1. The Field of Instructional Design and Technology
EDID6503 Instructional Design Theories, Models and Strategies
A Comparison of Concept maps
Gloria Butcher
Student Number:

2. Visual comparison First Concept Map Present Concept Map
On an elementary level, the visual representation of the two concept maps are significantly different which is analogous of the change in my acquisition of knowledge in the course Instructional Design, Theories, Models and Strategies. Even though both concept maps show a clear difference among Instructional design, Technology and Distance learning, the second map is more organized and shows more connections among the three areas.

3. Factors influencing second concept map
Extension of knowledge
Areas of extension
Map 1
Map 2
Principles of instruction
Definition and preliminary
understanding of the examples
Instrumental Knowledge
Vague understanding
Principles of instruction
Examples, application and
evaluation; can be applied to any ID
model
Instrumental knowledge
working knowledge of the concept
Instrumental and descriptive knowledge are linked
In my first concept map my understanding was limited to a definition of the principle of instruction and a preliminary understanding of the examples as presented in the text (Merrill, 2009). Namely, principles identify what factors will promote learning. This sunk in as I reread reading materials (February, 2016). Later, I could apply the examples of the principles as posited by Merrill, (2009) activation, demonstration, application, integration and task centered activities to real world tasks, for example, I began to evaluate my instruction at school to ascertain whether or not I was applying these principles. I came to realize that I had been neglecting integration for as long as I was teaching. (Late February – early March, 2016). My new understanding are as follows: Task orientated
Learning is promoted when instruction allows learners to be engaged. One example might be to allow students to carry out research using the internet to find out about a topic they are learning about instead of just providing the information for students. (February, 2016)
(b) Activation
learning is promoted when learners access appropriate background knowledge. For example, have students fill out a graphic organizer before presenting a new concept. The teacher will be able to get a quick take with regard to if students the kinds of previous knowledge students are bringing to the learning event. (Ideas were polished Ending of February, 2016)
(c) Demonstration
Learning is promoted when learners observe what is expected (a demonstration) from a competent other. (Ending of February, 2016)
(d) Application
Learning is enhanced when learners apply their new knowledge or skills in situations that are consistent with the type of content being taught. (Ending of February,2016)
(e) Integration
Learning is promoted when learners publicly demonstrate and use their new knowledge in their everyday lives. (Ending of February, 2016)
Again in my first concept map, I could only identify instrumental knowledge as a part of the instructional design process.
Now I understand that the kind of knowledge that identifies the best approaches in given contexts -design theory is instrumental knowledge (solidified at the end of March 2016).

4. Factors influencing second concept map
Research
Approaches and Strategies
Problem based instruction
Goal based instruction
Microworlds
ID model –ADDIE
T-PACK model
Cognitivism
schema Theory
Behaviorism
Constructivism
As I did research for discussion in EDID6501, I came to a better understanding of the difference between approaches and strategies. I also learned that problem-based learning and goal-based learning are built on constructivists theorists ideas (Savery and Duffy, 2004). ( This was in Mid February, 2016)
Again, I was able to have a clearer understanding of constructivism, behaviorism, and cognitivism and their usefulness to instructional design and technology as I researched for information on ID Models. ( March, 2016)
Sehema Theory (Piaget)
Schema theory holds that all knowledge is organized in the brain in units; knowledge with regard to concepts and their relationship to each other (McVee, Dunsmore and Gavelk, 2005) Acquired from research for EDID6501, March 2016.
Behaviorism
Behaviorists hold that learning takes place when knowledge is separated into smaller bits. (February 2016, EDID6501)
I also found that the ADDIE model is guide or framework for creating effective instruction- consisting of five phases Analysis, design, development, implementation and evaluation. (End of March, 2016)
Further, as I engaged in research for discussion in EDID6501, I also found that Microworlds, problem-based learning, and Goal-based learning are integral to the development layers of instructional design. According to Gibbons and Rogers (2009), the development of instructional design occur in seven identifiable layers: content, strategy, message, control, representation, media logic, and data management layers. Microworlds, problem-based learning and goal-based learning are utilized in these layers of instructional design. For example, microworlds serve as a kind of environment through which the messages for instruction are to be delivered in the representation layer of instructional design. One the other hand, problem-based and goal based learning are approaches that bundle instructional strategies relevant to the strategy layer of instructional design. ( Mid March, 2016)

5. Factors influencing new concept map
Peer Discussion
Microworlds
Goal-based learning
Instructional design models
ARCS
In the month of February, in EDID6501 we had to hold discussions with regard to constructivists theory in groups of threes. Through Peer discussion, I learned about microworlds and goal-based learning which were entirely new to me. This new information has helped to change my concept map because I was able to make connections with the information discussed in the forum in February to distance learning, instructional design and technology by the end of March, 2016).
I also learned about the ARCS model and a number of other models from in forum discussion in EDID6503.
ARCS model
This model focuses on the motivational aspect of instruction. Created by John Keller in the 1980's and has two major parts, namely, four components of motivation part one, and the process for creating motivational elements part two (March, 2016)

6. Factors influencing new concept map
Peer Critique
Design based Research
Types of research
Grounded theory
After reading one of my peer’s critique with regard to how I reflected on design based research, I decided to reread and try to understand a little more about design based research. I found that design based research is systematic and flexible-the goal is improving practices; based on collaboration among researchers and practitioners in authentic settings. (end of March and early April 2016). I also found that design based research makes attempt to revise and fine tune the theory that was selected at the outset and makes use of a wide range of research methods. As I reread I was able to understand a little more about types of research . For example, with regard to Grounded theory, there are
Schools of thought - Glasser's approach which is a general method that can make use of any kind of data while Strauss and Corbin' view is that it is qualitative and uses a systematic set of procedures. (April, 2016).

7. Reflection Instructional Design Technology Distant Learning
Clearer understanding of instructional design process
Clearer understanding of the way theories are used in design (none are superior, just more effective based on the context and types of learners
Improved ideas about technologies and their impact on learners and ID Models
Clearer vision of technology in design and distance learning
Clearer understanding with regard to how instructional design is used to facilitate distant learning
First hand experience with regard to the use of approaches such a problem based learning in distance learning

8. References
Gibbons, A. S. & Rogers, P. C. (2009). Coming at design at a different angle: Functional design. Retrieved from
McVee, M. B., Dunsmore, K., Gavelek, J. R., (2005).Schema theory revisited. Review of Educational Research, 75 (4), Retrieved from
Merrill, M. D. (2009). First principles of instruction. In C. M. Reigeluth & A. Carr-Chellman (Eds.), Instructional Design Theories and Models III. Mahwah: Lawrence Erlbaum Associates Inc. Retrieved from
Savery, J. R. & Duffy, T. M. (1996). Problem –based learning: An instructional model and its constructivist framework. Retrieved from