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!