Week 1 Reflections

I found the reading this week to be quite interesting and diverse, and it promoted excitement within me, about incorporating these principles and frameworks into my future designs. In the article from class, titled “Problem Based Learning: An instructional model and its constructivist framework” the author details the framework of problem based learning environments. This constructivist model provides a method of connecting theory and practice, and allows the learner to construct knowledge within the context where the knowledge would be applied. This article showed how this environment is conducive for medical students learning how to diagnose a patient. Problem based learning environments are designed to stimulate and engage the learner in problem solving behavior, which in turn, helps them retain knowledge for much longer than traditional classes. These learning environments can teach solutions to complex topics, where research is required in order to synthesize facts and find solutions.

In the reading selection from a class peer, I chose to read “Blended learning models for introductory programming courses: A systematic review.” This article reviewed the challenges faced in teaching first year programming students in blended learning environments. This article examines various formats for blending learning environments including the flipped model, mixed model, flex model, supplemental model, and the online-practice model. The research concluded that different subject matter, such as programming, can provide performance enhancement when applied to the correct learning needs. The author points out that “online resources have no value unless students use them” (Alammary, 2019), but caution should be used to ensure that the technology maximizes the benefits of the course delivery method, and enhances the problem-solving skills.

And the third article that I read this week was “The design space for solving instructional-design problems.” I found this article interesting due to its ability to articulate the importance of integrating rules and theories into instructional design, in order to improve the science behind the instruction. This article focused on the constructivist approach of discovery learning, and the importance of developing problem solving skills within online learning environments, as a key method of encoding new information for deeper learning. Instructional designers must be committed to improving the science behind our designs, and upholding our community peers to a higher standard of practice, to ensure continual improvements in learning outcomes.

In reading these three articles about problem based learning, I can see these examples as methods of learning that I thrive in as well. I do see the importance of modifying the delivery of differing curriculum for different learning outcomes. I would like to know more about designing for blended learning environments vs. online asynchronous learning.

References

Alammary, A. (2019). Blended learning models for introductory programming courses: A systematic review. PloS One, 14(9), https://doi:10.1371/journal.pone.0221765

Dijkstra, S. (2001). The design space for solving instructional-design problems. Instructional Science. 29(4-5), 275-290. https://doi.org/10.1023/A:1011939724818

 Savery, J. R., & Duffy, T. M. (1995). Problem based learning: An instructional model and its constructivist framework. Educational Technology, 35, 31–38.