Designing begins with analyzing the context what the learner’s needs, what will be the outcome and making every possible way to design the learning experience giving consideration on the learning theories, pedagogy, characteristics of learner and course delivery. The Instructional systems design ADDIE model which is the traditional process used by instructional designers and training developers has five phases of Analysis, Design, Development, Implementation, and Evaluation that guides to build effective training and performance tools.
These five phrases are known to me through information system design although this instructional design is the science of creating an instructional design curriculum which is geared towards producing detailed learning outcomes. Although the instructional design has nothing to do with computer programming design the skills that I have gained in the past was extremely useful in producing effective curriculum as both caters to the user and the learner. Being new to the education system, I enjoyed the analysis, design and development phases and gained much knowledge of knowing the audience, delivery options, the pedagogical consideration’s, delivery options, timeline the behavioral outcomes.
Not so long ago while studying for my bachelors I learned about the learning styles which now happen to be a “Myth” which raised my eyebrows to “wait, what”? I always thought of being a visual learner as my understanding and the interest of learning is more when I see pictures in a book than just words. I remember not using a book that was ordered for my studies that did not have a single picture or an outline. But as per the reading Willingham, D (2017) it seems visuals to be my preference than the style of learning. As per Riener, C., and Willingham, D. (2010) students differ in their abilities, interest and background knowledge but it’s not because of their learning styles. Although students may have preferences about how they learn there is no evidence that educators need to cater for their needs for better learning, therefore the content should be presented for the level of prior knowledge, ability, preferences, styles, and interest. As “Good teaching is good teaching and teachers don’t have to adjust it to individual learning styles” Daniel Willingham.
Reference
Willingham, D. (2017) 3 reasons most teachers still believe the learning styles myth, https://edexcellence.net/articles/3-reasons-most-teachers-still-believe-the-learning-styles-myth (Links to an external site.)
Riener C R, Willingham,
D. (2010) The Myth of Learning Styles (2010), https://www.researchgate.net/profile/Cedar_Riener/publication/249039450_The_Myth_of_Learning_Styles/links/0046353c694205e957000000.pdf (Links to an external site.)
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