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Posts Tagged ‘instructional design

I will say one thing about the classic instruction deslgn (ID) model, ADDIE, as represented in the graphic below: It is pretty.

It is also pretty misleading. It is oversimplified and thus misrepresents the complex processes in ID.

I have a Masters in this field. ID was also the foundation of my Ph.D. When I was introduced to the ADDIE model, I learnt about its theoretical underpinnings and its practical limitations.

Simplifying ID processes to an acronym and representing them in a graphic is a convenient distillation of complex processes. This is fine if you are doing this as a reflective and visible learning task as you develop expertise.

However, if used purely as an illustrative or teaching tool, the graphic is a shortcut that bypasses praxis (theory married with practice) and application (theory in action).

For one thing, ADDIE is not five main phases in non-overlapping and linear progression. The practical realities of any well-managed ID project should prevent its straight and unquestioned use.

For example, rapid prototyping might see tight cycles of design, development, and testing even before implementation. This not only breaks the linear chain, it also makes evaluation an overarching process that is reflexive and reflective.

Both a beginner and an expert might use ADDIE, but do so differently. ADDIE might be dogma for a beginner; it is a loose and pliable framework for an expert.

Put another way, ADDIE might seem like a good start. The problem is that it can also be a convenient stop if its users do not critically examine each component separately and as part of a whole.

It is one thing for instructional designers to try to summarise what they do with the help of ADDIE. It is another to use the graphic to teach someone how to do instructional design.

I would not presume that abdominal surgery is anaethetise, cut open, dig around, sew up, revive. The surgeon is a professional in whose hands a patient’s immediate future depends and oversimplifying surgery is an insult. An instructional designer is also a professional who has to juggle complex tasks but the returns on these are not obvious in the short term.

ID is not something that you can understand or master over a tweet, no matter how rich and juicy the tweet is. To accept that you can get away with that is lazy thinking. This leads to lazy action and ID, and that in turn to poor instruction and learning experiences.

Please do not oversimplify, misrepresent, or mislead. Not with ADDIE or with anything else.

Oh, and the image is not an infographic. But that is another long story…

In Singapore’s foodie culture, a crowd or queue is a sign of good eat. Following the crowd might be a good chance to take.
 

 
I read the article embedded in this tweet and was reminded why it is not always wise to do what everyone else is doing.

Microsoft’s Skype found out the hard way that following the social app crowd is not a good thing. Instead of leveraging on its strengths or developing something new, it tried mimicking Snapchat. Some users responded by giving Skype paltry ratings at app stores.

I suggest three takeaways that apply to educational technology integration, instructional design, and app development.

Do different
Going with the flow takes less effort than swimming against the current, so this might make sense in the development of curricula, course elements, and applications. However, this might be like doing the same thing as everyone else or doing the same thing differently.

Are you just delivering content and attempting to engage instead of designing to challenge and empower users? Doing the latter is more difficult, but this might be more worthwhile in the long run.

Sense accurately
According to the article, Skype Corporate VP Amritansh Raghav said that the new features of Skype were requested by users. Whether you are head of ICT or lead designer, you cannot listen only to your noisiest stakeholders because they might be a vocal minority.

You may chose to make data-informed decisions, but you need to know how accurate your sensing tools are and if the data are biased.

Needs, not wants
In 1989, Steve Jobs famously declared that the user is fickle [source].

You can’t just ask customers what they want and then try to give that to them. By the time you get it built, they’ll want something new.

Jobs relied more on his intuition than market research. Since most of us are not like Jobs, what can we do?

I say we give the user — or in education, the learner — what they need, not what they want. Being learner-centred does not mean pandering to their desires. It means being focused on their needs and future, not our hangups and past.

One more thing…
The author of the article did not like the garish colour scheme of new Skype. There is an easy solution: Opt for the dark, monotone one in settings.

I am taking a weekend break from ruminating on PSLE2021 [Part 1: An important undercurrent] [Part 2: The Dark Side] [Part 3: Differentiation vs granularity].

It is depressing to think about what we put kids through and to process the piecemeal change that is PSLE2021.


Video source

So I lighten my own mood with a YouTube video that carries important advice.

Instructional designers and teachers can learn something from the online fascination with Taylor Swift’s legs.

If more people seem to be interested in Tay-Tay’s legs than in climate change, what might carriers of the latter and more important message do?

The advice at the end of the video is this: Change tactics from persuasion by guilt to persuasion by charm. No one likes being nagged or told they are wrong.

This does not mean you cannot be critical or point out flaws. It does mean saying the same thing differently, e.g., with wit and charm.


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