Mom's in Town (and Happy Easter)

My mom came into town on Friday, so I might not post as much as usual. We haven't seen each other in a little over a year, so we have a great deal of catching up to do (and shopping and eating, of course). I just thought I would let everyone know, so you wouldn't worry if you didn't "see" me around as often as usual.

BTW, Happy Easter everyone!

Reflection on Presentation

Tonight, I had the opportunity to host an Elluminate session with our class and discuss my class project. The presentation went better than expected technology-wise, and I was quite pleased. Typically, when using the Elluminate software with a group for the first time, I like to host a test session to make sure everyone's system is ready to go. But, this time, I wasn't able to plan a test session early enough to have everyone attend. Nevertheless, everything worked out, so I'm glad.

I spent the first part of the presentation demonstrating Elluminate's features (text and audio chat, polling, application sharing, the whiteboard, video, et cetera). Although I've demonstrated the software plenty of times, I always learn something new each time I demo it. Also, my classmates were impressed with the features of the software and mentioned that they saw great potential for use of the software for distance learning. So, I feel like my decision to use Elluminate instead of MOO was worth the effort.

Another good thing to come out of the presentation was the constructive comments I received. I will certainly use many of the ideas given to me as I continue to plan my project. Some of the comments included suggestions to (1) divulge my "hidden agenda" to my audience (to expose them to technologies typically used in online classes within their degree program) and (2) revisit my goals and objectives and re-write them to emphasize the items that can genuinely be grasped within such a short time frame (i.e., students will leave the session feeling more comfortable with music... , students will leave the session being more aware of how technology can be used to deliver lessons related to music, et cetera).

Project Scorecard Initial Report

This week, I put together my initial report (based on Dr. King's Project Scorecard document). You can download and view my initial report in MS Word format here--click to download.

My Learning Connections

The idea of recognizing what patterns of learning contribute to an individual's processing, sequencing, and learning of new information was a new concept for me. Therefore, I found it fascinating to read about the various learning patterns... especially because I could immediately see how the different patterns play a part in the way that I learn. Interestingly enough, I connected a little bit with each of the patterns... although there were two of the patterns that I recognized as being more valuable to me as a learner. Below, I have created an overview of how each of the patterns connects (or doesn't connect) to the way that I do things, think, and learn.

The Sequential Pattern: This is the pattern that I believe I connect with the most. I like to perform tasks in a step-by-step manner and want all work to be neat and complete. I feel like I make better decisions when I am using this type of patterning, and I feel like I learn best in this mode.

The Precise Pattern: I use this schema when needed, which is quite often. In my mind, I prioritize tasks, and I use precise patterning for tasks of the highest priority. Again, I feel that I am fairly successful in accomplishing tasks and learning when using this type of patterning.

The Technical Pattern: I use this learning pattern more and more as I get older (and busier). I think it's interesting that this pattern is called the "technical pattern," because I see a direct connection between this pattern and the way that I approach things more technical--like new technology. Although I love technology and love to tinker around with things and figure them out, I can't say that I prefer to start out this way. Nonethless, I find myself doing this frequently--just diving in and getting started (for example, playing around with a new piece of technology instead of reading the manual first). One reason that I think that I do this is because I feel like I have less and less time to get things done... therefore, I get the sense that I'll save time by diving in [though, this is probably not the case most of the time.] Yes, I'm probably learning... but, I'm probably learning at a slower rate (or at least not getting all of the information that I could be getting had I chosen a different pattern for the task).

The Confluent Pattern: Again, although I don't prefer to "take a risk" or "make a guess," I will sometimes do this. However, I am more reluctant to take a risk rather than going with what I believe to be tried and true.

Welcoming The Postmodern Approach

This past week, when we had coffee at Caribou Coffee, we talked a little about the Dills article and the postmodern approach to instructional design. At that time, I had not read the article, but some of the comments made at the coffee house spiked my curiosity. Now that I finally had a chance to pour through the article, I am even more fascinated by some of the implications of approaching instructional design in this way.

I would not be surprised if my peers in this class indicated that they were curious about the postermodern approach to instructional design after reading the article... but not 100% sold on discarding their ID toolkit and setting up a new shop! The postmodern approach to instructional design is certainly interesting--to deconstruct how things have been done all along and approach design completely void of standardization and scientifically-"proven" techniques. However, what I would imagine that we would all agree on is that using the postmodern approach in conjunction with a more formal approach might prove to be valuable (using a combined approach is actually suggested in the article). Also, the postmodern notion of focusing in on "real" social situations rather than the theoretical learning environments, which help form the structure of modern educational research is fascinating to me. I certainly believe that all instructional designers would benefit by embracing the "quality of meaning constructed in lived settings" (Dills & Romiszowski, 1997, p. 82).

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Dills, C. E., & Romiszowski, A. J. (1997). Instructional
     development paradigms. Englewood Cliffs, NJ:
     Educational Technology Publications, 1997.

Task Analysis Part III

In this blog entry, I will further break down student tasks introduced in the previous entry--this time starting with the holistic and breaking it down from there.

The aim of my project is for students to be informed listeners (as it relates to music that has ties to England).

Tasks associated with that include (1) thoughtful (attentive) listening and (2) discriminating.

Component tasks relating to thoughtful listening:

a. models (of what to listen for)
b. concentrated listening
c. practice listening

Component tasks relating to discrimination:

a. comparing
b. contrasting
c. evaluating what they hear