Our Instructional Design
Module 1: Kinds of Learning
According to Charles Reigeluth (1999), there are three basic types of learning: memorization, understanding, and application. Each of these types of learning can be found in our web application.
Memorization: There is much for instructors to memorize on our site. We list the ISTE NETS-S standards, and Blooms digital taxonomy. We also present applications useful for Bloom’s and ISTE NETS, applications useful for research and information fluency, and various online resources for collaboration. In addition, we present procedures for getting started in the collaboration resources. These are all things which are best learned through rote memorization.
Understanding: Deeper than memorization, understanding requires learners to use prior knowledge to know why new objectives are being taught. Each lesson presented in our application begins by detailing the importance its objective. Learners are taught why Bloom’s Digital Taxonomy and ISTE NETS standards have become important criteria for modern classroom learning. They are taught how incorporating certain apps into classroom instruction has been shown to improve the learning level of students as measured by Bloom’s. We cover the importance of research and information fluency skills as well as digital collaboration.
Application: After memorizing and understanding the information we present, it’s important for learners to be able to transfer that learning to new situations. Each of our lessons contains a section dedicated to helping learners apply the information we present to their everyday lives. After presenting Blooms and ISTE NETS-S, we have pages for each dedicated to teaching them to apply those standards in the classroom. Following our presentation of apps for Bloom’s and ISTE NETS, we have a page helping teachers create lesson plans using those apps. Following our presentation of research and information fluency apps, we present a list of other resources for teachers to use to find useful apps that we didn’t discuss. There are also many questions from our various assessments that test learners for understanding.
Module 2: Invariant Tasks
Reigeluth explains that an invariant task is a mental or physical task that is always the same, such as a list of items to be memorized or an invariant procedure that needs to be memorized. There are several such tasks in our web application.
Bloom’s Digital Taxonomy and the ISTE NETS-S standards represent invariant lists that must be memorized by the learners. Likewise the procedures discussed in Lesson 3 for accessing the online collaboration tools qualify as invariant tasks. We also offer various lists of applications that could be considered invariant lists requiring memorization.
Module 3: Concept Classification
Classifying concepts is an important step in any learning process. To learn a concept to any level, one must be able to recognize examples of that concept, and be able to differentiate it from non-examples. Our web application seeks to help learners classify several important concepts.
The ISTE NETS-S standards and Bloom’s Digital Taxonomy represent two major concepts covered in our instruction. Out application pages help to deepen understanding of the concepts by providing various exampled of the concepts in action. Our assessment pages ask questions that help to separate examples from non-examples. Our research and information fluency pages detail examples of applications that fall under the research or information management concepts, and differentiate apps that fall under one, but not the other.
Module 4: Procedure Using
Reigeluth describes a procedure as a sequence of activities performed to achieve a certain goal. To successfully navigate our site, learners must demonstrate the ability to use several procedures.
Simply navigating our site can be considered a procedure. Users must start at the beginning, click through each progressive page, and complete each assessment, to achieve the goal of learning all of the site’s content. Likewise we detail procedures for accessing collaboration tools. Also, each assessment can be seen as it’s own procedure, with the goal of achieving a perfect score.
Module 5: Principal Using
A principle is a relationship between one or more changes. Principles are discovered, not created. There are two major types of principles: process and causal. A process principle is a sequence of events that occur naturally. A causal principle is a sequence of events in which there is a cause and effect relationship between steps.
In our web application, we present a causal principle when discussing how certain apps increase the learning level of students according to Bloom’s. The first step in the sequence is a traditional low-tech lesson plan. The second step is to rewrite the lesson to incorporate useful learning apps. Step two causes an increase in student learning levels when assessed.
Module 6: Understanding
Reigeluth describes understanding as meaningful learning, contrasted with rote learning, or memorization.
Each lesson presented in our application begins by detailing the importance its objective. Learners are taught why Bloom’s Digital Taxonomy and ISTE NETS standards have become important criteria for modern classroom learning. They are taught how incorporating certain apps into classroom instruction has been shown to improve the learning level of students as measured by Bloom’s. We cover the importance of research and information fluency skills as well as digital collaboration.
Module 7: Generic Skills
A generic skill is a skill which can be applied across various subject domains. It takes longer to learn than domain-specific skills.
We do not really teach any generic skills in our web application. However, several generic skills are necessary as prerequisite knowledge for completing it. Our application is intended for professionals, rather than young students, so a fair amount of prerequisite knowledge on the part of our target learning audience was assumed.
To complete our assessment pages, one must have already acquired the generic skill of multiple-choice online quiz taking. Basic internet navigation skills are needed to complete the application. In order to find additional apps to create a lesson plan that increases students level of learning, our learners must understand how and where to locate apps and app resources, and to download and use apps. They need to be proficient with search engines, typing, and using a mouse. These are generic skills that can be applied across virtually all domains.
Module 8: Attitudes
An attitude is learned over a long period of time, and consists of a pattern of behavior or decision-making. It was not our intention to instill attitudes in this instruction. Any series of lessons would likely be insufficient to instill an attitude in learners. However, the lessons taught in our web application should contribute to the development of more open-minded attitudes regarding the implementation of digital technology into classroom instruction.
By teaching the ISTE NETS-S standards and Bloom’s Digital Taxonomy, we hope to effect learners attitudes about education to incorporate these excellent standards into their lesson planning. By presenting numerous apps, as well as resources to find additional apps, we hope learners progress toward an attitude in which they always search for useful technological activities to supplement their traditional classroom instruction. Finally, by teaching instructors how to use social networking applications, we hope to help them build a habit of collaborating with other professionals in an effort constantly improve their instruction.
