Final thoughts on IDET

Now that the end of the semester has come, I would like the end this blog where it began: by attempting to define what IDET is. I have to admit, I really didn't know anything about Information Design when I began this degree. Looking back to my first blog entry, I can see that I had a lot to say about what I thought it might be. Now 3 1/2 months later, although I don't have all (or even most!) of the answers, I think I do have a better grasp of what Information Design is all about.

To me, Information Design is the study of how to design instruction for maximum efficiency. Because this instruction is not always delivered by the designer or a subject matter expert (SME), a lot of analysis, followed by a lot of details, will be involved. Evaluation is also of paramount importance throughout the process, especially surrounding the development of materials.

Although we spent a lot of our time reading about and implementing Dick and Cary's Systems approach to Information Design, I think I prefer the simplicity of the ADDIE model. Analyze, Design, Develop, Implement, and Evaluate. In a nutshell, that is what Information Design is. It is a circular process, hopefully involving lots of evaluations and revisions along the way, and in the end we all hope it produces a workable and efficient instructional solution!

Along with Information Design, we spent a lot of time in class discussing the implications of Educational Technology, especially with respect to when it is appropriate to use this technology in our designs. I think that we covered a lot of important issues in class (and online!), and I look forward to other classes and discussions about great ways to use technology in the classroom. Reading Frick's article a few weeks ago really reminded me of all of the things we thought we would be able to do 20 years ago, as we looked forward toward the more advanced technology that we now enjoy. It is interesting how many of those things are now a reality and also how many of them are making no significant impact in the way we educate our children. I truly look forward to seeing how we all learn to make better uses of the great amount of technology that surrounds us every day.

Presentations

Tonight I have to say, everyone's presentations have been really fun to listen to! It is interesting to hear how many of the groups seem to have had such a similar learning experience: details, details, details!!! I really identified with what Nicole said about the difference between designing instruction for yourself, vs. designing something to be handed over to someone else. Before this class, I didn't realize quite the difference, or have any idea of how to design for someone else, or an independent learner. I really think this class has helped me think through instruction in this manner.

Thanks everyone for your great examples. . .

AND MERRY CHRISTMAS!! (and happy time off of school!!!!!!!!!!!!!!!!!)

Getting more done faster?

This week in class, we again discussed what people use computers for. It is surprising that there is really nothing "new" going on here. . . we are using computers to accomplish the same types of tasks (or entertainment, or creations) that we accomplished before, without computers. Carter mentioned that somehow, with the addition of computers in our classrooms, the expectation levels have changed. We are now expected to do more, with less, and faster. Sounds familiar.

But wait, a little voice in my head shouts out. . . computers do help us do more, with less, and faster!! Instead of going to the library and finding books the old fashioned way (kids in tow as well), I just go online, find what I want quickly, and put it on hold. A trip to the library is now faster and easier. When my husband watches a movie and wants to know more about an actor he just say, he pulls out his ipod and quickly searches IMDB. Bingo, at his fingertips, all the information he needs. Fast! If I want to make a movie of my 4-year-old's birthday party, I just drag the photos into a slideshow, add the movies, insert a disc, and there you go -- a DVD is burning (theoretically, anyway). So why doesn't this work in education?

I am thinking the difference is that the tasks have become faster, but the learning doesn't change. We may be able to gather more information quickly, but then someone still has to sift through it all. We can automate tasks for our students, but they still have to do the work. And most importantly, there is no shortcut to actual learning!! No matter how much information we throw at our kids, they still have to build on it, experiment with it, absorb it. This process cannot be hurried or our children will be shortchanged. Computers can speed things up . . . but they can't (and shouldn't!) speed up our children!

Someone we respect

In all seriousness, I enjoyed the discussion tonight about different types of adopters. It's funny to think about people I know (including myself!) who fit those categories really well! I have one good friend who is my go-to person in almost anything I want to buy. If she is using it, I know I want one too. She is totally an "early adopter" -- well-respected, a role model, and has some disposable income to use on the new "stuff". But when it comes to computers, I turn to my "mac boys" -- that'd be my brothers. They are not quite innovators, but they watch the innovators closely. When the new technology has proven itself, they are among the first on-board (at least in concept; they often have to wait until they can afford the new gadget). Then I have another brother-in-law who is really an innovator, at least where computers are concerned. He is a self-titled "geek", and he has more computer stuff than he can keep in his house. He's got everything, and a lot of it is great (but a lot of it is not). The late majority has to be my parents (well, at least my dad - and my mother-in-law) They are more skeptical, and it takes all of us to convince them that this or that new thing will really impact their lives in a positive way. And for laggards. . . well, I guess in some things that'd be me. . . at least when it comes to some things, like my kids having cell phones, cable tv in my home, and all manner of things that my kids have on their agenda. It's funny how an "early majority" person becomes a parent, and suddenly they are a luddite and a laggard. Ah, the plight of my poor children!

I do think that it is important in light of this discussion to target those early adopters. I was thinking about it on my way home, and a lot of what we do and don't do really is driven by who we see doing that same thing. Christmas lights -- no way am I going to be one of those "environmentalists" who covers their homes in blueish led lights (even though it would definitely save me money) -- Twilight -- am I one of those groupies?? I hope not (but I did like the books. . .) -- Harry Potter? -- you bet! I even have a Mrs. Weasley costume -- and the list goes on. It does seem like it's more about who else does/uses/likes it than whether or not I think it has merit. Even if I do like it, if the people I respect think it is silly, I will usually do/use/like the thing in a more covert way (Star Trek rings a bell here. . . just don't tell that I was a Trekkie even before the new movie came out!)

It's all about getting people that are respected "on board".

Adoptions

I have to laugh at the word "adoptions". I remember when my husband went to the math textbook adoption meetings a few years ago. I had vision of cute little bouncing baby math books.

Just in time!!

The "Just in time" article was indeed "just in time" for me. . . just in time to save me from being overwhelmed with the time involved in making an instructional design!

I know there is a place for making sure that all of the details are in place, and for spending a whole semester solving an instructional problem. Writing textbooks, developing curriculum, and even some corporate instruction may require that level of detail. But I've been wondering for awhile how to incorporate some of what we are learning to a more everyday situation. In essence, I've been wondering how to shortcut this system.

I liked a lot of the thoughts this article had about ways to combine steps, overlap steps, and generally do things faster and better. Yay for Just in Time!

Computers in the classrooms

I enjoyed the reading this week, mostly because it was almost just a list of the different concerns that are "out there" about using technology in our classrooms. No one is saying that technology does not have a place in the classroom, but it is very useful to note some of the things that we all need to consider, and maybe compensate for, as we make decisions about how to teach things.

I thought the suggestions at the end of the article were interesting. The first was what you usually think of: think before you act. Consider the ramifications before you fill a room with computers.

The second suggestion, however, to have a group of people somewhere who evaluate these things and let educators know . . . that is a really good idea!! And then I got thinking about my husband, who is a 4th grade teacher. Every summer he does contract work for UEN, and what he does is find websites to link to the core pages that UEN hosts. He checks the pages they already have listed to make sure they are related, checks links, and finds new pages that fit the topic. It's actually really cool, and I have found myself going to UEN to find educational web pages now that I know they have a good list. But I don't think many people know that this information is out there. It's not quite an independent group of people evaluating software, but it's close -- and it's right there on the web!!