MSIDT 525: Instructional Approaches in Learning and Cognition

Hello!

The other course in the second semester of my CSUF MSIDT program (Spring 2015) was MSIDT 525: Instructional Approaches in Learning and Cognition. The university website says that this course “Focuses on behavioral, cognitive, constructivist learning theories, related concepts, and their implications for designing instruction. Develops students’ critical thinking about desirable cognitive outcomes when designing educational experiences.”

The course objectives were (again from the university website):

- The ability to examine learners’ learning preferences and their capacities to organize and coordinate information

- Comparing and contrasting emerging theories of adult learning (andragogy) with theories of how children learn (pedagogy)

- Recognizing the impact of learning theories on the design of learning environments including environments where technology supports learning

The highlight of this class for me was fulfilling the second objective, and to this end I wrote a research paper on Knowles’ andragogy and its application to multimedia learning. This helped me to bridge the gap between theory and application, and components from this paper will be essential in the preparation of my final program thesis and project.

On the fun side of things, I got to work in a small group to author a PowerPoint presentation on learning theory as it applies to online learning. This was probably the most enjoyable group project that I worked on in the program, as the other members were cool people and everybody pulled their weight and respected each other.

And lastly, there were ten discussion forums that the members of Cohort 13 were expected to participate in. These provided a lot of different viewpoints on learning theories and helped to continue building the learning community that was established in the first semester.

Supporting the course was only one main text:

-- Merriam, S., Caffarella, R. and Baumgartner, L. (2007). Learning in adulthood (3rd Edition). San Francisco: Jossey-Bass.

The readings were difficult ( a review is on its way) and in this course it took a surprising amount of time to do everything right. There were no quizzes or exams, and from the course description it may look like there was not a lot going on, but the paper and discussion boards were very involved and we kept busy throughout the 16 weeks of the course.

Thanks for checking out the blog, and next we will take a look at the text we used for this course.

MSIDT 520: Instructional Design Level 1: Issues in E-learning and the Design Process

Hello!
The second semester of my CSUF MSIDT program (Spring 2015) included MSIDT 520, Instructional Design Level 1: Issues in E-learning and the Design Process. The course objectives were (from the university website):
- The ability to recognize and evaluate applications appropriate for designated learners
- The identification of appropriate applications for interactive courseware
- The specification and evaluation of appropriate use of media in interactive courseware
- The development of storyboards and flowcharts for an interactive lesson
- The design and development of a prototype
We did all of these things in this class! Students in Cohort 13 were expected to participate in group discussions, complete software evaluations, complete a prototype project, and write a final research paper. There was also a midterm examination.
Most of these activities were fairly straightforward, but the production f the prototype project had a cool twist. We were asked to prepare all of the documentation for the prototype project, so I prepared objectives, a content outline, a flowchart and complete storyboards for the project. Then all of this documentation was anonymously given to another student to build in Captivate 8, and I reccived another student’s work to program. All of this was anonymous, so there was not chance to ask the developer questions about what their intentions were for the project, so the documentation was crucial. I thought this was a great activity, and I think everybody learned a lot about how important proper preparation is before the actual production of a learning object starts.
Supporting the course were three main texts:
-- Alessi, S.M., & Trollip, S.R. (2001). Multimedia for Learning: Methods and Development (3rd Ed.). Boston, MA: Allyn and Bacon.
-- Reiser, R. and Dempsey, J. (2011). Trends and issues in instructional design and technology (3rd edition). New Jersey: AB Longman.
-- Williams, R.. 4th Edition. (2014). The Non-Designer's Design Book. San Francisco, CA.: Peachpit Press.
I have already reviewed the Reiser & Dempsey book as it was used in a previous course, and you can find a review of it on this blog. A review the Alessi & Trollip and the Williams books will be provided at a later date.
The coursework was not difficult, but it required a lot of time to do everything right. The instructor was actively involved, and the syllabus provided an accurate roadmap for how the course actually progressed. Also, it was good to get more experience with creating a learning object in Captivate. This was probably the most “fun” class of the program, at least so far…
Thanks for checking out the blog, and next we will take a look at the texts we used for this course.