WEEK 6 | Instructional Design

ID Learning Theories - WEEK 6

Instructional Design and Technology:

Instructional Design Learning Theories - IDT100x:

WEEK 6 -

Start: 18.11.19

What will you learn this week?
By the end of Week 6, you will be able to:

discuss learning approach models - experiential, project-based learning (PBL) and gamification
identify and describe examples of authentic assessments and student-centered learning
develop examples of authentic assessments

Portfolio Activity 5: Add a Learning Approach project

For portfolio activity 5, pick one of the learning approach models discussed this week and, using it as a model, develop an example project or learning activity. Then, create a space in your portfolio to address the following:

- A brief description of the learning scenario to be taught with one of the learning approach models (you can create one of your own or use something you have experienced first-hand).
- Describe the authentic assessment that could be used to assess the learning scenario. Be sure it is clear how this assessment is student centred and authentic and ties to the model discussed this week.
- Describe or include connections to the learning theory or theories best represent your design
  and why?

-----------------------------------------------------------------------

Response:

Project based learning approach - Constructivist photography

Overview of Exercise

This exercise is component two of a larger project, which aims to instruct students on the skills and
techniques of designing a Constructivist poster. Students have already completed a research report on three Constructivist Artists and acquired foundation photographic skills as the first part of the project.

(Previously acquired skills and knowledge)

Assignment Breakdown - Exercise brief

As part of this task, you are to use you photographic skills and Constructivist art history knowledge
to explore and produce three final architectural photographs as the basis for your Constructivist
poster design.

You will be provided with one hour of class time to photograph your immediate architectural environment. Consider the information covered in our previous lesson as the context for this exercise:

Best practice examples
Constructivist poster design report
Photographic techniques demonstrated

Instructions

Explore one of the following elements: angles, curves, texture and colour in architecture.
Use a digital camera equipped with a 28mm lens
You have one hour to capture the images in your immediate environment
Work in pairs to define you approach to image capture and image selection(take at least 10 images)
Together with your photography partner, choose the best 3 images that represent your style
Submit images to discussion forum and present to class in no more than 2 mins.
Using your knowledge of the Constructivist period and discussion guidance, select the imagery for your poster design
Write a 200 word reflection to be submitted next lesson

Use your photographic and Constructivist art knowledge gained in previous week to help you create the images. There's limited photographic technical support provided during this exercise or aesthetic advise given on the composition, style or the parameters outlined in the brief.

Learning Outcomes

Participate in self guided experience that produces imagery demonstrating your photographic skills and aesthetic approach to the task(One hour photography capture)
Work in pairs to define an image capture approach(Photographic collaboration)
Present best three images to the class and discuss your interpretation of the brief(Immediate results)
Develop stylistic direction for the poster design through participating in discussion
Write a brief reflection on the experience and what you have learned(200 words self evaluation)

Time required: 3 hour class

Class break down:

Introduction - 20min
Photography capture - 1hr
Image selection & editing - 10min
Presentation & discussion - 1:30hr

Assessment Criteria
You will be assessed on your ability to:

Participate in group discussions (Peer evaluation)
Collaborate with your photography partner (Real world experience)
Image selection - x 3 images submitted to discussion (Portfolio component)
Image composition - (Portfolio component)
Reflection - What you have learned (Self assessment)

Feedback and grades
Feedback on your assignment will be immediate as you complete the exercise stages in class.

Your grade will be released via the Grades item in the main menu of your course shell.

------------------------------------------------------

Reasoning

Student centred learning

This exercise has been designed for students to gain technical confidence and aesthetic direction in a safe environment by producing the first set of photographs towards a larger project.

It also provides the trainer with evidence of previous knowledge and technical skills demonstrated by

each of the students.

It contains some of the fundamental principles of student centred design and authentic assessments:

Students are in control of why, what and how they conduct their visual survey
Student prior photographic and historical knowledge is at centre of the exercise
Immediate feedback from their peers and decide on direction for their work (Solve a problem)
Students analyse and evaluate on best image capture approach
Produce evidence of the outcomes x 3 images (addressing immediate need for their folio)
Encourages students to gain skills and produce work based on explicit instructions

Authentic Assessment Criteria

The assessment is evaluating each of the stages of the learning process. It is a real work scenario, using relevant context and resources that are provided in a structured / scaffold manner to promote reflection of the learning process.

Students are also referring to expert samples of work and are provided with multiple opportunities to build on knowledge through collaboration and discussion by performing a complex task. In this case they are being assessed through the results of peer evaluation and building a portfolio component.

The skills acquired or being practised are needed for the next stage of a bigger project and relevant outside of this single learning experience.

Assessment results could be scored through a rubric or the observation of completion as competent / not yet competent for each of the stages.

The following is a list of the criteria and the relationship to some of the authentic assessment components present in each of the criteria.

Assessment Criteria

Participate in group discussions - (Peer evaluation - Assess motivation)
Collaboration - (Assess attitude/motivation to activity)
Image selection x 3 - (Measuring Achievement/ real world)
Image composition - (Portfolio component - Measuring Achievement)
Reflect on what you have learned (Self assessment)

-----------------------------------------------------------------------

What is the difference between formative and summative assessment?

Formative assessment

The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. More specifically, formative assessments:

- help students identify their strengths and weaknesses and target areas that need work
- help faculty recognize where students are struggling and address problems immediately

Formative assessments are generally low stakes, which means that they have low or no point value. Examples of formative assessments include asking students to:

- draw a concept map in class to represent their understanding of a topic
- submit one or two sentences identifying the main point of a lecture
- turn in a research proposal for early feedback

Summative assessment

The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark.

Summative assessments are often high stakes, which means that they have a high point value. Examples of summative assessments include:

- a midterm exam
- a final project
- a paper
- a senior recital

Information from summative assessments can be used formatively when students or faculty use it to guide their efforts and activities in subsequent courses.