Discussion Assignment Instructions (57)

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University of Phoenix *

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610

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Civil Engineering

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Apr 3, 2024

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EDUC 633 D ISCUSSION A SSIGNMENT I NSTRUCTIONS Discussion are collaborative learning experiences. Therefore, the candidate is required to provide a thread in response to the provided prompt for each discussion. Each thread must be at least 400 words, demonstrate course-related knowledge and be supported by at least two scholarly sources. Citations and a reference list are required in current APA format. In addition to the thread, the candidate is required to reply to 2 other classmates’ threads. Each reply must be at least 150 words. Submit your thread by 11:59 p.m. (ET) on Thursday of the assigned module: week, and submit your replies by 11:59 p.m. (ET) on Sunday of the same module: week. Use the assigned reading and at least 2 other sources to discuss the definition of Instructional Design. Instructional design has many definitions, making it difficult for some to understand the job. One of the definitions from the reading material is simply the physical means by which instruction is presented to learners or using a systematic design process and technology to create education (Reiser & Dempsey, 2017). One of the statements I have heard over the years working in education is that instructional designers make modules pretty, when so much more goes into what they do. During the pandemic, when online classes were more common, the instructional design field began to expand because the need was higher than ever. The universities that had fully staffed instructional designers worked to shift in-person learning to online ( Guppy, N., 2022). An instructional designer will work with the subject matter expert with any content the instructor has to create learning materials based on the audience. I currently work with medical school students so a module I create for them will look very different compared to K-12 schools. Creating a module or course is not instructional design, it involves different processes to ensure the students are learning. Instructional designers will work with instructors or subject matter experts to ensure the correct assessments are being completed to ensure the student understands the content. Many modules will have to be tweaked based on how students are doing and if they are learning from the module. With blended or online classrooms specifically, instructional design can make a world of difference in self-directed learning. Many instructors who create modules may not be creating the module from a student-centered point of view, which is why having an instructional designer is very valuable. Creating engaging content and then having discussions with students is proven to show an increased understanding of the material (Adinda, D., 2020). Instructional design is essential for all businesses. No one enjoys completing the corporate modules everyone completes when they start a new job. Instructional design assists in using various applications and technologies to make content more innovative therefore, the students are more likely to learn from the module if it keeps their attention. Everyone learns. Differently, therefore many instructional designers will use the Universal Design for Learning which accommodates the needs of all students by providing the same content in various formats to cover those who learn differently. For example, with hand washing, students could watch a video, complete a quiz, then demonstrate washing their hands in front of the instructor or upload a video of them completing the activity. This gives the learner multiple ways to learn the same activity.
EDUC 633 Reiser., R., Dempsey, J., (2017). Trends and Issues in Instructional Design and Technology. 4 th Edition. Pearson. Adinda, D., & Mohib, N. (2020). Teaching and instructional design approaches to enhance students’ Self-Directed learning in blended learning environments.  Electronic Journal of e- Learning, 18 (2), 162-174.  https://doi.org/10.34190/EJEL.20.18.2.005 Guppy, N., Verpoorten, D., Boud, D., Lin, L., Tai, J., & Bartolic, S. (2022). The post ‐ COVID ‐ 19 future of digital learning in higher education: Views from educators, students, and other professionals in six countries.  British Journal of Educational Technology,  https://doi.org/10.1111/bjet.13212
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