Specifying the learning environment and identifying appropriate instructional activities is an important part of the design process. These can be overwhelming tasks. It helps to think of how you might

Specifying the learning environment and identifying appropriate instructional activities is an important part of the design process. These can be overwhelming tasks. It helps to think of how you might answer the following questions in order to better understand these factors in smaller, more manageable parts:

• Will your learning environment be open-ended or directed?
• Will your learning environment be oriented toward the learner, knowledge, assessment, community, or some combination of these four?
• How will you know which teaching strategies to employ?
• What will the students do during the instruction that will help them learn the content?
• Which instructional activities seem to be the most effective?

Select any two of the prompts to answer. Reflect on your own classroom experience as a teacher (if you are not currently a teacher, consider how you might imagine your classroom to be organized). Share your thoughts  with practical examples about the ways in which you would address two prompts. Given the readings that you have just completed, please be thoughtful about your responses by referencing the materials you have explored so far in this course.

You may find it helpful to review the Brown and Green reading (pp 132-133)

Reference

1. Brown, A. H. & Green, T. D. (2016). The essentials of instructional design: Connecting fundamental principles with process and practice. Routledge. https://ikhsanaira.files.wordpress.com/2016/05/the-essential-of-instructional-design.pdf

Complete the reading pp 87-134 (Part III)

• Ch 6: This reading explains how instructional designers create instructional goals and objectives which then determine what students will actually do during the instructional time with the teacher.
• Ch 7: This chapter introduces the principles, processes, and practices of organizing instruction, which helps the designer determine the scope and sequence of the activities in which the learner will engage.
• Ch 8: The last reading in this set describes the variety of learning environments and instructional activities that may be incorporated into instructional design. It provides some flexibility for teachers to consider as part of their course.

2 Higgins, S., Xiao, Z., & Katsipataki, M. (2012). The impact of digital technology on learning: A summary for the Education Endowment Foundation. Retrieved from: https://educationendowmentfoundation.org.uk/public/files/Publications/The_Impact_of_Digital_Technologies_on_Learning_(2012).pdf

 This document includes numerous research studies you may choose to cite in your paper to support your claims. In your paper, be certain to address the limitations or challenges to the evidence you provide.

3. US Dept of Education. (2017). Reimaging the role of technology in education: 2017 National education technology plan update. Retrieved from: https://tech.ed.gov/files/2017/01/NETP17.pdf

• Pages 28-40: Chapter 2, Teaching with Technology. Educators will be supported by technology that connects them to people, data, content, resources, expertise, and learning experiences that can empower and inspire them to provide more effective teaching for all learners. The article includes descriptions of educator roles and examples of how technology can play an integral part in classroom instruction.

Optional Video

1. Montes, B. (2014, January 1). Instructional design-Unit 6: Goal analysis [Video]. YouTube.https://youtu.be/swUhT7VaMLM

(7:09)

• This video (7:09) reviews the major components of constructing the goals which are intended to direct the delivery of content. Particular attention is given to how teachers should analyze, categorize, and diagram goals of learning.