When looking at the readings we were assigned the past 3 weeks, I realize that instructional design and technology can be integrated into various setting. In chapter 18 it gave a description how instructional designers (ID) work in a business setting. Chapter 21 discussed the role that an ID plays in grades P_12 and chapter 22 the role they play in higher education setting. Although the ID role differs in all the setting there where at least two similarities I found with them all.
The first similarity I noticed in the various setting is that the ID is part of team. In today society team work plays an important role when trying to accomplish a common goal. In the business sector an instructional designer (ID) could be the sole designer, a consultant or a team leader. In the P-12 setting the ID is usually responsible for designing instructional systems that help to improve learning and performance. In higher education settings the ID helps to facilitate distance learning programs or faculty development. Although an ID is used differently in these various setting they are all part of a team. My school district lacks in the area of team work. My district holds a monthly school improvement meeting and monthly district-wide professional development meeting. However, the meetings are not used to encourage team work. They usually consist of listening to seminars on how to implement a new idea. Team work must be used if a district is to be successful in enhancing learning opportunities for students.
The second similarity is the process in which they use to accomplish the goal. When reading all three chapters, I noticed that the ID’s used some form of the ADDIE process. ADDIE is a systematic process. In order for one to successfully complete a project or start changing a program that already exists there must be some form of a systematic approach. In my school district this is our major problem. When implementing a change it seems as if the change is not thoroughly planned and far from being systematic. The analyzing and designing process is normally not done by the district where the change must take place. These processes are usually done by the state or government. Then the board of education and principals develop the plan. Teachers, who play the most important role, are only part of implementing the change which some are usually resistant to change. Then the state or government subject district to standardize tests which are used to evaluate the change in an effort to see if was successful. The community as you see is totally left out of the entire process. Using this type of process usually result in failure. If more business and districts learn to work as a team and use a systemic approach, I believe success would be inevitable.
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3 comments:
I agree with you, and want to let you know that almost everything you stated is exactly how I felt about the last school system I was in. Teamwork is an essential task to get things accomplished (and notice it fits at all levels of ID) and in many school systems it is tough to have good teamwork skills because there are so many levels, departments, and it seems that each classroom has it's own identity.
Commenting on the second half of your reflection, I have seen very similar problems at many districts. It seems that often times the end goal is not established and set before the changes begin. Instead there is a general problem and they start trying to change the problem without knowing exactly what they expect to be the end result.
Anyway, that's just my two cents, but wanted to let you know that I totally agree and have seen similar things happen.
How true. I think that is a big part of what is wrong with NCLB. The teachers were left out of the design process but are made to implement it. Coming from a business enviroment to teaching, I can tell you that the same thing happens in business. The employees that preform the jobs day in and day out are left out of the design process so many times the job becomes harder instead of easier, more productive.
In your comment, you had the two different similarities and I agree with you on both. In my school district, the administration hopes that everyone will work together and have teamwork, but there are problems. There are a few administrators that when groups strat working together, they put the different groups against each other. So teamwork is something that rarely happens my school.
The second similarity was that there has to be coordination between different groups. I have seen when the administration creates a 'grand plan' for the district and the teachers have to implement it, but there is little support. Teachers feel unappreciated and over worked while the administrators look on and comment on the progress.
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