The Basic Components Of Instructional Design Models

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RD state (96) that “one of the fundamental components of instructional design models is evaluation”. As an educational technologist, it is imperative to consistently evaluate programs, methods, models, as well as direct effectiveness as shown in student learning. If there is no effect or value in what we do then we need to stop doing it and try something else. The constructivist and connectivist views have been, at times, criticized for not being able to reach all learners and provide adequate support. In reality, however, classrooms founded in these principles do have the ability to focus on the individual learner and their needs. In their work “The Courage to Be Constructivist”, Brooks and Brooks take a stand and assert that learning in this way can foster meaningful connections and prepare all students for high-stake state assessments. While the learners control their learning, the teacher and other specialists act as active guides providing, at times, more direct instruction, but always encouraging, motivating, and analyzing the environment to ensure all students succeed. Rather than directly push information out, they are able to see the leaner point of view, structure activities to where they are at, tailor to interest level and make it relevant, and offer multiple ways of assessment. This is truly at the heart of a Universally Designed for Learning environment where there are multiple means of representation, multiple means of action and expression, and
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