End of Course Concept Map

EDID 6503
INSTRUCTIONAL DESIGN THEORIES, MODELS AND STRATEGIES

Junia Marin 96734542

Original Concept Map

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https://www.mindomo.com/mindmap/7483e 094804b465289b7533259ef9c46

Final Concept Map

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https://www.mindomo.com/mindmap/7ff7 3b90b6af4397938d382e00d82a7d

Changes to Final Concept Map

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https://www.mindomo.com/mindmap/0df85a1 6e29e466c84bba6fb4e479afe

Changes in Presentation
The entire branch of instructional Design had to be redesigned and improved. The initial concept map neglected the following critical aspects of Instructional Design :
Learning Theories Instructional Strategies Merrills Principles of Instruction. Instructional Approaches. Design Theories.

Changes in Presentation
Little adjustments were made to the concept of Instructional Technology. No adjustments made to the earlier concept of Distance Learning. The Original Concept Map had been deficient in presenting the theoretical framework of Instructional Design.

Factors influencing Changes

The need to try and demonstrate the theoretical aspects of Instructional design. The need to incorporate Learning Theories and how they impact upon Instructional Strategies. Understanding Merrills Principles of Instruction and their applications to design. Incorporating the various Instructional Approaches that are available.

Factors influencing Changes

(contd)

The value of the six major Design Theories and their impact on Instructional Strategies, Design Models and Learning Theories. The intended Learning Outcomes that are influenced by The Design Models and Learning Theories selected.

Reflections
Initially, the initial assignment appeared to be a simple and straightforward task. The reality however, proved to be quite different from the expectations that I harboured. Since it was my first foray into using Mindomo and presenting Concept maps, I encountered numerous challenges and obstacles. Many draft maps were lost in cyberspace, probably due to my unfamiliarity with the new software and inability to retrieve them. The map tools that were available, though helpful, proved uncooperative at times to my requests. Finally, the Concept map was uploaded without time references, due to the fear of losing it.

Retrospectively, the content that had been presented in the Initial Map seems almost comical as the course progressed. I had not envisioned the theoretical framework of Instructional Design. Learning Theories, Learning Strategies, Learning Principles and Learning Outcomes were critical areas that were not in my schema at the beginning. I would have argued that they belonged to some Education course as I firmly believed that Instructional Design would have been a different proposition. I had envisioned hours of creating and designing software and applications to be used for Instruction, with little regard for theory.

Indeed, designing and creating are important steps in Instructional Design, however, I now understand and appreciate the critical role that Learning Theory contributes. I am positive that many designers would have shared the same misconceptions that I had. It is absolutely essential that developers of educational or learning materials, be exposed to the fundamental theories that support instructional Design. The many branches of the new concept map could be even further meshed together as they are all intricately linked. Reiguleth (2009) states that there is a need to move beyond isolated instructional theories to developing a common knowledge base for instruction that willmeet the needs of the information-age paradigm. (p. 398)

Although I had not accurately predicted the different facets of Instructional Design, my understanding of the topic has broadened and incorporates much more than I had even contemplated. These theoretical tenets are all important to effective and systematic design.

References: Reigeluth, C & Carr-Chellman, A. (Eds.) (2009). Instructional-Design Theories and Models. Volume 111. Building a Common Knowledge Base.U.S.A:Routledge.