Personal Reflection

Until recently, I didn’t understand the extent to which coursework was prepared.  Working my way through the ADDIE model has given me first-hand experience of the elaborate process to planning content rich instruction that is well-organized, effective, and engaging.  The development phase has the most work associated with it as this is the phase where the actual content for the training is created.  Handouts, power points, on-line resources, and training examples insure that the design is complete (Hodell, 2011).  The dynamic progression of instructional design through analysis and needs assessment, objective identification, audience and population evaluation, content and delivery development, and evaluation and redesign is a constant movement back and forth adjusting materials in the creation of the final product (Thompson, 2001).  In my practice it will be beneficial to provide a better variety of visuals to support the lecture material, keeping in mind that over-use, just like under-use of visuals fails to support student learning (Clark, 2003).  It is very easy to make wordy power points rather than prepare graphics and images to enhance the learning experience for students.  Using a systematic approach to planning visuals focuses on the tasks to be learned enhancing student learning (Lyons, 2003).   

 

Clark, R. C. (2003, August 11). More than just eye candy: Graphics for e-learning. The e-learning developers' journal

Hodell, C. (2011). Isd from the ground up. (3rd ed.). Chelsea, MI: Sheridan Books, Inc. 

Lyons, C. C. (2003, September 15). More than just eye candy: Graphics for e-learning. The e-learning developers' journal

Thompson, N. (2001). Why id? the benefits of instructional design models. Teaching with technology today, 7(6), Retrieved from http://www.uwsa.edu/ttt/thompson.htm