Analysis of Literature Review

About three years ago I began providing blended learning opportunities for students in both 1st and 2nd grade.  I began researching best practices for implementing online tools as part of my daily instruction.  I have since become more aware of TPACK and the SAMR model and continue to think through those frameworks as I design online instruction.  As I’ve conducted research around a variety of instructional design models I’ve realized this is a piece I need to be more cognitively aware of as I design online instruction for my students.

I have been able to identify trends, implications, as well as some recommendations based on notes provided by our class after reviewing a variety of literature pieces around instructional design.

Trends:

As I looked through the research for popular trends in the articles read by students within our class, I found that creativity and engagement continue to be trends in online instructional design just as it is in face-to-face instruction.  Good teaching is still good teaching even when applied to online instruction.  Instructors need to continue modeling, providing time for practice, assessing, and making changes in instruction based on these assessments.  These instructors also need to be creative in their instructional design in order to keep students highly engaged.

Image Credit: worldteacher-andrea.blogspot.com

Earlier this year I attended a conference where Dave Burgess presented his idea of “teach like a pirate”.  His philosophy has roots in being creative and continuously engaging students.  As online instructors use the mentioned instructional design frameworks to design their instruction with a mix of “teach like a pirate” I believe we would have high student success.  The research supports the success of using instructional design frameworks that encourage creativity and highly engaging activities.  Check out Dave Burgess’ website here

Image Credit:  3rdgradethoughts.com

Implications and Recommendations:

According to the research, there is still little research around the use of blended learning opportunities for higher education.  The research also implies that effectively using any of the instructional design frameworks such as the ADDIE model, Universal Design for Learning, Merrill’s First Principles support student success.  These models can support instructors in designing effective online instruction for learners in higher education.  

As we move forward with online learning in higher education instructors need to make changes to their instructional designs by taking of advantage of an instructional design model that best fits their needs as they redesign their instruction.  Even though good teaching is good teaching whether face-to-face or online, the instructional strategies look different and many times these instructors struggle keeping online students highly engaged.

As an instructor that provides online learning opportunities for my students, I look forward to using a mixture of these models as I redesign instruction for my students.  I also believe participating in online classes as a student with an amazing professor has been a fantastic model for strong online instruction!

ADDIE, UDL or BOTH!

As I’ve engaged with multiple instructional design models I’ve been able to relate to all of them in one way or another as I think about my personal instructional methods.  The Universal Design for Learning framework and the ADDIE framework are both very new to me, but I feel that I can relate to these two models the most out of all the instructional designs we are studying.

The ADDIE framework isn’t a linear process, so this gives instructors the flexibility to work through each part of the framework that best fits their needs.  I fully support each phase of this framework, however, I feel that this framework is missing some very important pieces to effective instruction.  This framework doesn’t mention the importance of engagement.  An instructor could spend a tremendous amount of time in these five phases and the instruction would mean nothing if learners are not engaged in their learning.  ADDIE needs to have an extra E. . . ADDIEE!! I also believe this framework doesn’t specifically address the need for collaboration and communication which is such an important skill to learn as we prepare students for college and/or a career.  I realize this could be included in the design of the course, but I like how the Universal Design for Learning Guidelines include engagement, collaboration, and communication as part of the framework.  

I also love the Universal Design for Learning Guidelines.  I believe this framework would be a great way for beginning instructors to ensure they are providing strong, effective instruction.  I don’t believe this framework encourages the reflective piece that is found in the ADDIE framework.  It is so important to think through why you are doing what you’re doing.  The ADDIE framework encourages analyzing and evaluating course instruction.  The UDL guidelines address the need for reflective practices for the student, but not necessarily the instructor.  I also like how the ADDIE framework has the instructor think through the goals and learning objectives, and these important aspects of effective instruction are not mentioned in the UDL guidelines.  

For me, I feel that I follow the ADDIE framework as I think through and design instruction for my students.  I feel that I follow the UDL design more closely when I am actually designing and developing course material and activities.  However, both of these instructional frameworks are missing the idea of starting with the end in mind and designing acceptable evidence before starting instruction! :)  We need the Understanding by Design framework mixed in here as well!  Looks like we need a new framework with a whole lot of letters!

Universal Design for Learning

This is the first I have learned of the three UDL principles and the guidelines and I can definitely see how this framework would lend itself to great instruction.  I feel that I follow some of the guidelines on a regular basis, and other guidelines that need to be improved in my daily instruction.

Guidelines	My Instruction
Multiple Means of Representation	Teaching elementary school really lends itself to multiple means of representation.  We are always looking for ways to reach and teach every child.  We use songs, manipulatives, videos, games, etc. in order to teach a variety of skills.   We also spend lots of time building background knowledge in reading and our math curriculum is set up in a way that it builds off prior knowledge.   I feel that I can grow in the area of addressing patterns, critical features, big ideas, and relationships.  Sometimes I get so focused on what I’m trying to teach that I forget to think of my instruction in a broader context.
Multiple Means of Action and Expression	As a blended learning classroom, I have been able to provide instructional materials in a variety of ways.  I usually model activities, work through activities with them, and then provide them opportunities to show their understanding on their own or in a collaborative group.  Through the use of data notebooks I have been able to guide appropriate goal setting and manage progress monitoring.
Multiple Means of Engagement	Through the use of gamification I have been able to provide student choice and eliminate threats and distractions for students by allowing them to work at their own pace.  Gamification has also allowed my students to work toward mastery of standards instead of just getting a grade.  They were able to resubmit work samples until they were able to show mastery of the skill.  Gamification gave my students the opportunity to be responsible for their own learning.  I need to give my students more opportunities to reflect and self-assess.

I strongly believe in the power of engagement!  I had a friend who recently shared a blog post with me about the levels of engagement.  Check it out here. When I first started teaching I had very well behaved students. I realize now that I was running a Well Managed Classroom (see below). I continue to strive for the Highly Engaged Classroom. We all know that our students come to us on different levels and with different interests, so this is a challenge. . . but a challenge I enjoy thinking through every week at planning!