Sarah Greywitt

Instructional Design
Final Paper
April 28, 2013
We are seeing new online technologies almost every day. Many of these
have to do with what is called Web 2.0 -- the movement toward a more
interactive, more collaborative, more creative World Wide Web. Many of our
students are using Facebook or MySpace already. There are also plenty of other
services such as wikis, blogs, collaborative software (such as Google Docs and
acrobat.com), and media sharing sites (YouTube, Flickr, etc.) There are also new
services like Twitter that are, for the moment anyhow, very popular. How can we
make good educational use of those things? More specifically, how do they fit into
(or not) the instructional design process? How must the Instructional Design
process change in order to be useful in helping educators and trainers use the
new technologies effectively and efficiently for teaching and learning? Different
steps? Redefining existing steps? Something else? Identify at least three key
changes, describe them, and justify them.

As an educator gaining experience with technology, it is easy to feel lost in
the maze of possibilities for classroom use. Just when one thinks that they may
have a handle on technology that is out there for learning, something new comes
along, or there is a new trend or upgrade to shake things up. The good news is
that there are a lot of Internet-based tools, websites and instructional materials
from which educators can choose to enhance their instruction. The difficult part
of having so many materials is that we as educators still need to enhance
instruction. Technology is not a quick fix. In fact, according to Dr. David Merrill
regarding a lot of instructional design on the Internet, the effectiveness of the
instruction has gone downwe have become less effectiveMany of the sites that
are called educational sitesare really just information dumpsshovelware
(Merrill). He goes on to say that many of these Internet-based sites, even by
reputable companies, are relatively ineffective because [they violate] principles
that we know are important for learning to take place (Merrill). So it seems,
sometimes designers of instruction rely on technology to do the teaching for
them. There is the notion that if we have flashy videos, polished visual aids, tools
that can be accessed anywhere, any time, we have done what we need to for
effective design. This is absolutely untrue, according to Merrill.
Merrill goes on to point out three basic aspects of instruction that need to
happen in order for our design to be effective. 1) We still need to demonstrate for
our learnersshow them what we are trying to get them to do. According to
Merrill, we are still doing too much telling in instruction. 2) Students need the
chance to practice what they are learning. They need real world tasks to
complete. 3) Merrill addresses misconceptions with motivation and the notion
that all we need is student motivation to be successful. He asserts that this is
absolutely untrue. Students need substantive material from which to learn. He
warns us that we cannot confuse a game or other edutainment, as a
motivational tool. Instead, he suggests, these tools are merely useful for gaining
a students attention. True motivation comes from learning, and being able to
do something that [the students] were not able to do before (Merrill).
Answering multiple-choice questions is not effective (Merrill).
So then, what is the role of technology in education? We have all of these
tools at our disposal, but how can we use them to the greatest advantage of our
students, to really enhance learning? I do not think that we really need to change
the ID process. I think our greatest challenge is to utilize this technology in a way
that can enhance instruction. Never before have we have the capability to bring
some unique opportunities to students. We, as designers of instruction, need to
make sure we are taking advantage of those opportunities.
Reimagining the Learning Context
Looking at reimagining the possibilities for the learning context, we can
consider incorporating Second Life. Second Life gives learners an opportunity to
travel to recreations of real life locations. For example, there is a recreation of
the Sistine Chapel and Shakespeares Globe Theatre on Second Life. On
Renaissance Island, learners can interact with other people (as avatars) in
Shakespeares Globe, an opportunity that would normally only be reserved for a
privileged few (Second Life, n.d.; MaryAnnCLT, 2007). Using the suspension of
disbelief, learners can become immersed into new worlds (MaryAnnCLT, 2007).
Many universities have built virtual classrooms, giving students an
opportunity to try a new skill (MaryAnnCLT, 2007). Medical schools have used
Second Life, for example, to apply information that learners have acquired. In
medical school there is a lot of memorizing and learning facts. However, learners
need to apply this information to a real life situation as they transition into more
and more experiences in a hospital setting. As a way to make this transition from
