ADDIE: D is for Design

In Chapter 4 of Rapid Instructional Design, a few ideas that stand out to me are:

1. Learning goals and learning objectives are different. Specifically, within your learning objectives, your writing should exemplify how the students will achieve the learning goals that are set up. The learning objectives should be visible and/or measurable.
2. Think about what delivery method will be most effective in achieving your learning objectives. Yes, traditional classroom instruction is a viable delivery method, however it may not be the best one for every context. This is an important concept to remember, because like myself, many people still associate “learning” with sitting down in a classroom while an instructor stands in front and lectures. This is not always the best situation for learning.
3. Learning Theories: what are they? Ok, I had to do a quick Google search to refresh my understanding of learning theories. However, I found a useful breakdown of three main learning theories from University of California at Berkley. The three listed are: Behaviorism, Cognitive Constructivism, and Social Constructivism. For Project A, I gravitate toward a combination of Behaviorism and Social Constructivism. I think there is certain basic content that must be absorbed and understood by the learner (and rewarded) first. Secondly, the students will apply this information to another person’s life, and be able to present their rationales to small groups. This social integration will be an important understanding of not just what the content is, but how it will be used in everyday life.

References:

George M. Piskurich. (2015). Rapid Instructional Design : Learning ID Fast and Right: Vol. Third edition. Wiley.

Overview of learning theories | GSI Teaching & Resource Center. (n.d.). https://gsi.berkeley.edu/gsi-guide-contents/learning-theory-research/learning-overview/