< back to Christopher's profile
Applying ID Research & Theory

Applying ID Research & Theory

Christopher Christopher Hernandez earned this badge on Jul 8, 2019

Applying research and theory to the discipline of instructional design

Challenges

  • Explain key concepts and principles related to instructional design.
    Submit evidence of understanding of ID concepts and principles by interpreting and explaining complex, technical, professional information and publications either in writing or verbal expression. 
    • Examples: Publications, research or white papers (EDCI 513, EDCI 531), professional presentations, blog posts, work trainings, evaluation plans (EDCI 577, EDCI 572, EDCI 528, EDCI 564, EDCI 528), evidence of explaining instructional design related concepts and principals (in design, performance, workplace, educational, or other settings).

    Supra-Badge: Professional Foundations in LDT

    Sub-Badge: Applying ID Research and Theory

    Challenge: Explain key concepts and principles related to instructional design

    Evidence: Final Paper EDCI 531 – Develop Your Own Theory

    Reflection

    For the competency, “Explain key concepts and principles related to instructional design” I am submitting my EDCI 531 final paper/synthesis.

    The objective of the EDCI 531final was to prove a fundamental understanding of instructional design by developing a new learning theory that is supported by other professional publications. The theory I chose to develop, Applying Positive Lasting Instruction or APLI, is grounded in constructivism and supported by behaviorism when trying to reduce unwanted behaviors such as hitting or self-harm. APLI was explained using Schunk’s (1991) questions with Ertmer & Newby’s (2013) additional questions. The questions are as follows:

    1. How does learning occur?
    2. What factors influence learning?
    3. What is the role of memory?
    4. How does transfer occur?
    5. What types of learning are best explained by this position?
    6. What basic assumptions/principles of this theory are relevant to instructional design?
    7. How should instruction be structured?

     The paper was meant to explain the divide in special education and how special ed should focus more on a constructivist approach. By using a constructivist approach, we help students move up developmentally (cognitively) through discovery learning and problem-based learning.

    The EDCI 531 final was not only my first paper in graduate school, but also my first writing experience using APA 6 format. I am immensely happy with this work and have grown passionate about my work within the field of special education. While EDCI 531 has provided me with a better understanding of educational theories and the models that are founded in them, my continued practice using APA 6 has also provided me with a better understanding of this writing style. This will prove to be a key element in my success within this program.

                My EDCI 531 final paper works well with the challenge, “Explain key concepts and principles related to instructional design” because it demonstrates my ability to explain the complex concepts related to instructional design. My final paper demonstrates the understanding of instructional design concepts and my ability to interpret those complex ideas. There are, however, areas for growth. Unfortunately, the paper had a limit of 10 pages, and this is a subject I could have written about for pages on end. Although I plan to return to this paper and expand it, I must learn to convey my most important points when faced with a paper that has a page limit. 

    References

    Ertmer, P. A. & Newby, T. J. (2013) Behaviorism, Cognitivism, Constructivism: Comparing       

    Critical Features From an Instructional Design Perspective. Performance improvement quarterly,2013,Vol.26(2),p.43-71

    Chris_FinalProject.pdf Chris_FinalProject.pdf
  • Apply systems thinking to instructional design and performance improvement projects

    Submit evidence of breaking down the design process into individualized pieces and analyzing each section in order to see how each piece interacts with other pieces.


    • Examples: Case studies (EDCI 672), Design Documents (EDCI 588), Final Projects (EDCI 572, EDCI 577, EDCI 528), other evidence showing systems thinking to ID and performance projects (design, performance, workplace, educational, other).

    For the challenge "Apply systems thinking to instructional design and performance improvement projects," I am submitting a series of work-related podcast episodes which I host.

    The "Rebecca Listener" is an ongoing podcast at the Rebecca School that dives into the applications of the DIR Floortime teaching method. DIR stands for Developmental, Individual-Differences, Relationship-based model. Floortime is the application of that model. Recently, my supervisor and I have started dissecting the DIR Floortime methodology in hopes of helping others understand how each piece of instruction interacts with the other.

    This podcast series has not only been useful for those interested in the model, but for staff as well. Training, especially when teaching a constructivist-based model to employees who don't know educational theory, can be difficult. These specific podcast episodes have helped employees bridge connections on how development, individuality, and relationships (friendships) can affect learning.

    The challenge was to break down the design process into individualized pieces and analyze each piece in order to see how they interact with each other. These podcast episodes do exactly this. We break down the D, the I, and the R into separate segments and analyze how they interact with each other within the model and curriculum. We explain that the methodology we use is sort of like "chutes and ladders." Each piece (the D, I, and R) can both help a student progress up the ladder and can also affect them negatively as well. Each piece interacts with each other simultaneously. A students mental development can progress, or even regress, depending on their individual learning/differences and can also be affected by others around them.

    An area for growth would be turning these episodes into a vodcast. I feel as if video may be a more effective medium for explaining methodologies than audio. The issue in that though is privacy agreements with parents

    1462_001.pdf 1462_001.pdf