Designing
This project was very different from other course designs I have completed throughout MET. I worked with two other students to complete this project in the course Applications of Learning Theories to Instruction (ETEC 512). This course primarily focused on researching and implementing learning theories. This course helped me learn to better identify teaching strategies within learning environments and the benefits and downfalls of these various techniques. The purpose of this project was to work as a team to teach a learning theory to our class. We chose to use Blendspace to create our project. You can click on the link below to view our project and also to check out the Blendspace resource: https://www.tes.com/lessons/SXD9ukZK43YmDA/information-processing-etec-512 Using Blendspace challenged us to carefully strategize our content layout, as Blendspace is primarily built for condensing information into small "bite-sized" segments. In reflecting back on using Blendspace, I found that it encouraged what information architects would refer to as "chunking," where information is divided into clear modules and subsections for ease of viewing and learning (Carter et al., 2001). Chunking can also help to improve memory, which is relevant to the process of memory retention. This is explained in the theory of information processing (Atkinson & Shiffrin, 1968, p. 116). Chunking can be a useful tool in improving long-term memory as it helps to sequence and break up information while avoiding information congestion (Miller, 1956).
Blendspace is a really interesting tool to try out, as it encourages, the instructional designer to move away from the typical instructional design strategies, and encourages the designer to highlight the most important information for learners. As well, Blendspace makes it easy to implement varying learning mediums (videos, PDFs, webpages, etc) as their own sections. We designed our course in a way that gives students a choice in how they chose to interact with the learning modules. Blendspace makes it possible for students to jump around to varying modules without becoming lost within the course. I included this within the designing category of my ePortfolio, as this project pushed me to look beyond "typical" course design and use my evolving knowledge of user experience to explore modular and visual learning.
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DesigningDesigning is about creativity and about thinking outside of the box to create innovative tools and solutions for intended learners. Design is an important aspect of TPCK as "...design experiments narrow the gap between research and practice, between theory and application" (Mishra & Koehler, 2006, p. 1019). As well, as Mishra and Koehler (2006) discussed, when "...given opportunities to thoughtfully engage in the design of educational technology, teachers showed tremendous growth in their sensitivity to the complex interactions among content, pedagogy, and technology, thus developing their TPCK" (p. 1046). Designing is critical to understanding the connection between learners, teaching strategies, information, and technological tools.
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