The first article presented information on how the Interactive Whiteboard (IWB) functions. The interactive board allows students to interact with what is being taught and provides hands on approach for faculty demonstrating new software or website to a class. It allows faculty to write on web pages, documents and images. The IWB also allows one to save or take notes during a lecture. This technology is a great tool for classroom instructions as well as conducting training sessions as, it is interactive and enables faculty to interact directly with the image one is viewing. Students are also able to watch and listen to the teacher at the same time while they are learning the software itself. This tool can be used to cater to the different learning styles and needs. (Jim Makenster, Associate Professor of Education)
This site can be a useful one to the instructional designer as it demonstrates how to use one of the latest technologies in the classroom. It gives valuable information on its usefulness and this board can be used both as a classroom tool and training for the corporate world. The site also offers various links where these boards can be purchased.
In the second article the writer makes reference to the importance of Instructional Designers having knowledge of foundational theories, assumptions and philosophical traditions in order to provide the best designs for instructions. These according to Christensen (2008) “helps later when it comes to designing the instruction, but also serves as a guide for deciding how to analyze the learning tasks or content and how to assess learning”.
The writer made reference to Smith and Ragan (2005) three reasons why instructional designers should reflect upon theory and philosophy. These reasons are indeed crucial to the instructional designer who has the responsibility translate the principles of learning and instruction into specifications for instructional materials and activities (Smith & Ragan, 1993).
This site can be useful in helping the designer as it focuses on important keys to bear in mind when designing instructional tools.
In the final article I read the writer made reference to an article that he read where he quoted the following from Ruth Clark. “Instructional technology is a design science that must guide the professional production of instruction. We need to allow research rather than fads and folk wisdom to serve as the infrastructure for the professional practice of training design and delivery”.
The writer also states four guidelines that can be used to aid cognitive development. Using problem solving, self explanation examples, and allowing individuals to solve problems or decision making tasks can help in this development. Reference was also made of six ways to make instructional system design more effective.
Since the cognitive theory is considered more appropriate for explaining complex forms of learning, it is important that the instructional designer communicates or transfers knowledge to the students in the most effective and efficient manner possible (Bednar et al., 1991 cited by Ertmer & Newby, 1993). Simplification and standardization can achieve these.
This blog provides a link to a PDF article written by Ruth Clark which provides training in the cognitive field. This resource can be very useful to the instructional designer who needs to have a full understanding of the process of learning.
For further readings on any of the articles, click on the links below.