching my students why different classes of chemical
    reactions work. That is definitely important information but my exams didn’t deal with why at
    all. Instead the assessment had the students working out and analyzing chemistry reactions
    which I spent much less time on. The course content should have been flowing from the
    assessment whereas I had… chaos? Anyways, overtime I changed the instruction to fit
    better with the assessment. It would have been nice if those early classes would have had
    their instruction laid out from the assessment.

    How I Teach

    SOURCE: http://www.kristimillertime.com/2012/01/listography-2012.html

    Chemistry is a complicated subject. There is A LOT of information I have to get across to


    my students. As such I have always kept my classes very basic: a little lecture, work
    problems, more lecture, repeat and throw in a few demonstrations here and there.
    Assessments are always homework assignments, quizzes, and exams. It’s the way I was
    taught. As we learned in this class, this is not the best idea. I have always opposed trying
    new of experiences in my courses for fear of losing content that my students will need in the
    future. I learned, in this class, that new technology can be used in a variety of ways to
    enhance learning. As a simple example, our course had an interactive course calendar and
    an course syllabus that was useful. My students rarely look at my syllabi since it is the
    standard LR template (just words and a few links). The interactive course calendar was
    shocking to me because it seems like such as simple idea but it was SO useful throughout
    the term. I still wonder why I never thought of that. That will definitely be included in my
    courses starting this fall.

    Conclusion
    SOURCE: http://www.nwlink.com/~donclark/hrd/sat4.html

    On the whole, this course has been an eye opening experience. I learned that there is a
    science to instructional design. It is not this haphazard system that I have used in the past.
    Instead there are supposed to be steps. Within each of those steps, new technology can be
    added, new ideas explored. Overall I think that this course will dramatically change the way
    I develop my courses in the future.

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