Monday, March 24, 2008
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.
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1 comment:
Ok I am responding to my own blogs!!!
I have just completed the Dicussion 3 activity on Evaluation and although I submitted my assessment way early, I found the content stimulating and extremely useful. I have somehow overlooked Discussion 2 as it was during a time where my workload was insane! I will revisit Discussion @ when I return from overseas.
Back to evaluation, as a global learner and operator, I have always worked from the big picture back and found the literature on evaluation almost encouraging this approach to instructional design. By carefully considering the quality of the evaluation tools it enables the designer to include all the essential elements of design that make learning effective and contextual. I find that I now reflect on every session that I present whether in flexible delivery mode or f2f, by assessing its effectiveness against
Chickering's and Ehrmann's (1996) Seven Principles for Good Practices in Undergraduate Education. These principles can be applied whether you are designing whole curricula or components of curricula as well as single topic presentations. I also found that when I considered all the elements that make for effective flexible learning I noticed that Shirley attempts to address each one of them in her FET5601 Module. Congratulations Shirley on delivering a quality flexible educational component.
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