Exploring Advanced Instructional Design iCARE, Blooms, and Backwards Design Models

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Building Connections…

iCARE Instructional Design Model

Rhonda Ritter’s presentation on the iCARE instructional design model provides an excellent framework to utilize with secondary/post-secondary students.  The iCARE model, from my perspective,  builds strong connections to 21st century learning skill sets. iCARE consists of a simple and flexible design approach.  iCARE  (Introduction, Connect, Apply, Reflect, and Extend) provides students with  answers to why learning content is needed and how content extends to “real world” scenarios.  Students often need to extend reflections to a larger audience. Students who often lack motivation to earn or make the grade, and iCARE provides an external motivator that could push students towards lifelong learning.  Online learning environments offer a variety of collaborative platforms, and the iCARE model could easily provide learning communities an improved online environment to “showcase” and extended learning to a larger audience.

Backwards Design

Brenda Quintanilla provided a strong presentation on how the Backwards Design model improves instruction by aligning objectives to final outcomes.  Backward design suggests that learning design should should begin with  a final assessment in mind.  Backward design attempts to ensure that students meet the expected outcomes or course goals.   While I agree that aligning is very important, instructors must be cautioned to not “teach to the test.”  Drill and kill approaches often fail to inspire students to apply content to real world scenarios or approaches.  Goals are important, but assessment driven instruction can become repetitive.  Educators and instructors perhaps need training on best practices on using Backward Design approaches.  The following link can help improve Backward Design approaches.

Blooms Taxonomy

Christina Gilliam’s provided an informative review of how Blooms order of domain has shifted to include remembering, understanding, applying, analyzing, evaluating, and creating.   Gilliam’s presentation included key domain questions  and verbs to consider.

Integration and community approaches using technology can potentially provide differentiated instruction efficiently.  Training and coaching on best Blooms practices using technology will continue to be a high need.  Instructional designers can assist teachers with how to apply advanced instructional models using learning technologies.

Blooms Model applied to iPod/iPad Apps

Nice Wiki on Advanced Instructional Design and Learning Technologies

This image has been sourced from http://www.usi.edu/distance/bdt.htm.

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About instructionaltechnologist101

Instructional Technologist 1 to 1, Avid change agent, Mac Enthusiastic, Implemented K12 1:1 program, managed offsite curriculum center in community museum, learner, PhD student in Educational Technology at University of North Texas. The future is now! www.why-steam.com

Posted on February 16, 2013, in Advanced Instructional Design, Education, iCARE, Instruction, Integration, Learning, Professional Development, Uncategorized. Bookmark the permalink. Leave a comment.

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