Many Kelloggers expected to be very tired today; we were partying at the home of Dr. Hunter Boylan and Dr. Barbara Bonham quite late last night. It was a fabulous party, and everyone had a wonderful time. Hunter and Barbara did most of the cooking, and everything was excellent. Hunter made something called “Sinful Potatoes,” that were worth the calories and the possible time sent to purgatory. Barbara’s baked beans were made with huge – as in the size of quarters – beans, and were fabulous. The fireworks display, once it finally got dark outside, was spectacular.
Nevertheless, we were all in class this morning. I was actually up at six a.m. for a long run. I am getting so used to running in the mountains that I’m sure I’ll have withdrawal when I get back to Florida. It truly feels as close to what I would imagine flying might feel like. Well, all the Kelloggers made it to class on time, and, surprisingly, we were all feeling pretty good. The mountain air and good home cooking last night seemed to recharge most of the group. Hunter’s and Barbara’s home is beautiful and is set on the side of a mountain with a gorgeous view of Grandfather Mountain to one side, and a view of all of Boone from the other. Hunter has a summer car, the back of which is pictured, and an SUV for navigating the terrain in the snow and ice of winter. He told me that he gets a lot of questions about his DEV ED license plate.
On to notes from today’s class:
From PowerPoint by Barbara S. Bonham, Ph.D.
College Students
75% don’t fit the traditional model
49% are enrolled part-time
Full-time students who work more than 20 hours/week
45% at 4 yr. colleges
60% at 2 yr. colleges
27% of cc students have dependents of their own
U.S. POSTSECONDARY GOALS - 2020
Increase the number of college graduates by 50 percent
Increase of 8 million graduates
U.S. to have the highest college attainment rate in the world
Introduction to Instructional Design
• It is a systematic process for designing, developing, implementing, and evaluating instruction (Dick & Reiser, 1989).
• It is a linking science between learning theory and research and educational practice (Dewey).
How does ID relate to course design?
“. . . Refers to the systematic and reflective process of translating principles of learning into plans for instructional materials, activities, information resources, and evaluation.”
Dr. Bonham is probably the most assiduously organized college professor I have had at the graduate level. Her seminar has five specific parts, for which detailed and wonderful hand-outs are color-coded. She started the seminar by unrolling the signs, in the photo, and having a student tape them to the wall.
If you don’t know where you are going
Any road will get you there.
Lewis Carroll
Any road will get you there.
Lewis Carroll
Universal Design
The concept of designing all products and environments to be inherently accessible to the greatest extent possible by everyone, regardless of age, ability, or status in life.
Educational Movements and Instructional Design
- Post WWII Use of audio-visuals
- 50s Use of instructional TV
- 1958 Programmed instruction
- 1960s Criterion referenced testin
- 1962 Task analysis & behavioral objectives
- 70s Computer-assisted instruction
- 80s Outcomes-based assessment
- 90s Design of online courses
For more information see A Hypertext History of ID
Why Use Instructional Design?
Research reveals that Instructional Design can:
1. Raise learning levels
2. Reduce instructional time
3. Control instructional costs
4. Improve motivation and attitudes
Source: Kemp, J. & McBeath, R. (1994)
Purposes of Instructional Design Model
Identifies key components in process
Serves as a procedural guide
Encourages the setting of objectives
Aids in the planning and management process
Acts as a “blueprint”
Instructional Design:
Promotes learner advocacy
Effective, efficient, and appealing
Promotes coordination
Facilitates dissemination
Instructional Technology
Instructional Technology is a systematic way of designing, carrying out, and evaluating the total process of learning and teaching in terms of specific outcomes, based on research and theory on human learning and communication, successful instructional strategies, student characteristics, institutional climate and constraints and employing a combination of human and non-human resources to bring about effective instruction.
“Effective teachers tailor a well-controlled and well-organized situation where students can perceive direction and purpose for each class”
Roueche and Baker (1987)
Today, we started group projects. I had proposed two: Cognitive Neuroscience/Executive Function Cerebral Cortex Theory and Developmental Students, and Universal Design and its use in with Developmental Students in Higher Education. We did end up with a group interested in Universal Design, and I had a lot of the stuff that Drew Macy and I put together earlier this year -- and hope to present at NADE.
Apparently, the group projects that are part of Dr. Bonham's seminar are a pretty big deal, and everyone seems uber-conscientious. I have an awesome group, though it would be hard to have any other kind of group with this class of students. I am the facilitator -- and I have a lot of work to do on it tonight, so I will stop typing and close with a photo of what was a breathtaking view of Grandfather Mountain from the porch of Hunter and Barbara's home in Boone.
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