Amazing

I have noticed an amazing thing about the instructional design process, the deeper into it I get, the more I realize what objectives and sub objectives will work or make sense and which ones don't. Perhaps working through a "cognitive" instructional style is actually beneficial to creating a functional constructivist learning environment!

Cognitive Planning to a Constructivist

I'm afraid this post comes from frustration. I have spent the past 5 years honing my constructivist teaching philosophy. I am now having to reach to my academic evolutionary predecessors and revert to "cognitive" instruction. This is particularly difficult when the skill I strive to teach is so grounded in tangible context. It seems like a total step backward to attemp to teach a contextual skill through a non-constructivist approach. Alas, I will do my best...

Constructivism

For whatever reason, there seems to be a school of thought in the constructivist realm that says objects and events have no meaning and that this is the basis for constructing knowledge. Have they not read Dewey?! Is it not possible for someone to construct knowledge of objective realities?! While I understand the idea of philosophical constructivism I argue that it stads clearly and distinctly apart from its philosophical counterpart.

Taking Risks

When reading the syllabus for the course, "taking risks" was one of the criteria listed... I decided to take a risk and pursue design for a ill-structured cognitive skill, applying science knowledge to daily problem solving. Several times I have worried that puruing that particular problem may cause my work to come accross as lacking quality. At times, I have looked back through my work and thought, "Oh no! That's a bunch of crap." Of course, it has been submitted and it's too late now.

Regardless of outcome I am a firm believer that the biggest risks produce the best results...or the most spectacular failures...

Instructional strategy

Finally, I have made my way through the rigor morrow of all of the analysis of instructional deign. Now I have finally made it to the the good part, Developing the instructional strategy and developing the materials.

This is the part that I truly enjoy. An opportunity to create that with which the students will interface. Well...on to reading the chapter...

...to be continued...

Off topic ramble

I often find myself in a situation where I feel as if I do what I have to and never do what I want to. However, what I have to do is what I have chosen to do so would it not be what I want to do? Thus, in reality am I doing what I want to do and not doing what I don't want to do. Why then do I long to do those things that I, by default, do not want to do. Perhaps I want do too much. What is a reasonable amount for a man to do? When is it time to rest? When does a man feel justified in his rest? Is there rest in doing? Should there be rest in doing?

I want to do only things that are of lasting consequence. Those things that produce no durable results in the form of a bettered relationship, tangible product, a changed soul, an educated mind, or a good memory, I do not want to do. Perhaps I should prioritize my doing by the results produced by my doing.

Changed souls first, educated minds second, tangible products third with bettered relationships and good memories along the way. Why then do I tend to desire to do things that will instead improve my economic or social status, even to the detriment of those things that should be first and second? Is there a way to achieve number one and number two one and two while improving relationships, and improving my social and economic status?

The Bible says slow and steady plodding is what bring wealth to a man. I would say that is not just monetary wealth, but is true wealth in the terms of relationships and spiritual well being. Jimmy Stewart in the movie Harvey, says he could be either smart or kind, and he was smart and made a lot of money, but chose to be kind because being smart didn't win any friends. Perhaps I should do as the Word says and seek first the kingdom of heaven and all these shall be added unto me...

For what it's worth, that is my off topic ramble for the week.
DAG

Subordinate Skills, Performance Objectives...

Alas, I am wandering in the wilderness. Fortunately and wisely, our guide has left a compass. I am following along in the text emulating each progressive step outlined in the book. I'm not sure if this is precisely what I am supposed to be doing, but I think it will get me there. Perhaps It won't won't be the smoothest of paths, but I am sure that the destination will be the same.

Upon evaluating my subordinate skills and performance objectives, I caught several mistakes in my hierarchical analysis. As a matter of fact, the Evaluation for subordinate skills and performance objectives inspired an epiphany. I realized how the hierarchical analysis should be done! It almost seems as if one should start from the back and learn their way to the front, but how can you understand the front without learning the back? It's a catch 22. However, when approached from a constructivist manner, as we seem to be following, the project seems to come together in those "ah ha" moments. I love "ah ha" moments... Perhaps it's the physicist in me.