According to Charles Reigeluth (1999), there are three basic types of learning: memorization, understanding, and application. Each of these types of learning can be found in our web application.
Memorization: There is much for instructors to memorize on our site. We list the ISTE NETS-S standards, and Blooms digital taxonomy. We also present applications useful for Bloom’s and ISTE NETS, applications useful for research and information fluency, and various online resources for collaboration. In addition, we present procedures for getting started in the collaboration resources. These are all things which are best learned through rote memorization.
Understanding: Deeper than memorization, understanding requires learners to use prior knowledge to know why new objectives are being taught. Each lesson presented in our application begins by detailing the importance its objective. Learners are taught why Bloom’s Digital Taxonomy and ISTE NETS standards have become important criteria for modern classroom learning. They are taught how incorporating certain apps into classroom instruction has been shown to improve the learning level of students as measured by Bloom’s. We cover the importance of research and information fluency skills as well as digital collaboration.
Application: After memorizing and understanding the information we present, it’s important for learners to be able to transfer that learning to new situations. Each of our lessons contains a section dedicated to helping learners apply the information we present to their everyday lives. After presenting Blooms and ISTE NETS-S, we have pages for each dedicated to teaching them to apply those standards in the classroom. Following our presentation of apps for Bloom’s and ISTE NETS, we have a page helping teachers create lesson plans using those apps. Following our presentation of research and information fluency apps, we present a list of other resources for teachers to use to find useful apps that we didn’t discuss. There are also many questions from our various assessments that test learners for understanding.
Module 2: Invariant Tasks
Reigeluth explains that an invariant task is a mental or physical task that is always the same, such as a list of items to be memorized or an invariant procedure that needs to be memorized. There are several such tasks in our web application.
Bloom’s Digital Taxonomy and the ISTE NETS-S standards represent invariant lists that must be memorized by the learners. Likewise the procedures discussed in Lesson 3 for accessing the online collaboration tools qualify as invariant tasks. We also offer various lists of applications that could be considered invariant lists requiring memorization.
Module 3: Concept Classification
Classifying concepts is an important step in any learning process. To learn a concept to any level, one must be able to recognize examples of that concept, and be able to differentiate it from non-examples. Our web application seeks to help learners classify several important concepts.
The ISTE NETS-S standards and Bloom’s Digital Taxonomy represent two major concepts covered in our instruction. Out application pages help to deepen understanding of the concepts by providing various exampled of the concepts in action. Our assessment pages ask questions that help to separate examples from non-examples. Our research and information fluency pages detail examples of applications that fall under the research or information management concepts, and differentiate apps that fall under one, but not the other.
Module 4: Procedure Using
Reigeluth describes a procedure as a sequence of activities performed to achieve a certain goal. To successfully navigate our site, learners must demonstrate the ability to use several procedures.
Simply navigating our site can be considered a procedure. Users must start at the beginning, click through each progressive page, and complete each assessment, to achieve the goal of learning all of the site’s content. Likewise we detail procedures for accessing collaboration tools. Also, each assessment can be seen as it’s own procedure, with the goal of achieving a perfect score.
Module 5: Principal Using
A principle is a relationship between one or more changes. Principles are discovered, not created. There are two major types of principles: process and causal. A process principle is a sequence of events that occur naturally. A causal principle is a sequence of events in which there is a cause and effect relationship between steps.
In our web application, we present a causal principle when discussing how certain apps increase the learning level of students according to Bloom’s. The first step in the sequence is a traditional low-tech lesson plan. The second step is to rewrite the lesson to incorporate useful learning apps. Step two causes an increase in student learning levels when assessed.
Module 6: Understanding
Reigeluth describes understanding as meaningful learning, contrasted with rote learning, or memorization.
Each lesson presented in our application begins by detailing the importance its objective. Learners are taught why Bloom’s Digital Taxonomy and ISTE NETS standards have become important criteria for modern classroom learning. They are taught how incorporating certain apps into classroom instruction has been shown to improve the learning level of students as measured by Bloom’s. We cover the importance of research and information fluency skills as well as digital collaboration.
Module 7: Generic Skills
A generic skill is a skill which can be applied across various subject domains. It takes longer to learn than domain-specific skills.
We do not really teach any generic skills in our web application. However, several generic skills are necessary as prerequisite knowledge for completing it. Our application is intended for professionals, rather than young students, so a fair amount of prerequisite knowledge on the part of our target learning audience was assumed.
To complete our assessment pages, one must have already acquired the generic skill of multiple-choice online quiz taking. Basic internet navigation skills are needed to complete the application. In order to find additional apps to create a lesson plan that increases students level of learning, our learners must understand how and where to locate apps and app resources, and to download and use apps. They need to be proficient with search engines, typing, and using a mouse. These are generic skills that can be applied across virtually all domains.
Module 8: Attitudes
An attitude is learned over a long period of time, and consists of a pattern of behavior or decision-making. It was not our intention to instill attitudes in this instruction. Any series of lessons would likely be insufficient to instill an attitude in learners. However, the lessons taught in our web application should contribute to the development of more open-minded attitudes regarding the implementation of digital technology into classroom instruction.
By teaching the ISTE NETS-S standards and Bloom’s Digital Taxonomy, we hope to effect learners attitudes about education to incorporate these excellent standards into their lesson planning. By presenting numerous apps, as well as resources to find additional apps, we hope learners progress toward an attitude in which they always search for useful technological activities to supplement their traditional classroom instruction. Finally, by teaching instructors how to use social networking applications, we hope to help them build a habit of collaborating with other professionals in an effort constantly improve their instruction.