Case Study and Peer Responses
| ← Education | The Walls that Restrict Our Thinking Process → |
Discussion Post
Case 1: Designing Learning Experiences for Middle School Science Teachers
2. Describe the importance of matching delivery mode, media, and instructional techniques to client and learner needs.
In my opinion, Clifford should conduct a preliminary research, taking into account Dr. Oakes’ needs and learners’ expected results. For the consistent delivery mode and media, the customer should mention specific criteria for the project, such as course objectives, and scientific issues in question. It is relevant to combine different media within the structured constructivist course, including experiments, blogs, open discussions, and educational videos (Ermer & Cennamo, 2014). Due to this, learners will get various options for scientific reasoning, thinking, and communication skills of their students. Instructional techniques should be flexible and comfortable for learners, who will be able to explore science teaching issues independently.
Response to Classmate 1
Question 2 Discussion
Case 1: Designing Learning Experiences for Middle School Science Teachers
Describe the importance of matching delivery mode, media, and instructional techniques to client and learner needs.
A huge difference between the instructional designer and his client’s attitude to learning process prevents designing the project. Syed’s idea of combining traditional and constructivist approaches within one framework is relevant. For example, in the process of training, both teacher and students should learn and share the obtained experience. For this reason, criterion of single right answers should be avoided because every student comes to their own conclusion or finds their own solution, even if it is erroneous (Ermer & Cennamo, 2014). In any way, this is the result of thinking process and experimentation.
Response to Classmate 2
Question 4 Discussion
Case 1: Designing Learning Experiences for Middle School Science Teachers
What strategies did you see the instructional designers in your case use to gather and develop instructional materials for their project? What key takeaways did you gain from learning about some of the issues related to this part of the process?
According to the rationale in the post, instructional materials in the course should be well-balanced, flexible, and maximally informative to meet the needs of the client and her target audience. Coffin should design several sample lessons with different media types and delivery modes prevailing for Dr. Oakes’ estimation. As noted in the post, different teaching philosophies can be used. I also think that these lessons can be dedicated to various sciences, such as chemistry, ecology, or physics, to verify practical efficiency of the selected instructional techniques and content under discussion. Learners’ progress should be estimated at different stages of the course for estimation of their motivation and practical efficiency. Lastly, it is reasonable to suggest that the educational materials should be based on both constructivist and traditional teaching to meet needs of experienced and innovation-active pedagogues.
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