Sunday, March 2, 2014

Carpe Diem and Rapid Design

So, according to the NYE resolution I made, this month's blog should really be titled:
What are the major changes in ID theory over the past 20 years?

However I got distracted along the way. There's a lot happening in my ID world at the moment.
I had to dig deep into my horticultural roots and design and present a workshop on making compost last month, then my daughter said she wanted to make a video short for me to use on my (soon to happen) website and I needed to think about how I was going to present myself! Next, I have signed up for yet another MOOC. This one is titled Carpe Diem (Swinburne University) and is about rapid design, something I've already said I don't do! The course starts this week and already there is activity on Facebook. 
I guess `Rapid' design is one of the major changes of the last 20 years, so I think I'm on track with the blog!

Designed for SPEED, but not through 'Rapid Design' techniques.....





Monday, January 20, 2014

How do I define ID?

How do I define ID?

For me, Instructional Design has always been aligned with formal curriculum. I came out of the Australian TAFE system, with a Bachelor degree in Adult and Vocational Teaching, followed by various iterations of the Australian standard for Trainers and Assessors, the Certificate IV in Training and Assessment. I spent 10 years in the TAFE classroom, followed by 13 years in various (Training) management and consulting roles, mostly within Registered Training Organisations. This means I have a very structured approach to ID. I am used to working with Course Outlines, Units of Competency (standards), Training Package requirements and workplace procedures. I have difficulty with the term 'rapid' development, because I still need to work through all the process requirements of the preceding items. I come from a background of designing programs intended to be delivered over 40, 80, 200 hour and longer, timeframes.
I find it difficult to conceptualise anything under a 4 hour program as 'real' training! Yet, I know that each time we observe something new and integrate it into our thinking or our actions, we are in fact 'learning'. I see you use the camera on your smart phone as a mirror to apply lipstick, and I copy you. I've 'learnt' a new trick! Demonstration of skill is probably the oldest teaching strategy in the world and ID's spend hours working out how to set up or simulate the demonstration of a skill to students.
However, designing the demonstration of a skill is not all of an instructional design for a learning experience. We know that we must consider the desired learning outcomes, learning environment, the progression of the learning plan. We consider the learner with all their ability, distractions, prior learning and  readiness to learn, and the opportunities for methodology that the content lends itself to.
ID blends analysis, design, development, implementation and evaluation but does this (ADDIE) describe it all?
My daughter (a digital media producer), said to me recently, "You're not a Designer, Mum!" as I struggled with some visual materials that I wanted to produce. She's right, and yet she's not entirely right.
I am an Instructional Designer, I design the implementation of teaching and learning methodology. As with all good designers, I analyse prior to designing and implementing. A Designer, (think: architect, engineer, artist, publisher, choreographer etc.), analyses the purpose for which they are designing, the audience who will interact with the design, the environment in which the design will be implemented, the influence of available resources on their design, the opportunities for the use of various techniques and technologies in constructing their design.
Instructional Design is a design based skill, it takes the application of knowledge, thought, creativity, technique, skill and experience to implement successfully.


Thursday, January 16, 2014

A New Year's Resolution.

In a sleepless moment in the middle of the night a couple of weeks ago I made myself a promise.
I promised that I would start blogging regularly. I've let this blog slip a little in 2013, after the excitement of #EDCMOOC in the early part of the year, nothing else seemed to excite me enough to write about. I bet this sounds familiar to quite a few of you out there.
I also have a tendency to think that blogging is a little self-indulgent, who really wants to read anything I write? There's so many people putting stuff out, out there, why would anyone read me?

Well here I am and it's another new year. It's time to put this promise into action. However, I'm a little stuck. I need some help. I decided that to keep myself to my promise I'd select one topic and pursue that topic through out the year. Then today, I thought that what I actually need to do is make a list of the topic and sub-topics and work through it over the year.

So, today I announce that this years blog will be about Instructional Design.
Here's the list of twelve ID sub-topics for 2014, one a month. (There may actually be more than one blog in the month, but they should stick to that month's topic.)

  1. How do I define ID?
  2. What are the major changes in ID theory over the past 20 years?
  3. Who uses ID in Australia? How is ID used in Australia?
  4. Has the audience (i.e. the learner) for ID really changed?
  5. Should ID practitioners spend time as a teacher or trainer in the classroom?
  6. Is Education Technology pushing (your) ID around?
  7. Just how many skills do I need to build?
  8. Is ID the same, the world over?
  9. What did teaching Horticulture teach me, about ID?
  10. Where will ID go next?
  11. ID and the budget squeeze.
  12. IDo need a break - Happy Holidays.

All right this is where I need your help. I'd love your feed back on my list of sub-topics.
Please use the comments box below. You know I will be excited to see what you think, good or bad!
Let me know if you think the topics are relevant, or if they've been 'done to death' elsewhere, or are just daft.