EDIT 730 - Advanced Instructional Design

Taken Fall 2010

George Mason University's Course Description

Capstone course of three-course sequence on theory and practice of instructional design. Helps students apply ideas developed in prior courses to complete major instructional design project. Covers leading-edge ideas in evolution of instructional design.

Artifacts

Compare & Contrast Assignment

Through this group activity, my partner and I evaluated two online learning environments using course readings and additional resources (educational journal articles) to determine which one was an objectivist learning environment and which one was a constructivist learning environment. We presented our findings to the class via an oral presentation using the presentation file below.

Click the link below to view the presentation.

Compare & Contract Assignment (PDF)

Constructivist Learning Environment

In the final assignment for this course, I explored the differences between objectivism and constructivism and for the final project, created a constructivist learning environment prototype for a cognitive apprenticeship. The constructivist-learning environment was focused on membership service, namely defining exemplary membership service in this work environment, while guiding employees as they apply their newly learned skills to day-to-day interactions with staff and members

Reflection

EDIT 730 flipped my understanding of instructional design on its head. Through the exploration of constructivism, its learning theories, and applicable pedagogical models, my perspective on instructional design grew exponentially. Through individual and group work, I explored different constructivist pedagogical models and produced several artifacts that demonstrated my growing constructivist knowledge. This course also introduced another instructional design model--the Integrative Learning Design Framework for Online Learning (Dabbagh & Bannan-Ritland, 2005). This iterative model spoke to both the art and science of instructional design and seemed to approach instructional design in a more realistic, holistic way. It was at this point, that I finally started to "get it" and view myself as an Instructional Designer.

Reference: Dabbagh, N., & Bannan-Ritland, B. (2005). Online Learning: Concepts, Strategies, and Application. Upper Saddle River, New Jersey: Pearson Education, Inc.