student to doctor, students need opportunities to place themselves into the role
of a doctor before they are ready to deal with actual patients. Of course, more
and more, medical schools employ real people to play the role of patients for
students to practice. But as an alternative to this method, students at Imperial
College London also engaged in scenarios in Second Life, where they can check a
patients chart, access recordings of a patients breathing, order X-rays from the
radiology department and even have the chance to remember to wash their hands
(Bradley, 2009). In this situation, students have a chance to do, as Dr. Merrill
tells us is so important. They can take the information they have learned and
apply it, practicing with another avatar. You might argue that this does not
correspond to the performance context, that is, a real life patient in a real life
hospital. Admittedly, it is not the same situation, and students involved in this
particular program report to prefer working in a real hospital for real patients
(Bradley, 2009). However, it still provides opportunities for students to
transition from just an acquisition of knowledge through lecture, which is so
prevalent in medical education, to allowing them to engage with the material in a
more meaningful way. Again, to Dr. Merrills point, Second Life is a technology
that allows students to engage with the facts that they are learning, apply their
knowledge and practice, and learn a new skill that can be transitioned to the real
world.
Design Document
Next, we can look at different aspects of how our design of the instruction
can use technology. Below are three ideas of how we can incorporate technology
in a useful way.
With the use of YouTube, hulu, vimeo and other videos that can easily be
accessed on-line, never before has video been so easy to use with instruction. We
can use it in many different ways, including using it as a tool for demonstration.
Perhaps, if we are using Gagnes 9-step process, we can use video for the step
presenting the stimulus material (Dick, Carey & Carey, 2009, p. 171). Dr.
Merrill reminds us of the importance of demonstrating to your learner how to do
something. Using a video, we can show the end product at the beginning of a
lesson, letting your learner know what they are working towards. You might
want to think of a demonstration video as showing the gold standard example
to your learner. In this instance, a video could be useful to really contributing to
learning, and can be useful in stand-alone or instructor-led instruction.
Continuing through Gagnes 9-step process, we provide learning
guidance, elicit performance, and provide feedback (Dick, Carey & Carey,
2009, p. 171). Depending upon how your instruction is designed, and whether
you are using on-line learning, a hybrid classroom, or even in a traditional
classroom, a Google site could be really useful for any of these for steps. If you
have the whole classroom invited to join a Google site, students can share their
thoughts, pose questions, and converse with one another. For example, if you
were to look at the step provide feedback, students could post their projects,
papers or other content for others to respond to. In a speech communication
class, students could post recordings of a speech, or share a video that
demonstrates some kind of non-verbal communication. Other students can
comment and respond to these videos. This allows students, using the social
constructivist learning theory, to learn from each other through knowledge that
they build together. In this situation, we are using technology for students in a
way that is not just telling. We are providing an on-line discussion and place
for collaboration and building shared knowledge.
Similarly, we could use the provide learning guidance or elicit
performance step with a Google site or a wiki. A small group could work
together, using either of these tools as their meeting and contribution place for an
assignment. In this case, the students would be providing learning guidance to
each other. The instructor could also check in and provide guidance, as needed,
depending upon the age of the learners. Depending upon how you use the tool,
others in the class could respond in the comments section, and create a
conversation among learners.
The final way to use technology within the designing of the instruction is
with screen capture software. There are many out there, including Camtasia,
Adobe Presenter or Jing, among others. Presently, I have worked with Jing and
Adobe Presenter. These are useful tools, especially when creating stand-alone
instruction. However, we do have to be careful with how we use these tools. Yes,
there is definitely a place for giving information, and maybe it cannot be avoided
that there needs to be some information given to the learner in a lecture. After
all, though lectures are not a very effective means of teaching, they are still
prevalent. As designers, we need to make sure that the telling part of our
instruction is limited. Perhaps we use these tools, and there is a place for them,
