Week 9-10 Post

Hi all, here are my thought for this week. All comments are welcome, Ryan

1. What learning theories are intended by the author's of this "Instructional Design for IT Model".

The author focuses primarily on behaviourism and cognitivism learning theories in the development of the NTeQ model. The first step in the NTeQ model is to specify objectives. The author states that objectives can be either behavioural or cognitive based. Behavioural objectives would be very specific and easily demonstrated by the students and measured by the teacher. Simple tests and assessments could be devised to determine whether or not the objective has been met. Cognitive objectives would be more abstract or broad objectives. These objectives would be designed to allow students to achieve higher-order learning tasks such as analysis, evaluation, critical thinking, and problem solving. These objectives would be more difficult to assess as there are many different ways that students can demonstrate their mastery of the objectives.

2. Of the ten components of the NTeQ Model, which do you see are the most valuable to Instructional Design for Information Technology?

I feel that the entire model is designed with Instructional Design for Information Technology. Half of the components of the model cannot be completed without the use of IT (Computer Functions, Data Manipulation, and Activities While/Prior/After Using Computer). I suppose the first and third components: Specify Objectives and Specify Problem are where the designer / teacher would have to be most aware of what IT resources are available for use. The teacher must have the forethought to identify what objectives are to be met with the technological resources at hand. In my opinion, all other components of the NTeQ model rely on a clear problem being identified; a problem that will allow students to meet the objective whether it is behavioural or cognitive. Obviously if the teacher has not taken into account the IT resources and requirements, the remainder of the model, and the Instructional Design will not succeed.

3. Of the ten components of the NTeQ Model, which do you see as unnecessary or redundant?

I’m not sure if the components Activities While at Computer, Activities Prior to Computer, and After Using Computer are really all that necessary. It’s not that I don’t see the value of these activities. It’s just that I feel that these activities would have already been considered in the Computer Functions and Data Manipulation components of the model. I feel that these components are somewhat redundant and that the model could be shortened by integrating them into the front matter of the model. I also found it odd that the Results Presentation component is structured in the middle of the model. It seems more logical to me that the presentation of results would be one of the last stages of the model, just prior to supporting activities and assessment. Again, if the three “Computer” components were integrated into earlier components, then the Results Presentation would be situated toward the end of the model.

4. Which new ideas from this model may be beneficial for the construction of your own group project ID model for IT? (It is not necessarily to consult with your partner for this question.)

When reading this article, I paid close attention to the beginning where the author was discussing what types of objectives should be set. I appreciated the description and examples of behavioural versus cognitive objectives. It reminded me of how some high school science curriculum learning objectives are written. General Curriculum Outcomes (GCO) tend to be broad all-encompassing statements, often geared toward developing students’ technological awareness or higher-level thinking skills. These GCO remind me of what the author was describing with cognitive objectives. Many Specific Curriculum Outcomes (SCO) are more concrete and measureable with suggestions to the teacher as to how to evaluate student learning with measureable activities and assessments. These in turn remind me of the behavioural objectives that the author describes.

I found that this article will help me, and my partner, design and develop the objectives of our Instructional Design. I believe that this is the most important step of creating any ID; establishing clear objectives and designing components that can measure whether the objectives are being met.