The Role of Technology in Instructional Design

 

My personal definition of learning design is the creation of engaging, learner-centric environments that provide opportunities for genuine learning and the application of knowledge.  I view this as a creative process, which involves a thoughtful combination of instructional strategies, multimedia elements, and interactive components to cater to the needs of diverse learners. Technology plays a central role in my approach to learning design by serving as an enabler of innovation, interactivity, and accessibility. It is not merely a tool but an integral component that enhances the overall learning experience. Through the integration of various technological tools, learners can engage with content in dynamic ways, fostering deeper understanding and application of knowledge. 

To provide an example of the crucial role of technology, consider the “traditional” math course that you (or perhaps your parents or grandparents) took in high school: it is likely you are imagining a chalkboard with some instructions and examples, a textbook filled with lessons and problems to complete, and painstakingly writing out questions and answers on blank sheets of paper.  Today’s math classrooms are wildly different, though.  Although you may still see some handwritten instructions on a whiteboard, old textbooks beneath desks, and by-hand worksheets here and there, the real substance of the course is interacted with via technology; not only that, but it is also created with technology (development of textbooks and other online resources) and shared with technology (colleague meetings use email, shared documents, and other methods to align their lessons).  Students can access materials outside of class by using a Learning Management System.  They can take their math skills to new heights by employing advanced calculators and graphing tools.   They can even compete to test their skill with online educational games.  In a world where you cannot obtain basic necessities without utilizing some form of technology, there is no reason why it should not be a pillar of education.

My approach to teaching with technology is the same as my approach to teaching in general—because the two concepts are virtually inseparable.  As a result, the key concepts that someone would need to understand are those that form my own pedagogical pillars: Mastery-based Grading, Authentic Learning, Social-Emotional Learning.

Mastery-based Grading: Also known as “Standards-based Grading” is often negatively associated with the concept that a teacher is teaching to dictated standards with little or no regard for the nuances of individualized instruction.  In reality, it is more akin to grading with a rubric: each level is matched with a state of proficiency (i.e. No proficiency, Some proficiency, Proficient, and Mastery).  Assessments are designed so that there are opportunities for the student to demonstrate skill at every level in some way.  Then the rubric score is entered into the gradebook.  In my experience, this system produces far better results—both with knowledge acquisition and student buy-in—then the traditional “count each question” tactic of grading assessments.  Although my personal preference is to give these assessments as paper/pencil quizzes, they must be first developed using technology.  Then, once I (the instructor) knows how the assessment looks and feels, I am able to design interactive activities that allow students to explore the skill as they learn it.  They also need to be well-versed in calculator skills to be successful on many of these assessments.

According to Ellen Wagner, “Designers engage in process of determining the form, function, appearance, or application characteristics of something.” (2011)  This is especially true of Mastery-based grading, because the assessments become the foundation of all other lessons and activities.  Designing these assessments means providing opportunities to reach the targeted standard, setting up questions that can be quickly “scored” to determine the students’ overall level of mastery, and creating at least one opportunity for “Full Mastery” in some way—a method for the learner to truly demonstrate that they know the concept thoroughly.  Once this assessment is crafted, all other parts of the unit are much easier to craft.

Authentic Learning: This is the Big Question for students in any math class—“When are we going to use this in real life?”  Authentic learning provides students with opportunities to use the math in a real life scenario.  It goes beyond a typical dry word problem and pushes more into the territory of a science lab.  Students will need to collect data, compare results, and develop ideas about how and why they will use certain skills or formulas.  Calculators are a must for these activities, even when they are hands-on.  Many of them also will need a place for students to track and enter their data, such as a spreadsheet or online form.  The ability to share ongoing work with their peers is incredibly useful as well, because not every student will be able to complete these types of activities within the time allotted in class.

When discussing the applications of Universal Design for Learning (UDL), Gronseth, Michela, and Ugwu emphasize that the content should be presented in a variety of ways—including the way students interact with it, the way it is represented, and the way that the learner is assessed (2021).  Authentic learning is an example of providing an alternative presentation of the content.

Social Emotional Learning: Learning of this type integrates the needs of the learner that go beyond the classroom.  A student’s personal life can become an obstacle to academic learning if they are unable to effectively process social and emotional events.  A meta-analysis of research into the effects of SEL approaches was conducted in 2011 by Joseph Durlak, Roger Weissberg,  Allison Dymnicki,  Rebecca Taylor, and  Kriston Schellinger and they concluded that there was a statistically significant correlation between the implementation of SEL approaches and increases in positive social behaviors as well as increased academic performance (Durlak et al, 2011).  SEL can be developed in a classroom in many ways, but technology is a fantastic support; by implementing surveys, check-in screens in online activities, and opportunities for one-on-one emails, I am able to make connections with many students who would not otherwise discuss a significant issue that is keeping them from learning.

A great example of SEL is the incorporation of “culturally relevant teaching” (occasionally and unfortunately referred to as CRT), which means that the instructor includes details about all students’ varied cultures at some point during instruction, to allow each student to feel included.  These details are built into the pre-existing material—for example, changing the name or location in a math word problem, or adding some extra time during the Social Studies unit about a particular war to discuss specific cultures that were involved.  In “Designing for Diverse Learners,” the authors explain that this practice allows students to make stronger connections to the material because it becomes more relevant to themselves (Gronseth, Michela, & Ugwu, 2021) 

 

References:

Durlak, J.A., Weissberg, R.P., Dymnicki, A.B., Taylor, R.D. and Schellinger, K.B. (2011), The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions. Child Development, 82: 405-432. https://doi-org.ezproxy1.lib.asu.edu/10.1111/j.1467-8624.2010.01564.x 

Gronseth, S. L., Michela, E., & Ugwu, L. O. (2021). Designing for Diverse Learners. In J. K. McDonald & R. E. West (Eds.), Design for Learning: Principles, Processes, and Praxis. EdTech Books. https://edtechbooks.org/id/designing_for_diverse_learners

Wagner, E. (2011). Essay: In search of the secret handshakes of ID. The Journal of Applied Instructional Design, 1(1), 33-37.

