ISLT 9471 - Instructional System Design
Course Description:
Designing learning experiences for professionals is very different from lesson planning for K–12 students. Learn to analyze professional development needs, select appropriate instructional strategies, translate those strategies into products, and evaluate the quality of your work. The ISD approach produces quality training programs, whether you work for a multi-national corporation or a local school district.
Designing learning experiences for professionals is very different from lesson planning for K–12 students. Learn to analyze professional development needs, select appropriate instructional strategies, translate those strategies into products, and evaluate the quality of your work. The ISD approach produces quality training programs, whether you work for a multi-national corporation or a local school district.
Reflection:
This course was nothing short of a quest! I went in knowing nothing about Instructional Design and as a Child Life Specialist I had never been exposed to this type of teaching method. Within the first couple of weeks and discussions I realized that I knew a little more than I thought and was eager to adapt, expand and put a name to what I had been doing already in my career.
The first understanding that I gained was Backward Design. In that lesson we spoke of teaching and assessing to understand. With child life teaching the end goal is always to understand. If a patient doesn’t understand what we are teaching them we run the risk of them having issues from not cooperating for a procedure to having lifelong issues with traumatic stress. Understanding is key for delivering a design for medically fragile pediatric patients.
The second understanding that I gained was that I have the potential to be the change agent . We spoke of identifying roles and responsibilities and analyzing needs and how important it is to adapt instruction to meet the needs of the clients/ population served.
The third understanding that I gained was how to successfully put together a project of this caliber. The Virtual Reality in the Classroom project was a massive undertaking. Breaking down the jobs, breaking down the sections, discussions and compromising were life long skills that I will use for the rest of my career. Within that understanding I also learned a lot about being a project manager and how to balance not only managing a project but also being a major contributor. It was interesting to get an inside look and form relationships with the team all the while supporting them as we completed this together.
I envision putting into practice what I have learned. I hope to share the concepts with the child life team on techniques we can adapt to use in practice. I learned a lot about virtual reality while working on the project and hope to adapt VR in the classroom to VR in the hospital. I have spent my career translating and modifying information into a language that children can understand and feel that adapting this program will provide a wide variety of learning opportunities for children undergoing medical treatment. This class gave me knowledge that will help me improve professionally and I am looking forward to sharing this advanced skill-set with my colleagues.
This course was nothing short of a quest! I went in knowing nothing about Instructional Design and as a Child Life Specialist I had never been exposed to this type of teaching method. Within the first couple of weeks and discussions I realized that I knew a little more than I thought and was eager to adapt, expand and put a name to what I had been doing already in my career.
The first understanding that I gained was Backward Design. In that lesson we spoke of teaching and assessing to understand. With child life teaching the end goal is always to understand. If a patient doesn’t understand what we are teaching them we run the risk of them having issues from not cooperating for a procedure to having lifelong issues with traumatic stress. Understanding is key for delivering a design for medically fragile pediatric patients.
The second understanding that I gained was that I have the potential to be the change agent . We spoke of identifying roles and responsibilities and analyzing needs and how important it is to adapt instruction to meet the needs of the clients/ population served.
The third understanding that I gained was how to successfully put together a project of this caliber. The Virtual Reality in the Classroom project was a massive undertaking. Breaking down the jobs, breaking down the sections, discussions and compromising were life long skills that I will use for the rest of my career. Within that understanding I also learned a lot about being a project manager and how to balance not only managing a project but also being a major contributor. It was interesting to get an inside look and form relationships with the team all the while supporting them as we completed this together.
I envision putting into practice what I have learned. I hope to share the concepts with the child life team on techniques we can adapt to use in practice. I learned a lot about virtual reality while working on the project and hope to adapt VR in the classroom to VR in the hospital. I have spent my career translating and modifying information into a language that children can understand and feel that adapting this program will provide a wide variety of learning opportunities for children undergoing medical treatment. This class gave me knowledge that will help me improve professionally and I am looking forward to sharing this advanced skill-set with my colleagues.
Course Artifact:
VR 5 - Virtual Reality in the Classroom
VR 5 - Virtual Reality in the Classroom