The start of reflecting on FET5601

Here it is. I have decided to post my learning reflections on this Blog for the course in Instructional Design for flexible learning. So far this has been a little far from being rewarding. Firstly, I have extensive experience in the ADDIE model having written currciulum frameworks and training packages, so it is a little repetitious for me, but seeing as it is a compulsory unit I am sure there is still lots I could learn and further refine my skills. I am looking forward to having a go at online concept mapping, that will be a first. I was really impressed with Jared's. I find that everyone enrolled in this course is far too busy with their work commitments (me included) that there is little time to respond to people's posts!!This is a little tragic really, as it doesn't encourage a sense of a learning community. When I have responded to postings I haven't really recived any reply back, so it really feels a little isolating. However, I am enjoying reading people's different ecperiences and contextual applications of ID. Am just about finished my project outline, and having looked at the exemplars I feel that I am on track!I also find the Moodle a little messy in terms of navigation!Its not easy to find things! Oh well.. I will just plod along for now and concetrate on the readings and my project, whcih I am finding exciting.

What is instructional design for flexible learning

I have just joined a new virtual learning community that is so diverse and a lot bigger that the community I was apart of whilst completing my Grad Cert in Online Learning with the University of Adelaide, so I feel a little out of my comfort zone, but I am sure I will overcome this with time.

What is instructional design (ID) ?

Many of my peers have provided excellent perspectives and definitions of instructional design, including an excellent concept map. I can only add to what has already been said. To me ID is the process of designing educational programs that take into consider the following aspects of the learning process:

a task analysis of the need for a particular area of study and learning
the context of the students' learning environment
the profile of the students' learning needs and styles
development and alignment of the course outcomes to graduate outcomes
selection of evidence based pedagogical approaches
content expertise
student preparation and induction processes
implementation strategies
required resources
assessment approaches
time for reflection, evaluation and analysis for quality improvement strategies

Instructional design for flexible learning encompasses all the above, with a focus on designing learning experiences that take into account the individual needs of the student. Flexible learning is incorporated in f2f, virtual or blended formats/environments. It allows students to have the choice of applying their preferred learning styles and to engage in the learning process at a time that suits them within the framework of achievable yet negotiable time frames. Flexible learning works best when a learning environment is set up that is collaborative, supportive and
inspiring, engaging the students actively through social learning processes.

That's it for now.