 

The Benefits of Online Learning

 

There is a very light dusting of powdered sugar on my keyboard rest from the doughnut I just finished and my desk is covered by an assortment of sticky notes, folded papers, snacks, and candles.  One screen is open to my schoolwork (multiple tabs showing the required readings, an additional window for searching more resources if needed, and a Word Document to double check any errors) and my other screen is playing a movie on mute.  I’m in pajamas under a heated blanket while a soft rain comes down outside, and occasionally my 2-year old German Shepherd, Callista, will rise from her perch on the couch, stretch, and walk over to me for free scritches and belly rubs.  This—all of this—is what online learning looks like to me.  It is where I am right now, in this moment.  Warm and content, in my safe place, finding a great balance between my free time and my pursuit of new learning.

As a full-time teacher, I average 50 hours or more a week (during peak grading seasons it is more like 70 hours per week) of time either at work, preparing for work, or taking care of work-related tasks.  This leaves very little time, as my therapist often reminds me, for everything else I need to take care of.  My home, my health, and self-care tasks are on that list, but I’ve also never let go of my passion for learning…I’ve just had to try and fit it in.  Sometimes that meant carrying a teaching methods book with me and highlighting key passages, sometimes it meant finding a sub so I could attend a conference about math strategies (I’m a math teacher), and sometimes it means finding just the right type of college course.  Online learning offers that advantage; there is no way I’d be able to commute to and attend regular in-person classes at this point in my life.  I’d probably have to wait until retirement for that kind of time!

As a student, online learning is almost all advantages.  I do remember taking an online Physics course during my undergraduate years, though, where I struggled mightily and always seemed to be looking for support, mostly due to my own habit of doing homework at midnight on weekends.  The disadvantages to online learning are much easier to identify when looking at it from an instructor’s perspective, because when I taught online learning, I really had difficulty embracing it.  I felt distanced and unconnected from my students and had trouble identifying their needs and how to support them. 

Online learning could be most useful to meet the needs of my own learners in the same way that it meets my needs—by being a flexible option.  Most adults still view high school life as very traditional—kids go to school, maybe play some sports, and are home by dinner with plenty of time for homework so they can go to bed and start it all again the next day.  The reality is very different and makes one wonder how/why we could ever put this much pressure on them.  A study conducted by Shannon M. Suldo, Elizabeth Shaunessy, Amanda Thalji, Jessica Michalowski and Emily Shaffer found that high school students experience stress from seven different sources: “managing academic requirements, parent-child relations, adolescent transitions/events, peer relations, problems with family, participation in extra-curricular activities, and academic struggles” (Suldo et al, 2009, p. 942).  High school students frequently have obligations before school begins (such as team practice or dropping siblings off at school).  Then they attend five, six, or seven classes in a row (some of which may be Honors, International Baccalaureate, Advanced Placement, or Dual Enrollment level), closely followed by a requirement to be at team practice, theater rehearsal, or a club meeting, if they aren’t leaving directly to go to work.  Students who have jobs typically work beneath bosses that have little to no consideration for their age and student status and will schedule them as often as possible.  As an example, during my own senior year I had all honors/DE courses and my boss would schedule me to work the graveyard shift.  I haven’t even mentioned homework, chores, and sleep.  My point here is—high school students need flexible options for learning just as much as adults do.  They are overwhelmed and pushed to their limit by our expectations.

I think that the role of online learning can best be implemented to improve learning outcomes by keeping this student lifestyle in mind.  If traditional public school were restructured in a way that provided students with the freedom to design a schedule that fits them best, we could see higher investment in learning than we do now.  I envision it this way:  The student is required to choose two daily in-person courses and one weekly on-campus study hall session.  The other courses can be in-person or online.  This will allow them to select a start time (when to wake up/arrive on campus) and an end time (when to transition to working online/leave campus) that are the best fit for their busy schedule.  The required study hall session will allow him/her time to consult with a counselor, tutor, or instructor as needed to support coursework.  This can also benefit public school teachers because they will have the option to teach only in-person students, only online students, or a mix of both (or maybe even choose a later start time or earlier end time).  With fewer students on campus at any given time, it can also reduce many behavior concerns and overhead costs like security and maintenance.

Thus far, I’ve referred to distance learning exclusively as “online learning” to avoid confusion.  I’d like to now address some variations in online learning.  Strictly speaking, “online learning” could refer to any learning that is done through the internet or with internet resources (that would make up about half of what I do in my classroom in person, though).  I’d divide it into two particular categories: “online-only” and “hybrid” (often called blended) learning.  “Online-only” learning would be a course or curriculum that is available without any requirement for the student to meet the instructor in person.  It might require synchronous attendance, or it might be offered fully asynchronously.  Conversely, “hybrid” learning does require some level of in-person interaction at some point during the course.

Looking to the future, I hope to see many more courses like the ones I’ve seen in this Learning Design Technologies (LDT) program.  Courses that are flexible and asynchronous, but also very-well planned, structured with needed resources integrated, and instructed by a team that is well-versed in all technology that will be implemented.  I look forward to the new types of technology on the horizon that could become core parts of online learning as well.  Taking a course where the student interacts with material in virtual reality, for example, paints an amazing picture of the possibilities the future holds.

References

Suldo, Shannon M., et al. “Sources of Stress for Students in High School College Preparatory and General Education Programs: Group Differences and Associations with Adjustment.” Adolescence, vol. 44, no. 176, 2009, pp. 925–48.