Describe the importance of predetermined objectives and delivery methods of instruction prior to selecting course activities and assignments.
Predetermined objectives and delivery methods are critical to the success of learning outcomes and pedagogical approaches in instructional design, and specifically in blended learning environments. This weeks reading emphasized the importance of this even further for me. My background, prior to Graduate school, was in graphic design, which makes my eyes gravitate towards the function of aesthetics, and the joy of creating. This urges me to want to jump into the development phase quickly, but I realize the importance of spending valuable time on the design phase. The reading this week helped me understand the importance of prioritizing learning outcomes as the first and foremost importance of instructional design.
During the analysis phase of the ADDIE model, the foundation of a course is examined under an eye of scrutiny and evaluation, in order to help determine the factors that will ensure successful learning outcomes. During this phase, many factors are weighed about student needs, learning environment, appropriate learning theories that are practiced, and technology needs. The course goals and objectives are critical to establish during the needs analysis as well, because they become the framework that guides the design of the course.
As a student, myself, learning about the vast array of technological solutions and software that is available to instructional designers, I can honestly say that it’s easy to feel guided by the ‘bells and whistles’ of technology, rather than the learning theory behind the design. This is a counterproductive method of instructional design though. According to Sands (2002), the “first principle of developing a blended course is to “work backward from the final course goal,” by seeking to understand what you want students to be able to achieve at the end of the semester.
Blended learning is a delivery method that offers the opportunity to solve pedagogical problems that traditional courses haven’t been as successful with achieving. It offers the opportunity for students to socialize and engage with one another, combined with the integration of technology, that helps facilitate deeper understanding of concepts. Blended learning has been shown to produce higher scores, longer written papers and projects, and higher achieving student outcomes. In this environment, the activities overlap between the face to face course and the online activities, which extends the students engagement time with the material, and offers more opportunities for deeper learning, asking questions, and engaging with peers. This is an intentional delivery method that is designed for the purpose of increasing academic standards for student learning outcomes. When designing a new course, it is important to note deficiencies in academic practices, that can benefit through intentional course designs such as blended learning environments.
Predetermined objectives are defined through the process of asking questions that determine the “whats” and “hows” of instructional delivery, which are critical to the success of learning outcomes and training. The objectives provide a framework with allows both the trainer and the trainee to understand what they will b evaluated upon, the design of the content and procedures of the course, and a method of organizing the students activities within the course. In addition, predetermined objectives can define an evaluative basis to the depth of learning that must occur in a course as well. Author, Mager (1975), refers to an objective as a “statement describing an instructional outcome, rather than an instructional process or procedure.” By understanding where you are going, ensures a better chance of getting there (Mager, 1975). Objectives provide the framework that establishes how, what and when to evaluate a learner.
Predetermined objectives and delivery methods are the skeleton of the course. They are the guided and intentional design, that is backed by learning theories and models, with an intentional focus on specific learning outcomes. Technology is the medium in which the content is delivered in an online format, but the designer should never be guided by the parameters of technology. Instructional designers must incorporate educational principles into the design of the course, and be led by the duty to provide superior learning outcomes for students, rather than a mere e-course that looks aesthetically appealing.
References
Dowling, N.L. & McKinnon, S.H., (Sept. 2002). Instructional Objectives: Improving the success of safety training. Professional Safety. Pg. 41.
Mager, R.F.,(1975). Preparing Instructional Objectives. 2nd. ed. Belmont, CA: Fearon
Sands, P. (2002.) Inside outside, upside downside: Strategies for connecting online and face-to-face instruction in hybrid courses. Teaching with Technology Today, 8(6).
My Journey Through Instructional Design 