Instructional Systems Design
ISLT-9471
Course Description
Development of skills and knowledge related to the systematic design of instruction. Emphasis is placed on content analysis, instructional strategies, and formative evaluation.
Reflection
Reflecting back on this course, the following points immediately come to mind:
Going forward in my career as a K-12 teacher, I will continue looking at different models of instruction, and finding the best parts of the best systems that meet the needs of my students. As a computer science teacher, I realize that I am likely preparing my middle schoolers for careers that do not yet exist, and instructional design is akin to predicting the future. The only way to do this effectively is to do it with a sharp eye for new ideas, and a willingness to change up my process to best fit whatever marvelous new learners walk through my door.
- The way we design instruction is often radically different than the way we actually implement instruction. While we try to account for every conceivable factor that might impact a learner before instruction begins in order to maximize outcomes, it is often only in the process of teaching that we can understand what a learner truly needs. For truly excellent instructors, the design is not as important as being able to adjust to meet learners’ needs as they rise during the learning process.
- The instructional design process is very different for professional learning vs. the K-12 classroom setting. Adult learners can generally be assumed to hold some degree of motivation to master the goals of a course they are taking, and to be aware of any challenges they may have in reaching those goals. To understand, engage, evaluate, and (potentially) re-work content with children is an entirely different experience!
- Most instructional design models seem to focus disproportionately on the front end - analysis is performed regarding learning objectives, tasks to be performed, the learning environment, and the learners themselves. We would benefit from a similar amount of focus on what to do if the initial plan is ineffective.
Going forward in my career as a K-12 teacher, I will continue looking at different models of instruction, and finding the best parts of the best systems that meet the needs of my students. As a computer science teacher, I realize that I am likely preparing my middle schoolers for careers that do not yet exist, and instructional design is akin to predicting the future. The only way to do this effectively is to do it with a sharp eye for new ideas, and a willingness to change up my process to best fit whatever marvelous new learners walk through my door.