Running head: REFLECTION PAPER

Reflection Paper
Kareka N. Chavis
University of Wisconsin-Stout

EDUC 765- Trends and Issues in Instructional Design

Nicholle Stone
October 16, 2015

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Reflection Paper

The world today is very fast pace as it relates to technology. In order to reach students
and engage their interest, educators need to think of innovative ways to progress learning. Using
different media tools to engage learners is a great way to involve students in their own learning.
In Kozma's article "A Reply: Media and Methods," (1994) he speaks about how media and
methods can influence learning and use each other to create a functional learning experience (p.
11). He believes that educators should work together to figure out how students use media to
advance their learning.
Along the way I believe I have made decisions to better serve my students. Learning how
to effectively design learning for students is a huge task, but I have learned through this course. I
made decision about goals and objectives that can help student in the projects I design. I believe
in order to have a successful workshop or presentation, you have to have motivated learners who
which to participate. I enjoyed using Blooms Taxonomy. The verbs were specific and straight to
the point in describing what students would be learning. One of my favorite learning theories
Myers-Briggs Theory of Personality Type which examines how individuals orient themselves to
the world around them and how they take in information from their environment. I believe the
task analysis and learner characteristics affect the learning theory, by supporting the workshop
with specific detail and goals.
In designing the workshops for students, I would use a mix of audio, visual, and text.
These mix media methods will help me to deliver sufficient instruction to students. Audio is a
great way to provide learners to relate to what is being taught in the workshop. Audio is more
effective when the topic is simple, concrete, and has little structureYou can use audio to gain
attention, give feedback, and give direction (Fenrich, 2005, p. 99). When using visual aids I

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would be able to draw the students in by creating images that will appeal to them and be specific
to the topic areas of time management, procrastination, note-taking, and reading effectively.
You can use visuals for identifying objects, classifying objectsand helping make abstract
concepts concrete (p. 100). The use of text will provide the students with information,
directions, and details for instruction. Text is especially effective for verbal skills such as
describing, listing, and naming. With proficient readers, verbal information can usually be
learned faster with text than other media (p. 99). Audio, visual, and text are great tools to use
when creating a workshop that can benefit students immensely. It is important to understand that
students learn differently and also remember things differently as well, so as an educator it is
important to find out what works best for each student. To assist learners in transferring
information from their working memory to their long-term memory, we need to present the
information in such a way that it reduces extraneous cognitive load (non-relevant items) and, if
possible, increases germane cognitive load (items that assist with information processing)
(Guyan, 2013).
I believe it is important for students to have an active role in their learning, as well as
learning to work in groups. It would be very beneficial to have group workshop sessions. One
method that could get students involved with their own learning is to create learner interaction
through group collaboration. I believe when students interact with one another and have a
common interest (i.e.: understanding assignment) they are willing to be more open to the
learning process. "Classroom interaction provides learners with opportunities to receive
comprehensible input and feedback from their interaction partners and to focus on their own
linguistic output. This occurs in a collaborative environment in which learners attempt to
communicate clearly, understand, and be understood (McKay & Schaetzel, 2008). In providing

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audio, visual, and text resources, I want to make sure I meet the needs of all learners. I want to
make sure that the students have all learning resources that will supplement the learning concepts
they will be learning in the workshops.
It is always important to make the decision of the designing process, instructional plan,
delivery strategies before the content is developed because it helps lay the foundation for the
instructional design project. To ensure that learning takes place, it is important to have delivery
strategies to display how that learning will happen. It is important to have an instructional plan
and delivery strategies before developing the content because you have already identified the
problem areas and then can implement strategies to solve the problem. In order to be successful
in creating a plan and selecting strategies, it is important to know the audience and the problem
area. Planning and selecting strategies provides a map for giving instructional designers the
chance to see what the learners need and how to deliver the information.
Throughout this ID course I have learned a lot about different theories to employ when
designing learning for students. I feel that I have grown immensely in my thought process of
creating goals, task analysis, and objectives. I believe through this course I have learned
techniques that can continue to help me in becoming an instructional designer and delivering
effective eLearning or design to learners.

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References

Guyan, M. (2013). 5 ways to reduce cognitive load in eLearning. eLearning Industry.

Retrieved from, http://elearningindustry.com/5-ways-to-reduce-cognitive-load-inelearning
Fenrich, P. (2005). Creating instructional multimedia solutions: Practical guidelines for the real
world. Santa Rosa, CA: Informing Science Press.
Kozma, R.B. (1994). "A Reply: Media and Methods," from Educational Technology Research
and Development, volume 42, issue 3, pages 1113.
McKay, S., & Schaetzel, K. (2008). Facilitating adult learner interactions to build listening and
speaking skills. CAELA Network. Retrieved from,
http://www.cal.org/caelanetwork/resources/facilitating.html