So knowing Dr. Frick and Prof. Boling it is really interesting to see how the two of them collaborated to make this document. I mean I know which parts Boling put in because of her amazing sense of design.
Chapter 1 just kind of allows us to get our feet wet with what they plan to talk about. It introduces us to this idea of inquiry based design, or creating web instruction by using data.
Chapter 2 really starts laying out the process. Although the process map is really confusing. Almost like a circle but some arrows are going the wrong way on the right side, so it was kind of difficult to follow (Look at page 4). The table shows for inquiry based design what teams need to be able to have in order to be successful. Knowing HTML, Analysis, graphic design, it all is important.
I would have to say that from Chapters 1 & 2 Inquiry-based design still is not defined well enough for me. Chapter 2 has a section "So what is this inquiry based instructional design" and it really is not defined here. I know from chapter one and from just the term inquiry that it is data driven, but how is it good, and why is the the "effective" way? We just learned that problem-based was very good, so how is this better or worse?
Brittany, re inquiry-based design versus problem-based instruction. I think the distinction we might make here is that Merrill is suggesting we base the content of courses on authentic real-world problems (WHAT to teach. Whereas Frick & Boling are laying out a design approach that uses repeated steps, testing and an spirit of experimentation to design instruction (HOW to design). They're actually two different arenas. Or at least that's my take.
ReplyDeleteHi Brittany,
ReplyDeleteGlad you pointed out your confusion with inquiry-based design. I hadn't heard this particular term. It represents what I call data-driven development, or basing decisions on data from testing, observation and other sources.
Most instruction is developed with an ideal rather than actual learner in mind - especially commercial instructional products. That is, sources like market research and subject-matter experts can provide a certain amount of background data on the target audience (market research - demographics, purchasing trends, etc.) and the subject (SME can contribute common pitfalls and challenging skills/knowledge points for typical learners). However, without actual prototyping, including pre- and post-tests, instruction is largely aimed at more 'one size fits all' (ideally for more independent and highly motivated learners) rather than focused, principled instruction that has been informed by various sources of data and designer experience.
Not sure that helps. I've been through this as a course book designer and writer, as well as a curriculum developer, so a tangible example of not doing data-driven work is to design a course without looking at any of the assessment data from similar past courses with the same kind of learners or consulting the learners or teachers and tutors who work closely with them. My guess is that this would not be considered inquiry-based design.
Brittany,
ReplyDeleteNow that I see the terms so close together, I think inquiry-based design is actually a form of problem-centered learning. The learner is the instructional designer (us). The problem is: does what I created work the way that I think it will? We're actually asking (inquiring) others to show us how they perceive the design.
To draw a parallel, writers go through this every day, and it's why they have editors. Good writers create a draft (the equivalent of a paper prototype: a first try) and ask themselves, first, if what they created works, or if it's showing them things they didn't expect. Some writers will show a draft to a "trusted reader" -- a friend or spouse, often -- and will see how they react to it. Based on how they react, the writer will make changes to fix what the reader took to be the opposite of what the writer meant, or to make clear what the reader couldn't quite understand, or to answer the reader's questions. This is inquiry-based design in miniature.
Some writers will take a draft straight to an editor. The editor reads it and may ask: "How on earth will the new high school take all the seniors from the existing high school if it doesn't have room for that many kids?" "Oops," the writer replies, "I meant that it'll take half the seniors." Same thing.
I hope that helps a bit.
Kevin