1. HMID5003: Principles and Practices of Instructional Design Assignment
This artifact encapsulates my scepticism at the beginning of the MIDT programme regarding the area of Instructional Design (ID) as Rossett (2003) argues at first that:
However, upon reflection, am later convinced by Rossett that:ID has failed to make its case as the means to ends of designing effective instruction in a timely and customized manner.
The issue of the limitations of ID to address contemporary learning needs are mainly a result of the inexperience of the practitioner, not a result of the limitations of ID models and well established ID practices, based on data from learners and relevant literature. Therefore the future of ID is assured as long as effective instruction is our main goal.2. HMLT5203: Applying Theories of Learning to Instructional Technology Position Paper: Upon reflection working on this artifact enabled me to engage with the theory and practice of web-supported learning in order to ensure that theory guides and informs my practice. Later, I came to apply the new knowledge when I worked on other artifacts, whereupon theoretical frameworks which guided the design of a course were indicated.
4. Assessment is a core element of basic web-supported learning design, which has to be well-aligned to objectives and teaching methods or strategies. To apply the new knowledge and skill covered through course HMOA5403: Online Assessment Tools, see a Webquest as Artifact 4, created as both an alternative and authentic form of assessment within a Swazi cultural context aligned to a deep learning outcome as part of a professional course in order for students to practice problem-solving within an authentic work-based learning setting.designing for e-learning is still designing for effective learning irrespective of the learning delivery mode
Working on the artifacts has helped me to apply the knowledge and skills as a member of the IDE Working Group, by ensuring that when designing an e-learning environment we elicit user needs rather than to approach design from the content to be learned. We have first identified a set of pedagogical needs or principles followed by in-depth interviews with distance learning lecturers and students in order to identify their specific challenges. We then identified and described the user roles according to the responsibilities of main users such as students, activities and their real world objects from which we derived their needs.Therefore as the artifacts illustrate, we are more likely to be responsive to the needs of our students when designing their web-supported learning environment.