Remote Possibilities: Likely Instructional Learning by Lauren

This week I appreciated the tying of the ongoing theme of these articles regarding the field and how it is taught and what it produces to professional identity development. Tracey in Chapter 12 discussed not only how an ID can design from a place of self integration as a valid and effective method of creating designed solutions to educational needs, but also how that same approach can work to help students learning and training to become IDs find and center their ID professional identity foundation. She uses readings from Nelson and Stolterman, 2003 to back her up saying "Those who view design from this lens [the lens outlined in the first paragraph p.93 as counterpoint to model or process learning], and who study how it occurs in practice, present design not as a smooth systematic process but instead as that designer's values, belief structures, prior experiences, knowledge and skills, and approach to design affect the final outcome" and later adds "Developing a pro

A (very) Brief History of Design Created above is a short slideshow made with the intent to broaden some of my understanding and background knowledge regarding design beyond the educational design space. I found that Google Slides was a convenient tool for the different modalities I prefer to use when self-educating, but also in educating others.  I like how slides allows me to cross pollinate an idea or concept with video, image, text aesthetics, graphs, and pre-provided layouts to build a cohesive but also unique learning experience. I struggle with Google Slides because there is not really any feature that can be embedded that a viewer can interact with. These sorts of tools must be sought elsewhere. It seems strange to me that I cannot even embed another Google product however (other than image from Google Photos).  I know this was a preferred tool used by teachers during the pandemic, and I think Google Slides (and Powerpoints generally) have a great potential to shift into the A

The video below is meant as a basic tour of the gradebook in Elearning for new TAs or TAs who need a review. It's intent is to supplement an larger Elearning course meant to facilitate TA's as a reference and guide for how to grade a course, the different tools they have access to, and when to seek outside help. The video takes TAs through the basic layout of the gradebook, and toggles between the two crucial screens in gradebook management. It mentions some of the symbols used in Elearning to make grading more convenient, and refers TAs to the screenshot embedded on this page. The screenshot below was developed with the intent to supplement the above demo tour through the gradebook in Elearning. It illustrates symbols that are referenced in the demo and details further how they can be of use to the TA grading tasks. Assignment:  For your Screencast video: Come up with a fairly basic (I’ll let you judge) computer-based task that you would want to demonstrate as part of a less

The opening points of chapter 9 Visscher-Voerman layout a structure for a learning program for an ID that are grounded in the idea of a T shaped professional. A cursory review of the concept of a T developed professional says that this model was developed by a design consultancy company in relation to recruiting practices and how to seek out a professional. I thought it was interesting in the Wikipedia article that there are a number of other letters and symbols that have been developed in relation to professional identities, and in being made aware of this it caused me to feel very appreciative of the way Tracey's rejoinder pointed out that before we whisk ourselves into a predetermined assumption of what directions to develop identity, it would be valuable and important to contextualize the process before sending us into the world to try and match ourselves to it.  I find myself more invested in a situation in which I am not only being given the tools, but also the intended purpo

  Prompt: Chapters 7 & 8 both focus on the preparation of instructional designers. These two in particular focus on "design" and how to develop expertise in this area. What do you take away from these discussions as it relates to your own learning in this field? [Edited for clarity] The first thing that jumped out at me in chapter 7 was that Fortney and Boling had moved beyond what was presented in chapter 1 of the textbook; taking it as a given that multidisciplinary methods and processes of Design were a given approach to the work of ID. "I believe that the education of instructional designers needs to first emphasize the thought processes involved in design in general before tackling the specific nature of instructional design problems." (Forney, p 57, emphasis added). This is a large leap from the call in chapter 1 that was making a case for the concept of design to be used and considered at all. This same thing happens in chapter 8 when Smith asserts that

  Baking Party Playlist The above document is the product of a collaborative approach to playlist creation and vetting for a shared event among friends. Using Pi.AI to generate a list of musical suggestions, my co-doc editor Lin Zelaya and I worked together to vet and annotate the list provided by the AI chatbot.  The collaboration was key in making sure the list was brought into a usable form. The collaborative features of Google Docs also allowed us to enjoy conversation and real time task completion and allowed us to work together using process and creativity to reach a finalized playlist. Google docs embedded in Blogger is clunky, and finding setting that allowed review of both our work and chatter proved a bit finicky. Ultimately, while the doc collaboration was a creativity boosting exercise, trying to get the different tools to work with one another was a challenge.

 Lesson Plan: Objective: To introduce adult learners in a course about Climate Adaptation, Morality, and Justice: Starting Where Your At using Google Maps to help them create a road trip to become a tourist in their own state as well as a way to emotionally connect them to the natural world available to them. The creation of the map will create a foundation of care in students for future class discussions surrounding the new climate morality. Considering, grappling with, or answering questions like: - How do we balance the different mentalities around climate change and our responsibility or values within that larger discussion? - What is the balance of caring for our natural world while also being a unavoidable (for now) participant in its continued disruption and destruction? - How have our perceptions shifted? How can they continue to shift to achieve the kind of sustainability that will allow us adaptability? The stops on the map below illustrate how students will plan a road trip

  In reading these chapters together it was difficult to separate the topic of the first from my read of the second. Though I think both topics need to be looked at individually, I also thought that the way chapter 5 impacted my reading of chapter 6 was interesting to consider. In large part because the way that Molenda described ISD and made a case for it I was extremely put off by. The explanation Molenda provided in the history and purpose of ISD as having its "first root ... in the US military" and that the resultant idea stemmed from looking at a problem as a deconstruction of process starting at the end result and moving backward while trying to use the entirety of a situation to develop the system that will accomplish the end result. When it is a person developing or acquiring skills through this method this is what Molenda identifies as "the systems approach." I intentionally site the result of the "systems approach" as a method to successfully des

well now... I have recorded a podcast Likely Learning Episode 1 Here there be  dragons. ❤

In my comment last week I was trying to suss out what the 'stakes' of instructional design were, if the argument is that design is a need and not a privilege, and also that design is a need. In this weeks reading I appreciated that it more clearly focused on what those stakes could be through the lens of what instructional design could bring to the table in terms of educational design.   Wilson introduces the term 'principled resistance' as a response to "certain ideas that are seen as negatively impacting the profession" (p 27). And while I think the way he qualifies heavily by using the 'certain' and the 'seem' padding in his statement (illustrating what he later cops being what he terms a 'limited radical') I appreciated his use of the term for the way it makes space and acknowledges that radicalism is not synonymous with a lack of intention or that it is simply an act of unstructured rebellion. I also appreciated Martin's cautio