Several approaches to instructional design and development have been covered, along with how they overlap and diverge. Also, we have observed examples and used some of these techniques to improve a class or activity. How can we tell if our method was the best one? Was the use of instructional technology required to carry out the objectives of the lesson or activity? How can we tell if the outcome is successful or meets the objectives of this class or activity?
To answer these questions, let’s draw on our existing knowledge as well as the information we have learned in this session, EDU 226 and the earlier modules of EDU 227. Comment below with your thoughts.
To evaluate the effectiveness and appropriateness of instructional technologies, I focus on three key criteria:
Drawing on EDU 226, I learned that effective instructional technologies should not only enhance learning but also promote responsible digital citizenship. Similarly, from EDU 227, I recognized the importance of ethical considerations and privacy when selecting tools. For instance, tools that collect student data must comply with privacy standards, such as FERPA, ensuring a safe and secure learning environment.
In practice, I evaluate instructional technologies by observing their impact on student participation and outcomes, gathering feedback in real-time, and considering their long-term usability in diverse learning contexts. This reflective process ensures that the chosen tools are both effective and appropriate for the classroom, fostering an inclusive and productive educational environment.
Based on the acquired knowledge during ED-226 and ED-227. I can state that to determine if our instructional design method was the “best” for a particular lesson or activity, we need to carefully analyze student learning outcomes through comprehensive assessment against our established learning objectives, considering factors like student engagement, knowledge retention, skill application, and overall satisfaction with the learning experience, while also evaluating whether the use of instructional technology was necessary and aligned with the objectives.
We should consider determining if our method was the best. For instance, compare data across different classes: If we implemented different instructional approaches in different sections, comparing the assessment results can show which method yielded the most favorable outcomes. Another thing is gathering feedback from our students. For instance, surveys or focus groups can be conducted to get students’ perspectives on the effectiveness of the learning experience. Finally, we should reflect on our practice by analyzing our teaching process and identifying areas for improvement based on student feedback and data analysis.
To determine if our instructional method was the best, as a teachers we should make sure to:
The use of instructional technology was required to carry out the objectives of the lesson or activity because it enhances accessibility, engagement, or understanding in ways traditional methods cannot.
We tell if the outcome is successful or meets the objectives when success is evident, and when students achieve the learning objectives, demonstrate understanding, and can apply their knowledge in relevant contexts. Feedback from students and peers can also provide critical insights into effectiveness.
The effectiveness of our instructional technology is highly effective. Because it supports the lesson objectives, enhances engagement, provides accessibility, and is interactive in a way that traditional learning methods may not. Educators provide the content in various formats, aligning well with UDL principles. For instance, students can access multimedia presentations, and digital assessments, which help students to better understand the materials.. The technology also provides immediate feedback enabling both students and professors to track progress towards a specific objective.
I would evaluate the appropriateness of instructional technology by first seeing if it addresses the learning standard to be taught. I would also see if it meets the learning needs of my students. For example, I have students that have low reading levels. BrainPop is instructional technology that will help my low level readers grasp the concept being taught because it provides a video with word labels in each scene that teaches about the concept.
I would evaluate the effectiveness of instructional technology by conducting formative assessments by asking my students “check for understanding” questions throughout the lesson, exit tickets at the end of the lesson, and quizzes. In addition to this, I would also monitor the engagement level of my students as they interact with and use the specific instructional technology.
To evaluate the effectiveness of an instructional design method, we should focus on several key aspects:
For example, for my Spanish class, I should:
Student Engagement: Monitor how actively students participate in discussions and collaborative activities. High levels of enthusiasm and involvement can indicate that the instructional approach was effective.
Feedback Collection: Use informal surveys or discussions to gather students’ perceptions about the lessons. This feedback can reveal what aspects resonated well and what might need improvement.
Use of Technology: Assess whether instructional technology was necessary for achieving lesson objectives. If tools like language learning apps enhanced learning, they were likely beneficial. However, if students achieved objectives without them or faced confusion, their use might not have been essential.
Assessment Methods: Employ a variety of assessments to measure success. Formative assessments, like quizzes, can track understanding, while summative assessments (oral presentations, written projects) evaluate overall proficiency. Additionally, students’ ability to use Spanish outside of class should be observed as a measure of mastery.
By combining observations, feedback, and assessment results, you can effectively determine the success of your instructional design in achieving the desired learning outcomes.
To assess the effectiveness of instructional technologies, I rely on what I learned in EDU 226 and 227, especially the Triple E Framework which helps me evaluate if the educational tools truly support my learning objectives.