but we must be reminded of Dr. Merrills caution of the information dump in
educational software. We need to use these tools creatively, look for ways to have
the learner engage with the material and each other and respond to the facts, as I
have mentioned above. We must not end with just telling our learner.
Needs Assessment
The final way in which technology can be used in our instructional design
is in the needs assessment step. Through technology, we can become more easily
connected to people now more than ever before. Even if an employee works at a
store in Chicago, and the home office of the corporate headquarters are based in
Seattle, it is not hard to be connected to one another.
In terms of a needs assessment, I think one of the greatest problems when
determining the needs (perhaps instructional needs) by an instructional designer,
is that sometimes the designer does not understand the work of the people who
are on the front lines. Sometimes, you may rarely even visit field sites, and
even if you do you are not there on a day-to-day basis, really understanding the
ins and outs of a job. Through the use of technology, an instructional designer
can talk to many field associates and get ideas from them about their job, what
they need, what could be improved, etc.
I think we as designers could get creative in asking the people who do the
front-line jobs about their work. For example, if I am an instructional designer at
Starbucks, I may be told that customers are waiting too long for their coffee, and I
need to address some new training around this issue. I need to start to analyze
the situation and see if training could indeed be an answer to quickening the pace
of service. I may assume that the employees need to be trained in expediting the
order taking process, but there could be something else going on. I could send
out an electronic survey through Survey Monkey to all employees. I could
connect through Facebook, and set up an account where employees could friend
my business account and post their ideas and talk to one another from all over
the country and the world. This kind of collaboration will help me, and provide
some insight. Employees ideas could start to build upon each other, and some
new ideas may transpire. At the very least, however, I am giving employees a
voice, allowing them to communicate their experience, and hopefully open my
eyes to the challenges and realities of being on the front lines with the customer.
I could also start a blog site for employees to communicate. I can decide
whether I want only management to contribute, or whether I should include shift
supervisors and baristas as well. I could ask specific questions that I need to
know; this would be a good way to open up communication and learn, which
could hopefully influence my design in a positive way. I may understand the
work in a store in a completely different way by having employees in the field
from all over the country (and the world) sharing their experiences.
Too often, training is implemented that does not address actual needs.
Sometimes, based on the training, it becomes clear from the field associates that
the corporate office does not really understand their role. This could create
resentment and a divide within the company. With the tools we have, there is no
reason not to be connected, and avoid the mistake that we in the corporate office
know more than the people interacting with the customer.
Conclusion
The ID process does not need to be changed. The steps that exist are all
useful. As someone new to instructional design becomes more accustomed to the
process, they will more easily be able to implement it quickly. What we need to
do, with so much free and easy-to-use technology at our fingertips, is to re-think
design and incorporate technology to our benefit. Use technology that allows
learners to see demonstrations, get involved in the doing of a new task, get
learners involved in communicating with each other and building new
knowledge, and consider new platforms for learning that we could never use
before. We need to take steps towards figuring out how to take one tool at a time
and incorporate them into what we are already doing as designers. Use these
tools to our advantage, and as Dr. Merrill advises, avoid using technology as an
information dump.


References

Bradley, Jeremy. (2009, March 30). CNN.com. Can Second Life help teach
doctors to treat patients? Retrieved April 23, 2013 from
http://www.cnn.com/2009/TECH/03/30/doctors.second.life/

Dick, W. Carey L. & Carey J. O. (2009). The systematic design of instruction.
Upper Saddle River, NJ: Pearson.

MaryAnnCLT. (2007, August 10). Educational uses of Second Life [YouTube
video]. Retrieved April 25, 2013 from
http://www.youtube.com/watch?v=qOFU9oUF2HA

Merrill, David. (2008). Merrill on instructional design [YouTube video].
Retrieved April 23, 2013
from http://www.youtube.com/watch?v=i_TKaO2-jXA

Second Life. (n.d.). SL Globe Theatre. Retrieved April 25, 2013 from
http://maps.secondlife.com/index.php?q=globe+theatre&s=Places