This week assigned readings from Morrison, Ross & Kemp (2007) from chapters 4-7 have made this Design project come to life.
In chapter four, the reading kind of overwhelmed me but after digging in it the realization of the analysis of the problem or need. As I think about my online learning community for this design project, what is the need for my profession? The content identified is used to identify the objectives. This is where my interest was peaked.
In chapter 5, the most valuable tool for educators. As a new nursing educator, I wish I knew this information two years ago, then objectives would not have been so abstract and complicated. The list of verbs on page 111 for cognitive domain is a great resource I will use and share with my colleagues. I think an important component I learned from this chapter is that objectives are important for both the learner and the instructor. The learner knows the expectations and helps guide their studies and the objectives guide the instructor to plan the presentation of the information and how it will be measured according to the test. Wow, what an insight I have learned this week.
In Chapter 6, after the problem or need has been identified and the objectives have been written, then we must design the instruction for proper presentation by sequencing. This is where as a nursing instructor we typically use the task expertise sequencing. We proceed from simple to complex tasks. This is how I will begin to design my online learning community based course.
Chapter 7 is where the most crucial step of this process is taken, the design or instructional strategies. The steps are:
1.review each objective and determine in which cell it best fits in the performance-content matrix
2. refer to the appropriate table of prescriptions and select an initial and generative strategy
3. develop the instruction, which consists of the initial presentation and the generative strategy.
I will have to confess that I have not always constructed the presentation ahead of time, I usually go with the flow of how it feels. I have definitely learned a lot from this weeks readings!
Oh, by the way, I think I will use the task analysis of making a peanut butter and jelly sandwich next year when I begin to introduce concept maps/care plans showing the importance of specific instruction for their interventions. Wow, what a week!
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I mentioned the same bad habit that you did regarding the habit of not considering an initial and generative strategy for presentations. I have been teaching for 5 years and can't believe all of the weaknesses that have come to light through my MSN courses. This course has been very beneficial and I believe that this last book will prove to be an invaluable tool.
ReplyDeleteI use the PB & J example or another recipe example to help students understand the nursing process and the need for very specific interventions.
Your point "objectives are important for both the learner and the instructor." is so ture. By interacting during the learning activities, both learners and instructor can find the needs and any additional information that is essential regarding their objectives.
ReplyDeleteThis week's readings has added so much to our teaching repertoire, hasn't it? Many of the students enjoyed chapter 5's information on the objectives. I really liked the way you broke down chapter 7 and made it usable information, thank you for your well thought out post.
ReplyDeleteThere you go! I have never thought about the PB&J example can be used in another way, to illustrate the importance of writing good instructions. Thanks for the insight :) -XG
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