Week 4 Reflections:
Prompt 1: What have you learned from the analysis? What are you planning to do with it? Do a little brainstorming about what activities tied to your learning objectives that you might include in the design of your lesson.
I have learned many things from doing the analysis and the design about this project. I have learned much about the process of creating meaning instructional design. First identifying a problem, and then looking at the data as why that is a problem was the first wow step for me. It's simple in idea, but understanding what exactly is going wrong with something, really starts to open up ideas and paths to fixing the problem that may not have been apparent at the beginning of the initial client interview.
The next "ah ha!" moment was shedding light on the idea that to fix the problem you have found, you need to first better understand what you want the end product to look like. We have been taught most of my educational career that it is best to work backward, from the test to the lesson design. This gives you a clean path to get where you want to end up. Reading about these exercises in our text book, and all the other articles really nailed home this point as to why we work backwards. Knowing where we want to end up, gives us such a better understanding of how to get there.
I also learned a lot about the drone club itself. I learned what the sponsors wanted out it, as well as what the students wanted out of it. Melding these two things together became my goal with thinking about this project. I wanted to make something easy for the sponsor to give to students to show mastery, and still give the students the ability to prove that mastery and get to learn their drones both inside and out.
To achieve that goal of mine, I'm thinking I will include sponsor created assignments, like a test proving you know the rules and safety of drones, as well as a demonstration period for the pilots to show not only do they know what the drones can do, but they themselves can do those things safely.
Prompt 2: How are analysis and design related for you? Think about it in the context the articles and chapters we have read thus far. How closely should these two pieces of the model connect?
The analysis and design documents that we created over the last two weeks were very similar for me, and I think they should be. The analysis takes all the data that we have been gathering, and starts to shine light on the problem, and what can be done to fix it. You come up with all of the things you currently have, both physical and knowledge wise. This allows you to start formulating what you would like to be the end goal of the training. Knowing where you want to end up, as stated above, is a tried and true way to help you design how to get there.
Thus the design document is created. For me, and I don't know if it's a good thing or if I'm just not connecting to the design enough, it is very hard not to do these two documents pretty much at the same time. The design for me was really just taking what I already had for the analysis, and focusing it on what exactly we wanted to do to achieve our learning goals. It was where I went more in depth into how it will happen, not just what needs to happen.
All in all, it has been very rewarding to go through this process. It's a good way to slow down, and really focus on what is needing to be accomplished, and then how to accomplish that goal. I found the more work I did on the gathering of data, the easier the analysis was, and the more in depth the analysis was, the easier the design was. They all bleed into each other.
-Nick
Prompt 1: What have you learned from the analysis? What are you planning to do with it? Do a little brainstorming about what activities tied to your learning objectives that you might include in the design of your lesson.
I have learned many things from doing the analysis and the design about this project. I have learned much about the process of creating meaning instructional design. First identifying a problem, and then looking at the data as why that is a problem was the first wow step for me. It's simple in idea, but understanding what exactly is going wrong with something, really starts to open up ideas and paths to fixing the problem that may not have been apparent at the beginning of the initial client interview.
The next "ah ha!" moment was shedding light on the idea that to fix the problem you have found, you need to first better understand what you want the end product to look like. We have been taught most of my educational career that it is best to work backward, from the test to the lesson design. This gives you a clean path to get where you want to end up. Reading about these exercises in our text book, and all the other articles really nailed home this point as to why we work backwards. Knowing where we want to end up, gives us such a better understanding of how to get there.
I also learned a lot about the drone club itself. I learned what the sponsors wanted out it, as well as what the students wanted out of it. Melding these two things together became my goal with thinking about this project. I wanted to make something easy for the sponsor to give to students to show mastery, and still give the students the ability to prove that mastery and get to learn their drones both inside and out.
To achieve that goal of mine, I'm thinking I will include sponsor created assignments, like a test proving you know the rules and safety of drones, as well as a demonstration period for the pilots to show not only do they know what the drones can do, but they themselves can do those things safely.
Prompt 2: How are analysis and design related for you? Think about it in the context the articles and chapters we have read thus far. How closely should these two pieces of the model connect?
The analysis and design documents that we created over the last two weeks were very similar for me, and I think they should be. The analysis takes all the data that we have been gathering, and starts to shine light on the problem, and what can be done to fix it. You come up with all of the things you currently have, both physical and knowledge wise. This allows you to start formulating what you would like to be the end goal of the training. Knowing where you want to end up, as stated above, is a tried and true way to help you design how to get there.
Thus the design document is created. For me, and I don't know if it's a good thing or if I'm just not connecting to the design enough, it is very hard not to do these two documents pretty much at the same time. The design for me was really just taking what I already had for the analysis, and focusing it on what exactly we wanted to do to achieve our learning goals. It was where I went more in depth into how it will happen, not just what needs to happen.
All in all, it has been very rewarding to go through this process. It's a good way to slow down, and really focus on what is needing to be accomplished, and then how to accomplish that goal. I found the more work I did on the gathering of data, the easier the analysis was, and the more in depth the analysis was, the easier the design was. They all bleed into each other.
-Nick
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