Skip to main content

In the midst of Instructional Design

Ever since I first qualified as a teacher I have wondered what are the actual tools of my trade and what is the real purpose of teaching (or learning, for that matter).
When (and where) I trained, the immediate future of teaching was not about robots and VR, not even Dead-by-PowerPoint... it was Chalk-and-Talk.
I always thought that my head worked as a little computer. I could relate to those syntactic or paradigmatic relationships (or maybe it was the linguist in me) and from the very beginning I felt I needed a digital representation of my thought process to be able to communicate those key concepts that on delivers when teaching (do not judge me just yet!).
PowerPoint game me a bit of that dynamism that I was looking for, and the introduction of e-learning, blended classroom and rich media further empowered that feeling
...but suddenly I was (like many other teachers) throwing media left, right and centre to my students, not always judging clearly the relevance or rational behind it. In the last 2 years, a plethora of Apps, Ads-on, web-based learning tools and etceteras have wowed me, my students and my colleagues.
And it has made me crave for some order and structure (I am somehow embarrassed to admit).
Then I started hearing about Instructional Design. I wondered what was all of this about. I started seeing jobs advertised for instructional designers and relations between those little two words and e-learning.
So I decided to have a look.

 I firmly believe that teaching must embrace a era of change not because we need embrace technology, but because our student have changed (and so have we, frankly), but then I was looking at this videos (yes, I am a visual/auditory learner) talking about a discipline born in the 1950s, mainly to train American soldiers, which evolved in the world of business and government as a training tool... How could be this related to exciting e-learning?

That was the start of the road. And I got sooooooo lost that I could not but continue reading, and reading, and watching, and asking, and wondering and getting more confused an now ( a bible-and-a-half of reading done) I can start seeing a little -minuscule-light at the end of the tunnel.


Popular posts from this blog

Open to Learning

Most people would say that educational leadership is about building relationships. However, Professor Viviane Robinson argues that "a lot of instructional leadership get stuck in the inability" to have conversations about the quality of teaching. Therefore, the real challenge is to integrate building relationships and 'doing the work’. Building these working relationships is not a question of building personal relationships and then “banking” on that relationship to have conversations about work. Staff trust their leadership on the basis of their observation of the leader's ability to do their work and treat people, on the leader's competence and their way of tackling people not being so. “The Open-to-learning™ Leadership approach [is based around teaching] how to build trust in teams and with individuals, while tackling the tough issues associated with the work of school and teacher performance and improvement” (UACEL, 2018). This approach is based on the

Heutagogy: A Holistic Framework for Creating Twenty-First-Century Self-determined Learners

By Lisa Marie Blaschke and Steward Hase Summary Heutagogy is a form of self-determined learning and is a holistic learner centred approach to learning and teaching. It is a theory that has been adopted mainly in e-learning environments and has developing capability, self-reflection and metacognition at its core. In the heutagogial model, self-determined students lead themselves through transformational experiences, becoming good communicators and problem-solvers of real-life scenarios. It was developed as an extension of andragogy and taps into the recent advances in neuroscience. A number of ideas, such as reflective practice; double loop learning; self-efficacy; self-determination and capability have supported the advent of heutagogy. Although some earlier experiments in this area (Steiner and Montessori) have been generally ignored, globalization and complexity are changing the way individuals and institutions interact and obtain information. In this complex environment, cura

Towards a definition of Digital Literacy

As technologies continue to develop, school and school systems become repositories of outdated terminology which, arguably, reflect how slow to respond to change and changing environments they are. The term literacy has evolved from a straightforward "capacity to read and write" to mean "competence or knowledge in a specific area", revealing in its evolution school's struggle to let go old principles. As a consequence of the shift in scholarly happening (as life moves away from paper-based into screen-based communication), terms such as literacy and fluency have seen a number of reinventions and redefinitions. It is beyond doubt that our lives are becoming increasingly permeated by technologies. Think, for example, of the Internet of Things, or Smart TVs or our portable mini-computers (which we still call mobile phones even when nobody actually uses them to talk!). This revolution in social practices has made necessary to define a term that can represent