Instructional design tools

At the moment I am engaged in a MOOC on open learning design with a consortium of universities and educational organizations in the UK – really great learning! It is titled Learning Design for a 21st Century Curriculum.

This week we have explored tools to help plan the design of any kind of learning. The tools I enjoyed using are a card pack of learning activities or supports organized in 4 categories based on sound pedagogical principles. I cut out the cards and selected and organized them for a learning piece I am designing for a client.While I had my client’s course sketched out, the exercise of thinking more critically about the design of the course through reflection on the cards and compiling/expanding my thinking in a course map helped to deepen the the course, and allow me to see the gaps, such as entailment guidance for learners.

Once I have reviewed the course plan with my client, I will work on the details of the course (micro-level) using further tools provided by the MOOC instructor, Grainne Conole, and fellow students. The tools are given below.

MACRO-LEVEL INSTRUCTIONS DESIGN TOOLS

MICRO-LEVEL INSTRUCTIONAL DEVELOPMENT TOOL

I find these tools are quite practical and visual and allow for reflection, discussion and amendment to create rich learning.

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Creativity and education: can they coincide?

I recently listened to a talk given by Dave Snowden through the MOOC course, Change.MOOC.ca. Dave is a well spoken man with passion and conviction about cognitive processes. My understanding of the theory he follows is that humans react to cause and effect situations through simplistic, complicated, complex or chaotic thinking drawing on environmental cues, cultural nuances and/or past experiences while always dealing with uncertainty. And he states we react and think differently depending on our predisposition and past experience where our “styles of creativity produce different patterns of behaviour.” I can’t attempt to summarize his work unless I read it more thoroughly.

During his presentation he implied that formal education stifles creativity and innovative thought – one reason he did not pursue a PhD. Having studied the higher education field and spending most of my adult life pursuing formal degrees I have to agree with him somewhat, and I’ll address that in a minute. However, I become cautious when statements are made that negate a particular system to propose another. In my graduate studies we were taught to balance all ideas to build our argument. Detesting something is more an emotional response than an intellectual one. In that way, formal education did provide me with a balanced outlook among other skills.

My sense of Dave’s point about creativity was that freely exploring ideas, visions, and perhaps passionate thoughts would most likely need to take place outside of academia. I think he is right based on my personal experience. In my formal education, I was quite aware of the hoops I had to jump through (requirements, restrictions, supervisory advice and committee approval, and even journal submissions) when developing my work, whether a paper, exam, or dissertation. All through my studies I tried to keep a part of myself and thinking that was mine, though difficult at times. I remember my doctoral supervisor advising me to keep the exploration of ‘risky’ theses for a time when my degree was complete and to see the formal program as a place to learn the methods of deep study and critical thinking. This made sense and I appreciated the advice.

Today, I read and explore as I wish and develop my own thoughts; however, there is a trade-off  – applying it to sensible things, like paid work. Again, I’ve learned to balance my idealism with pragmatism to apply fresh concepts to client’s educational needs. And sometimes clients want their educational products developed into more conventional forms, which I do.

A recent post about informal learning, called the Accidental Learner, nicely supports Dave’s perspective and reflects how we learn outside the formal setting.

Here is how I develop innovative thinking and creativity: