Learning Reflections by Heather Novy

Instructional Design in Business and Industry One of the most common areas of instructional design is within the private sectors of business, industrial, and military settings.(Reiser and Dempsey, 2015) There has been steady growth of employee training in business, industry, and military settings since the 1980’s. The role that instructional designers take includes: being a sole designer, a team member/leader of a design team, or an external designer/consultant. All three roles require very different training and job descriptions. This can be an issue and area of difficulty that instruction designers face in business and industry. A challenge that instructional designers in the business industry face that related to me the most was working with the client. In chapter 18, Reiser and Dempsey state, “There are often differences in perceptions of the instructional design process between the client and the instructional designer.” (Reiser & Dempsey, p. 180) It is the responsibility

Instructional Design Evaluation “One of the fundamental components of instructional design models is evaluation.” (Rieser & Dempsey, 2012) Chapter 10 of our textbook was developed to describe and compare the most influential instructional design evaluation models. In the 1960’s the changes in curriculum and debate over evaluating learning resulted in what we now know today as formative and summative evaluation. (Rieser & Dempsey, 2012) Evaluation is defined as, “the process of determining the merit, worth, and value of things, and evaluations are the products of that process.” (Reiser & Dempsey, 2012 p. 97) With the new changes and thoughts about evaluation that came about in the 1960’s and 1970’s, there were also new evaluation models that were developed into the 1980’s. In searching for evaluation models, I came across the ADDIE Model and Merrill's Principles of Instruction (MPI). ADDIE stands for Analysis, Design, Develop, Implement, and Evaluate. The ADDI

Epistemology Epistemology is defined in our textbook as “a branch of philosophy addressing knowledge-- how we know what we know, what it means to know, etc.” (Reiser & Dempsey, 2012) The ways in which students learn and comprehend has been the subject of educational research for considerable time. Of importance, has been research which studies the relationship between learning and the beliefs that students hold about knowledge and acquisition. Grouped together, these sets of beliefs are referred to as epistemological beliefs. In contrast to epistemology, learning theories and models deal more with the application of learning. Learning theories and models are similar to a blueprint, in how they provide a guide for instruction in the classroom. Through further research of epistemology, I came across an article that states: “Of all the beliefs held by teachers, the beliefs about knowledge and learning, known as epistemological beliefs, appear to be those which may influence teach

My definition of instructional technology has to do with implementing technology practices in the classroom that deliver instruction to student's. I also believe that instructional technology is not only delivered to students but used by the student's themselves. In today’s classrooms, our students are encouraged to learn by doing. I believe that instructional technology should be used by the student in order for that student to reach their full learning potential. My experiences in the classroom as well as my first semester of graduate work have helped to shape my definition of instructional technology. The definitions of instructional technology found in the first chapter of reading begin with very basic visual instruction in the 1920’s to becoming more of a design process in the 1960’s. (Reiser & Dempsey, 2012) The next major definition in 1970 involved more of the visual instruction like the early definition in 1920. 1977 brought us the most complex and complicated