Aaron Johnson concept map idea

In class today, Aaron Johnson had a great idea:

1. Student develops a concept map journal of topics learned each day. 
2. Topics could be continuously connected throughout the course. 
3. Summative review could allow student to explain the concept map to demonstrate understanding.

Bev from the UGA IT-FORUM had this great slide show presentation on instructional design models. I have included it here:

Theories Of Instructional Design

Source: Link

This presentation goes through some of the major theories and design model foundations. I was surprised to not see any reference to ADDIE. Interesting...

Bev has a great blog: http://bevslidbasecamp.blogspot.com/

Evaluating Instructional Design

Every design has a functionality and purpose.

The purpose of the design is two-fold: The purpose of the author of the design and the purpose of the user of the design

The functionality of a design leads users to select the design based on the criteria of their design project. However, as Krippendorf has stated, the author of the design can only design as far as helping the user not to misunderstand the intended use of the design. The user is free to manipulate any design to meet their need.

Every design is theory-associative. This means that while it may not have been intentionally developed from a theoretical framework, it can be associated with theory based on its purpose and functionality, or even by the way that users use it.

Understanding these principles should enable designers to begin creating new instructional design models based on their particular theories and needs at any given time. Flexibility in thinking and design is necessary due to the incredibly dynamic and complex interactions that must be considered in the development of any kind of instruction.

What is the place of secuar learning in relation to eternal progression?

Secular learning enhances one's capacity to comprehend the things of God. God created the physical world. So, in effect, if one does not come to understand physics, mathematics, chemistry, biology, history, language, the arts, and all other branches of knowledge, then there is something of God that cannot be understood.

Some may argue that secular knowledge is relative, imprecise, imperfect, incomplete when compared with the knowledge of God. To this argument I would state that the process of learning these imperfect things is the very process by which our own, individual knowledge is perfected, increases, evolves, and we become as God. As He knows all things, both the perfect and the imperfect, it becomes us also to learn as much as we can, the Holy Spirit guiding us into all truth, that we, in turn, may become as He is.

Joseph Schwab's 4 components

As I was browsing through "Evaluation Roots: Tracing Theorists' views and influences, I came across a passage on p.338 that talked about some ideas by a Joseph Schwab.

There are four commonplaces of a learning experience:

1. Teacher
2. Learner
3. Curriculum
4. Milieu or context

Fascinating! This is what I have found to be true also. The 3-person model is also founded on such ideas. Fascinating. I will have to read more on Joseph Schwab.

Other Joseph Schwab References:
Schwab (GoogleBooks): "Science, Curriculum, and Liberal Education: Selected Essays"

Counter articles:
A. Clark "The Fifth Commonplace"
T. W. Roby "What to do about Joseph Schwab and the Rabbis"

Design Ideas - IPT 664 4/13/10

There is a priority of ideas. In everything we write, we have to determine what is most important.

We need to cut down text by 50% and then cut down the remaining text by 50%.

Every design I make is a trade-off (Want to do vs. Must do).

What can technology do for us?

Dr. Graham said yesterday something that stuck with me. We were talking about online high schools and how students seem to want to state that they do not learn very much. Dr. Graham made the point that:

Technology has the capacity to represent large amounts of content, which in turn can let people do what they are best at: teaching. Teachers are overburdened with presenting content that they are not able to spend adequate time mentoring, encouraging, inspiring, and motivating students.

A new paradigm needs to be developed. We need to leverage technology more fully to enable teachers to do what they have been called to do: teach.