This paper is about discussing primary challenges faced by an instruction designer during instruction development process with reference to the Denny Clifford case study. Denny Clifford is an instructional design consultant who created a large variety of instructional materials. …
He agreed to work with Dr. Cynthia for designing an instructional material with a list of suggestions and delivery method of the same. However, according to the study, Clifford, the experienced instruction designer found Dr. Cynthia to be his toughest client in his career. He faced a number of difficulties in designing the material and till date he has not been able to complete any normal ID task of his (Ertmer and Cennamo, n.d.).
Challenges faced by the instructional designers
Clifford lacked the essential data of learner’s characteristics, which is the most important information an instruction designer needs to develop the pattern of instruction (Ertmer and Cennamo, n.d.). Most designers put stress on learners and learning outcomes prior to the designing of instruction. The learning process complexities and several critical human dimensions are required to be understood by designers which come into play. Learners carry a wealth of experiences and traits with them to a training setting or education that play a significant part in measuring the success of the instruction. It also includes normal profile factors that tell about the learners’ background, capability and several attitudinal factors. Many of these factors have notable impacts on the learners’ motivation to learn. A basket of prerequisite skills and knowledge are also brought by the learners to the instructional setting. These entry skills are highly related to the content of a particular instructional experience (Richey, James, Klein, and Tracey, 2010. p.170). The second problem faced by Clifford was regarding contextual analysis. In spite of having four meetings with Oakes, Clifford could not gather the necessary important information that could help him during contextual analysis (Ertmer and Cennamo, n.d.). Contextual analysis plays a key role in designing and developing instructions for learning. Instructional context provides rich data about real world scenario and examples. There are few reasons that necessitate analysis of context. First, every aspect of the leaning experiences is influenced by context. Second, Context as a collection of factors can facilitate or inhibit instruction and learning. Third, multiple contexts can be required a by single classroom. For example, sixth grade students might need to do survey in neighboring historical buildings, do research in computer lab and in historic society and arrange a meeting in a hallway in a problem based learning approach. An instructional designer should analyze three types of contexts. They are orienting context where learner is focused primarily, instructional context that suggests about the scheduling and physical environment of the training and another is transfer context, which enables the opportunities for transferring the skills and knowledge to new situations (Morrison, Ross, Kalman, and Kemp, 2011, pp.65-66). Although Clifford did have his notes and resources from the four meetings with Oaks, but it just did seem remotely related to his assignment (Ertmer and Cennamo, n.d.). As a result, he could not create an objective domain. Objective domains are classifications or categories of objectives that helps instructional designers for determining several important elements of design. There are four domains of objective such as, cognitive, affective, psychomotor and interpersonal. These help designers to determine how to structure evaluations, objectives and delivery system. For an example, an instructional designer was working on training system for technicians for repairing a certain type of computer. It might require usage all the four domains. Such as, ...
Cite this document
(“Instructional Strategies Concept Research Paper”, n.d.)
Retrieved from https://studentshare.net/education/99519-instructional-strategies-concept
(Instructional Strategies Concept Research Paper)
“Instructional Strategies Concept Research Paper”, n.d. https://studentshare.net/education/99519-instructional-strategies-concept.
As we speak, one of the recurring matters of concerns especially in institutions is how to fully utilize the precious resource found in the library media to greatly impact student achievement (Crowley, 1995). This paper critically analyses the evolving role of library to improve student achievement for a brighter tomorrow.
The conclusion states that creating an instructional coherence program within the realms of a traditional high school is an arduous and complex process. However, examples reveal that teachers are quite willing to “engage in developing specific expectations for student proficiency and attest to the power of pulling together across disciplines to teach key knowledge and skills”.
With the development of information and technology, the education method also changes from simple instructional materials such as chart, books, boards, and chalks to PowerPoint presentation and online learning. E-learning has been the trend in today’s era due to the proliferation of wireless technology.
But as people increase their understanding of human intelligence as well as behavior, they are in a better position of knowing how they can learn more effectively. The last decade has witnessed a tremendous improvement in educational standard where the quality of teachers at all level gets better (Brighouse & Woods 1999).
Moving from a topically driven model of instruction to a conceptually driven model is somehow difficult, especially among the inexperienced teachers. However, there are three tips that can really assist in such an undertaking. One of the major strategies is using a brain compatible approach of teaching.
It has come to my attention that many instructors develop the methods to use while giving instructions to students without understanding the needs their learners. Additionally, some instructors use instructing methods that worked for them without realizing that the needs of their student differ from their own.
Instructional methods are ways of objective oriented learning and it involves the flow of information between the students and teachers. There are various arguments regarding the validity of these methods. People often question that do these methods contribute toward the journey of being a teacher.
The provisions of teaching facts are given to guide teachers to provide reliable information and facts to students. In this particular case, teaching facts in a Middle school science project is crucial in providing reliable arguments to the students. At this stage, students tend to capture the basics provided to them by their tutors.