Framework

Constant evaluation

Once I started the Instructional Design program at George Mason, I was struck by the similarities – the parallel paths – with the principles of project management. Both disciplines require rigorous requirements. What I've learned is the most important aspect is constant evaluation.

I first studied the ADDIE methodology in EDIT 705 and was intrigued by the cycle: Analysis > Design > Development > Implementation > Evaluation. As we studied the concept, I looked at all the different ADDIE diagrams I found on the Internet, and how the labels changed between business processes > software development > shipping and delivery.

I believe one aspect of ADDIE is greater than the others, in part, because it's part of all the others: Evaluation. Yes, evaluation is the natural consequence of implementation, and successful evaluation starts off further analysis. But evaluation is a part of analysis, part of design, part of development and implementation. Evaluation is part of micro- and macro-management in all phases of the methodology.

Constant evaluation within the phases saves an additional cycle for small mistakes.

EDIT 701

Constructivism

From the first day, I believed this program could instruct me in new methods and strategies to engage on-site museum kiosk visitors and online web users. Here, on my last day, I still believe Constructivism — with heaping portion of collaboration — is the best way to teach and learn in this new online world.

Jay Cross said in Designing a web-based learning ecology, “I will call the environment of informal learning a learnscape … A learnscaper strives to create a learning environment that increases the organizations longevity and health, and the individual learners’ happiness and well-being. A learnscape is a learning ecology.

“It’s learning without borders.”

During the second half of this program, I was most interested in how to transfer and encode information using Constructivist methods. Can scaffolding occur if a mentor is not present, but available … online? Can a website or museum kiosk successfully embed information in a product so the user can take charge of their own learning? Will a user be attracted to online experiences without traditional educational methods in place? Are they willing to figure it out for themselves?

I think the answer is a resounding yes, and I cite two examples: Dr. Sugata Mitra placed a touch screen computer in a mud wall in India. It had broadband Internet access, presented a browser in English and had no instructions. Mitra observed and reported that groups of children were intrigued, created complex learning strategies and together learned some English and found a new world. My 6-year-old daughter spend 20 minutes by herself with my new iPhone, and taught herself how to take photos, view them and connect to YouTube.

The single, most important strategy I learned was the Zone of Proximal Development. In the ZDP, Lev Vygotsky asserted the concept measured the difference between what a learner can do without help, and what they can do with help. In the ZDP, I see a little magic, which builds confidence in the user. Without that confidence, the user cannot advance to the next step. I think the vast information available online with broadband access and intuitive design makes the web the very next classroom for adults and students alike. I see the classroom filled with peers collaborating in real-world, real-time contexts. I see learners taking control of their own learning, setting their own objectives and broadening the "learnscape."

I'm thankful that this program has taught me new strategies to work online with Constructive methodologies.