Nick's Instructional Design Space

Prompt: answer and discuss the following: What was the model What is the point of the model? How is the model different from what you already know? How is it the same? Is this model something you may use? Why or why not? How is an ID model different from a theoretical model (i.e. social constructivism)? Why is this distinction important? Do you think such a differentiation will matter for a client? What was the model Component Display Theory (CDT) What is the point of the model The point of the component display theory is that “instructional outcomes, represented either by objectives or test items, can be classified on two dimensions: student performance (Remember-Instance, Remember-Generality, Use, and Find) and subject matter content (Fact, Concept, Procedure, and Principle).”  (Merrill 1994).  This theory can be represented by a grid or matrix, where each set of performance task can be put into it.  Like such:  Each performance task/question will be attempting to ...

 Prompt: Based upon your experience revising your instructional design document this week, reflect on what you learned from your peer's feedback. What did you learn about your work? What did you change as a result? What did you not change? Why I have always found that peer's feedback can be one of the most useful things in writing just about anything.  It is also one of the more difficult things for me to do as well.  The obvious chance for improvement before assessment or public viewing that peer feedback brings to the table is an invaluable part of the writing process.   For this case, my peer review consisted of a couple of parts.  I exchanged my Design Document for the course I am working on with a few classmates, and I got a chance to review each of them.  While we are designing a course for this class, we are doing it on different subjects, and thus none of us are by no means experts on the others topic.  This allows us all to give hone...