Home Learn More Digital Citizenship Standards Inspiration About the Author
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Support and Next Steps
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Design Process:Design Models to Broaden your Perspective |
Research
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Challenges and Successes
Exposure to the different instructional design models has really broadened my perspective of instruction. In particular Dervin, Clark, and Baggio have really influenced my thinking on my prototyping and instructional design in general.
Although Brenda Dervin was a dense read, her article on sense-making and research was very beneficial for seeing how surveys can be utilized to its highest potential by designing questions that give you the best bang for your buck. Human information is a very interesting subject and it almost feels like it fits in the realm of psychology which is one of my secret interests--probing and understanding the complex minds of humans.
Don Clark had the biggest impact on me because her ISD model really leaves no room for failure if everything is designed accordingly and the execution is done by someone who has experience and support. If I had to describe instructional design in one word, it would be the word "plan." If your plan is well thought out, then learning will surely occur. Slideshow website: YY Wong (ISD)
Don Clark's website: (easy read)
Bobbe Baggio has greatly influenced my . My habit in the past was to be as efficient as possible by squeezing all the information on as little slides as possible. I was worried of leaving things out and minimizing texts on slides was my Achilles heel. I have been converted and now include more impactful and meaningful images that do not distract too much, worked on my alignment and white space for visual balance, and use repetition for cohesion. If I need to give students detailed notes it will be in the form of a handout from here on out. This has made me a more reflective thinker and forced me to be more prepared because there won't be reading off slides anymore.
Analyzing Digital Discourse and Human Behavior in Modern Virtual Environments
By Bobbe Gaines Baggio Click on Link to: Google book
Design Process: Research study Critique with Standards (State and Common Core)
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How do we get student's to develop learning skills with Empathetic Critiquing?
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What needed to be known
1. This study explores the effect, of the targeted high school student ability to improve Visual Perception, Critical Thinking and Cognitive Functions after 1 semester of exposure to the Elements and Principles components of visual art plus teacher and peer discussion & critiquing regularly on Ceramics artwork projects.
2. The study examined students able to express visual components in an empathetic manner by writing out answers on an Emphatic Critique Form-about another student’s artwork project.
3. The students in the study use a Empathic Critique Form-in which each of the questions on the form is designed to measure one of the three skills being analyzed, Visual Perception, Cognitive Functions and Critical Thinking.
4. The empathetic critique is a four steps process:
Describe what you see
Analyze the elements the artist has used
Interpret what the artist is trying to say
Evaluate to judge or determine the significance, worth, or quality
This kind of analysis is done in an organized approach patterned after Feldman’s 4 steps Description, Analysis, Interpretation, and Judgment model (1967).
3 rounds of research:
The students without reviewing the Empathetic Critique Form was given a pre-critique with a one hour time period to accomplish this task. The next day a treatment was given to explain the meaning of each question asked on the Empathetic Critique Form.
The post-critique is given with the same Emphatic Critique Form and a one hour time period.
Second round 1 year later a digital form is given with digital image rather than the actual artwork. An added survey is about using digital image vs actual artwork.
1. This study explores the effect, of the targeted high school student ability to improve Visual Perception, Critical Thinking and Cognitive Functions after 1 semester of exposure to the Elements and Principles components of visual art plus teacher and peer discussion & critiquing regularly on Ceramics artwork projects.
2. The study examined students able to express visual components in an empathetic manner by writing out answers on an Emphatic Critique Form-about another student’s artwork project.
3. The students in the study use a Empathic Critique Form-in which each of the questions on the form is designed to measure one of the three skills being analyzed, Visual Perception, Cognitive Functions and Critical Thinking.
4. The empathetic critique is a four steps process:
Describe what you see
Analyze the elements the artist has used
Interpret what the artist is trying to say
Evaluate to judge or determine the significance, worth, or quality
This kind of analysis is done in an organized approach patterned after Feldman’s 4 steps Description, Analysis, Interpretation, and Judgment model (1967).
3 rounds of research:
The students without reviewing the Empathetic Critique Form was given a pre-critique with a one hour time period to accomplish this task. The next day a treatment was given to explain the meaning of each question asked on the Empathetic Critique Form.
The post-critique is given with the same Emphatic Critique Form and a one hour time period.
Second round 1 year later a digital form is given with digital image rather than the actual artwork. An added survey is about using digital image vs actual artwork.
