Supporting Narrative for Competency 1: Synthesis

In my paper, Instructional Designer in Wonderland: An Adventure for Future Success, I

was able to demonstrate the ability to read and understand educational literature as it related
to Educational Technology via multiple source and resource analysis and synthesis. I was
able to apply knowledge about human learning, connections, motivation, environment, and
effective pedagogy to explore the use of one or more theories to engage learners through an
active process to commit knowledge gained into the long-term effect memory. I describe the
goal of instruction and lesson design as the interpretation of information and the evolution
of concepts for the learner, which develops into an understanding based on new events
discussions, activities, and interactions (Brown et al., 1989 as cited in Ertmer and Newby,
1993, p. 63). I came to the conclusion that, regardless of the setting, it's important to
remember lesson design requires the consideration of a variety of theories of learning,
identification of learning principles, and an understanding of how learner differences can
affect the learning process.

I used Alice in Wonderland as an analogy. I identify and reiterate that the instructional
designer must always keep in mind engagement and connections, as well as encoding
so that the commitment of the knowledge gained is deposited into the long-term
effect memory. However, without creativity, research, reinforcement, experiences, and
challenges, the designer cannot be successful because lesson design is not a one size
fits all, or a drink me eat me solution.

While writing a case study for EDCI 531, I examined a situation in my own classroom
and applied my knowledge of human learning, diversity, and effective pedagogy to
solve a real-world problem. I applied the Cognitive Information Process Theory
(CIP). I focused on the environmental events of the classroom and the students
family life, figured out how to encode information and relate it to my student so that
she could store the new knowledge and skill sets in memory and refers to it.
Exploring an array of learning theories for instructional designer is a must. EDCI 531
pushed me to analyze the varying theories and guide my thinking and pedagogy in an
intentional direction. I discovered that I had been omitting very critical pieces by not
applying theories to the capacity I really should be for effective lesson design.


By exploring how to maximize learning when designing my lessons, I began to contemplate
how to apply the theories to very practical learning opportunities or situations. I began to
analyze my learners and evaluate their learning styles more intentionally and more often by
creating mini-surveys or quick checks on a regular basis. This data was used to drive my
instruction and the instructional activities that were offered to apply and transfer learning.

Engaging my students in critical thinking activities that capture their attention for at least
seventy minutes is my intent. In order to really modify the way I engage my learners in
critical thinking situations, I focused my research and lesson design on intentional
engagement and combined various types of information, theories, and activities to apply and
transfer new knowledge and skill sets. Along with the incorporation of multiple theories,
feedback and differentiation the instructional goals and learning goals of a lesson are met. By
identifying the roadmap or framework of the learners thinking, I discussed the
implementation of varying instructional strategies use and the importance of background
familiarization, which allow the learner to make meaning of content, gain new knowledge,
and acquire new skills. However, one of the most important pieces of my paper also
discusses the importance of focusing on motivating the learner and actually seeing the
learning process as a whole.












































References

Driscoll, M. P. (1994).Psychology of Learning for Instruction . Boston: Allyn and Bacon.

Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, Cognitivism, Constructivism: Comparing Critical
Features from an Instructional Design Perspective.

Performance Improvement Quarterly, 6 (4), 50-7.