Why scavenger hunt?
Tiffany explained that everything she does in our IDD&E courses is done by design. By now, we already started to pick up on it. Even if some things don’t appear useful, in fact, they are. The scavenger hunt (what a phrase!) was an activity to run across the Blackboard and see how the course is organized, what resources are available for us, and what deliverables we are responsible to produce. It was just 15 minutes and I was fooled by the activity. It was very intense. The hunt kept me very engaged and I may use it in my instructional unit enhancement for this IDE737 class. It was a great warm-up exercise, though I benefited more from my own 2-hour browsing on the website and reading stuff on Monday, May 23, when the class officially started.
The Customer Service Online Case Study
We don’t know how many trainers. Indication: maybe this instruction needs to be bumped up a bit. Learning objectives + assessment. Outcomes and activities do not address each other. No resources to get back to the job. Needs more hands-on.
Storyboard: organized, context description. Helps to evaluate. Everything aoutlines in narrative + in design. Provides the format – how to use instructional unit and storyboard it. First few pages: narrative (big picture – pieces that go with it) + activities transitioned (video, demonstration).
Ice-Cream Case Study. Storyboarding intro activity
This section records some ideas about the ice cream case study and the storyboarding reflection activity. It has a very detailed context information (environment, stakeholders, problem, performance problem, current instruction). It also has storyboards per se, and a rubric (16 criteria). Storyboards are nicely done. They have a title, duration, activity description, location, and resources. It lacks learning outcomes, key content points, and a field for notes or comments. The actual pictures were drawn by hand—I found it creative on the part of the instructional designer. The activity description is in the narrative format versus a list. The color coding adds to the nice design of the storyboards, too. I want to include all those elements in my storyboard. In this storyboard, there is little room for knowledge application, feedback, and review. The good things is the context is very authentic—actually, on-the-job training.
Some questions to the existing storyboard: (1) why isn’t there any visual materials that can help learners? (2) why is there not much opportunity for practice? (3) why some activities have 30 seconds and documented perhaps with more detail than some activities that last 10 minutes? (4) the whole training is just 50 minutes and covers everything—but little is done for a better retention? (5) why isn’t there a concise 1-page summary versus a few pages of background?
What would others include? DeBorah: (multiple) learning outcomes, why we add what we add (either journal or storyboard). Cassia: debriefing activities and practices to facilitate learning, desired outcomes (that align with the activities used), assessment after instruction. Tiffany said that for Virtual residency 2 she expects to have between 6–10 slides for our initial storyboarding, for each transition in the activity. My initial instructional unit needs to be rethought, I guess.
Though I read Merrill’s article for the third time within this academic year already (IDE621, IDE632, IDE737), I made a few mistakes on the self-check activity. Specifically, true/false question “Learning is facilitated when learners can solve a higher level problem.” I thought it was true, but Merrill states that learning is facilitated when learners solve a progression of problems that are explicitly compared to one another. From simple to more complex.
The key point of this article is that most I.D. theories, models, and approaches can be boiled down to a few principles of learning that enhance instruction. Namely, learning should be centered around a real-life scenario and go through stages such as activation, demonstration, application, and integration. This is crucial for this project because it can serve as a guidance as to what steps/ phases to include in my revised instruction so that it could be more meaningful, effective, an efficient. Maybe I will look at my rubric and will be “Ah! That’s what I may add to my rubric.”
I have never thought of a rubric as an assessment/ evaluation tool that indicates areas for improvement and strengths. I thought a rubric was just a way to measure ‘objective’ success. Which is in itself assessment. But I just did not think that measuring and assessment are intertwined. I know, it sounds, as they say in Russian, “like I’ve fallen from the Moon.” A rubric can also be used for strategic planning in I.D. A rubric has several components: criteria, rating scale, N/A column, rating space with evidence descriptions, and a comment column. This is shown on the picture below:
Figure. Components of a rubric
Different instructional units of my classmates
Cassia: how to serve bartending or waitressing at a restaurant (taking an order, checking the I.D., how to pour a drink, transaction, putting money in the cash-register).
Bart: football coach – tackling technique, installing a play in general.
Brittney: fundamental of perfect jump shots
DeBorah: training on leadership and team building, select a class in the course
Yunkai: online course transformation
Cameron: 9-week session of Spanish teaching, 1 day-session – redesign
Our virtual residency session 1