Applying Instructional Design in the workplace

All, I posted this in my Walden U. discussion board in support of a colleagues post on incorporating group work in her teaching. I’d like to share it with you in my Blog.

I welcome your comments and thoughts.

-Susan

As follows:

Yes, group work is very beneficial, especially small groups. This is a good, solid approach to get all the students to participate with their peers (in any subject of student – look at all of us working in groups!) and it is a more personal environment with lesser risk. Additionally, visual direction, rather than spoken is more effective as with showing students what to do so they understand and are then able to better comprehend the information (Gonzalez, 2014).

I was recently requested to design and write the instructions for a small group of work colleagues to obtain certification on the operations of commercial portable-tow behind standby generators. Some have significant experience in generator operations, others much less. Since I have this mixed ability group to write/design for, I will create operational scenarios, build hands-on interactivity, design the visuals, and work with my onsite mechanic who is my Subject-Matter-Expert (SME), employing this training relating to the theories of connectivism, constructivism and adult learning theory.

Connectivism:  A learner utilizes previously discovered information in network analysis to analyze to interpret knowledge and assumes knowledge as a network (AlDahdouh, Orsorio, & Caires, 2015).

Connectivism additionally addresses the difficulties that numerous partnerships look in information administration exercises. Information that resides in a database should be associated with the correct individuals in the correct setting with the end goal to be delegated learning (Siemens, 2004).

Constructivism:  Piaget’s theories tell us that learning is constructed by the learner, not received or obtained from someone, and acquired through active engagement by the learner, that being dependent on the learner’s prior knowledge. Constructivist learning therefore requires the learner to construct new knowledge or understanding using an active process that relates or builds upon previously acquired knowledge (Becker, 2002).

Adult Learning:

  • Learners are generally confident with a good sense of self
  • Past proficiencies play crucial roles in adult learning
  • Learning is intrinsic (internal motivation) and must be tied to real-world application as it relies on a readiness to learn
  • Explores the subject matter firsthand and learn from their mistakes (Pappas, 2014)

References:

Gonzalez, J. (2014). 12 ways to support English learners in the mainstream classroom. Cult of Pedagogy. Retrieved 4 November 2018 from https://www.cultofpedagogy.com/supporting-esl-students-mainstream-classroom/

Becker, K. (2002). Constructivism and the use of technology. The Technology Teacher (electronic journal), TTTe. Retrieved from Utah State University DigitalCommons@USU website:  https://digitalcommons.usu.edu/cgi/viewcontent.cgi?article=1008&context=ete_facpub

Pappas, C. (2014). 7 top facts about the adult learning theory (2018 update). eLearning Industry. Retrieved from https://elearningindustry.com/6-top-facts-about-adult-learning-theory-every-educator-should-know

AlDahdouh, A., Orsorio, A., & Caires, S. (2015). Understanding knowledge network, learning and connectivism. International Journal of Instructional Technology and Distance Learning. Retrieved from https://www.researchgate.net/profile/Alaa_Aldahdouh/publication/284032283_Understanding_knowledge_network_learning_and_Connectivism/links/564c3c5d08aeab8ed5e7c7af/Understanding-knowledge-network-learning-and-Connectivism.pdf

Siemens, G. (2004). Connectivism. In R. West (Ed.), Foundations of Learning and Instructional Design Technology (1st ed.). Available at https://lidtfoundations.pressbooks.com/

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