Remote Possibilities: Likely Instructional Learning by Lauren

Design Document 🍃 Tech Tool Deliverable Link: Course Slides Target audience – who are the learners? Describe them in detail.   City community members ages 16+ who have an interest in developing an awareness or action-oriented approach to their climate friendly identity. This course would be offered through a public library; community college community enrichment program; or city recreational department. It could also be adapted to being enacted in a religious community, social activist/justice alliance group, NPOs with a mission aligned with climate action, senior centers, or any other community-minded organization. The contextual intention here is a course that adapts the learning objective to the human experience as folks are comfortable living it in the spaces they feel socially secure and affirmed. It seeks to meet learners who are looking to extend their participation and experiences in the world around them in relation to climate action awareness. A broad defini...

Course Slides Course Population Target: Community Members (teen and adult learners) Learning Outcome Using Google Maps and Slides reflect in writing, art, and conversation on experiences that explore one’s personal identity as climate-friendly. Specifically in the realms of place identity, connectedness to nature, environmental self-identity, and social identity. Plan: Use the provided Map to pick 4 field trips on Google Maps (1-2 climate related events for place and social identity, 1-2 connectedness to nature) - reflect on each experience in the Maps atmosphere or your Google Slide page Find 1 environmental organization off of a provided list to attend a meeting of and explore the website of. Post a picture of attendance or proof of participation to the shared Google Slide with your name on it. Identify one climate change question or hesitation that you have or have encountered and reflect on what feelings these bring up and how you might address them Share one climate-friendly pract...

 A few things that jumped out at me reading chapters 23, 24, 25 are some of the common themes that have appeared throughout the textbook.  The profession of Instructional Design has to define itself and set itself apart as a profession and not a cottage industry that anyone can jump into. It is at risk of, and actively experiencing, encroachment from theories developed in industries with different intents and goals than education typically has taking over the guiding ethos of how the technology is designed and implemented. The educational system as it is (particularly at the K-12 level) has significant issues that cannot be solved with layering more things on top. Some feel that this can be overcome with enough intention, time, and careful implementation. Some feel that it is not realistic to approach it as a problem to be solved, but a reality to be designed in conversation with to try and improve what is where it can be improved.   What I see in these chapters is ...

"The ecosystem that is developing around the ideal of preventative health care should serve as a model for the design and development of an educational care system." (Savery, 167) I wish the author had gone into more detail or listed a reading to showcase what they meant about the ideal of preventative healthcare. It is difficult for me to see anything related to healthcare in this country as aspirational. Particularly I struggle because at the level most of use receive preventative healthcare there is very little other than expected autonomy being supported. Perhaps if I consider the ways cancer treatments have progressed to (for the privileged) being administered based on looking at genetics and developing a highly personalized plan where applicable. Though, it is one thing to have such literally microscopic personal details being used to guide what's a most effective way to treat someone, and quite another to imagine that in an intentional learning plan.  I wonder wh...

via GIPHY   Welcome to Teams - a tiny primer Late Impressions: Using Articulate was something of an eye-opener to me. I have used a course builder software that developed from an open source product into one that is now profit based, and it is far clunkier than Articulate. I have also seen other people online who have created courses and felt wowed by their ability to design such stream-lined and visually pleasing experiences. Seeing that a lot of what I considered WOW factors are now WYSWG type building experiences in this product takes a lot of mystique out of how people are able to do that and the skills it actually takes, versus the ones I was making assumptions it took. With that, I felt a loss of personability within Articulate. It felt like I was being inducted into the Adobe brand over promoting the content I was creating my course for (admittedly still a large brand, lol). It was not hard to pattern a course after one of the templates, or to fall into the writing tone pro...