Celebrate and Come Learn

Completed the final course on ID theories! Yes! Yes! And Yes! Onward to generating my own theories and extending the research of others. Of course, I still have 2 more courses to wind down. But I'll get there. Multiple regression and fun stuff with SAS. My favorite course is of course the Social Action Research Course where I work in an interdisciplinary team with law students, lawyers, social scientists, bioethicist, sociologists, etc. Thursday and Friday will be our busy public event days. Campaign for Access: Expanding Communication in Health Care.

* Thursday, April 29, 5:00 * 7:00 pm
Institute for Human Performance Atrium (505 Irving Ave., for parking enter from Madison St. & take ticket; parking is free if you stay past 6 pm)

“Deaf World, Hearing World: The Two Cultures,” a public lecture

Lennard Davis, a disability studies professor and a child of deaf parents, raises important questions for both Deaf and hearing communities. Prof. Davis’s visit offers us an opportunity for a dialogue with medical professionals, disability rights scholars and activists, and the community about communication and health care.

* Friday, April 30, 9:15 AM * 11 AM
341 Eggers Hall, Maxwell School, Syracuse University Campus.

"Is deafness a disability?", an informal discussion

* Friday, April 30, 12 noon * 1:00 pm
2509-2510 Setnor Bldg. (annex to Weiskotten Hall, 766 Irving Ave. at Waverly)

“The Standard Patient? The Deaf Person in the Medical World” A brown bag conversation

Join us for a critical discussion of normalcy and the idea of a “standard patient,” with attention to how clinicians can best care for Deaf people. These events are open to all, and we will provide sign-language interpreters. If you have some time, come on in!

A Universal IDev Model?

One assignment for IDE 830 is to select or create an IDev model that can be used in all contexts. Doable?

Instructional Science: Notes from Reigeluth, Bunderson & Merrill

RBM writes in the 1978 article about the design science of instruction.

They use their own terminology for ID/IDev:

1. a prescriptive design science with 3 phases: design (methods of instruction), production (methods of organization & media production), validation (methods of measurement)

2. 3 approaches for each phase: artistic, empirical and analytic

3. design science of instruction is foundation of design

4. 3 types of professionals in instructional science: scientists, technologists, technicians

5. theory construction procedures:
a) development of a taxonomy of instructional variables;
b) formulation of a few basic postulates that relate those variables to each other;
c) empirical validation/repudiation of postulates through experimental testing of hypotheses;
d) testing of variables in realistically complex models or systems of instruction

Linear ID: Models, Challenges & Myths (Braden 1996)

With an IDE 830 design and development exam (and also D&D qual) just around the corner, I'm trying to note down some of my re-readings/exam prep in this blog:

[First summary of key Braden (1996) thoughts about ISD, linear ID/IDev]

The jargon problem in the ID field leads him to find commonalities in what instructional designers do.

Linear ID and IDev:

1. systematic - follows a prescribed set of steps
2. linear - predetermined order (I don't buy this need to do ID/IDev in a linear way)
3. design - calls for analysis, creative planning, decision making

Commonalities among instructional designers

• concern for facilitation of learning
• their product is the prescription for learning – also referred to as instruction
• common base of literature – theory and advice

1. can express how ID is done in a model
2. systematic design is cybernetic, involves a feedback loop or revision
3. prescriptive procedures (vs descriptive ones) follow a fixed/prescribed sequence of activities