In my classes, I use tools like Edpuzzle for interactive listening practice, Kahoot for engaging reviews, and Padlet for collaborative writing. Each tool serves a specific purpose, but I always ask if it adds unique value to the lesson. For example, Edpuzzle lets students engage actively with video content, enhancing their listening skills. Kahoot makes vocabulary review fun and memorable, while Padlet encourages students to collaborate and express themselves in Spanish.
When I see students deeply involved, meeting learning goals, and using Spanish meaningfully, I know I’ve made the right instructional technology choice. The Triple E Framework gives me a clear lens to ensure that technology enhances learning and makes it impactful.
To determine if our instructional design hit the mark, we should consider a few things. First, did the students seem engaged and interested in the activity? If they were actively participating and enjoying themselves, that’s a good sign! Next, we need to check if they met the learning objectives. We can do this by assessing their understanding through tests or class discussions. Also, it’s important to ask whether technology was necessary for the lesson—if we could have achieved the goals without it, maybe we should rethink our reliance on it. Finally, getting feedback from students can provide valuable insights into what worked and what didn’t, helping us adjust for next time. Ultimately, a successful outcome means the students learned and felt involved.
Based on all the modules, I learned that instructional technology goes hand in hand with instructional design. Technology gets factored in where the framework permits it. When designing instruction, the goal is to ensure learning is occurring at its highest point and when the needs of students is measured alongside the goals, the digital tools are decided upon. we have seen that digital tools have facilitated learning in ways that traditional materials couldn’t. And so, one key factor that I believe helps give insight into whether the method and tools were fruitful is the assessment portion of the lesson. It is in the outcome of the assessment that teachers reflect on what worked and what didn’t. Through that reflection teachers decide if the tools were efficient and design. I think design must drive all else.
I believe that the success of any teaching method lies in its alignment with the teacher’s approach and the diverse learning needs of students. Evaluating student engagement levels and assessing the outcomes of activities are indeed crucial in identifying the effectiveness of such measures. It is essential to prompt yourself and check for student understanding. For example: “Are my students demonstrating their understanding of the material through creative presentations? Is it accessible to all students? These considerations help determine whether the approach you chose is effective and using the evaluative tools can also help in determining how you want to see in being carried out during the instruction.
Instructional technology in my case are essential for teaching because it allows the student population that I teach to access the content in a more engaging and fun way.
Determining the effectiveness of an instructional method involves a multifaceted approach. One crucial aspect is assessing student participation, engagement, and motivation throughout the learning process. A successful method should not only capture learners’ interest but also sustain their attention and encourage active involvement.
Upon completion of the learning activity, instructional designers must evaluate the outcomes of the learning objectives through various assessment tools. These assessments should measure the extent to which students have acquired the knowledge and skills necessary to achieve the intended goals. The key question is: Did the students gain the knowledge and skills needed to fulfill the objective?
Evaluating the effectiveness of instructional methods is an ongoing process. It involves analyzing data, adjusting instruction, and making improvements based on the observed outcomes. This iterative approach ensures that the instructional strategies remain aligned with the learners’ needs and the desired outcomes.
Another critical factor is the evaluation of instructional technology’s role in achieving the learning objective. Did the technology used contribute significantly to students’ learning, or was it merely an accessory? While instructional technology offers numerous advantages, it is essential to determine whether its use was instrumental in helping learners achieve their goals.
Ultimately, student outcomes serve as the most crucial indicator for measuring the overall effectiveness and appropriateness of both the instructional method and the use of technology. By focusing on student achievement and engagement, educators can make informed decisions about instructional strategies and the integration of technology to create optimal learning experiences.
Instructional design and development aim to enhance learning, and it may be difficult to tell if one method is “the best.” From Module 2, we learned that instructional design models focus on the general process of creating instruction, while instructional development models focus on the steps involved in developing specific instructional materials. There are many different types of materials that can be implemented in a lesson. When students are engaged in the lesson, participating, and able to meet the outcomes of the lesson, it is a good indicator of a strong instructional design.
In many cases, the use of instructional technology is required to carry out the objectives of the lesson or activity. Instructional technology includes the tools that are used to help students with learning, such as the internet, computer programs, digital tools, videos, and online interactive games. These tools help carry out the objectives of the lesson because they help provide students with multiple ways of engaging with learning, and also provide accessibility for students who need language support or students with disabilities.
I think that instructional technology makes it much easier to carry out the objectives of a lesson because the content can be explained in many different ways (visually, audio, with videos, etc.). Although it is definitely possible to meet the objectives of a lesson without technology, it would be a lot more challenging due to limited resources. Also, it would be more difficult to remove barriers to learning (ex: visual, audio, language) without the use of technology.
We know if the outcome is successful or meets the objectives of a class or activity because the students are able to meet the outcomes indicated at the beginning of the lesson or unit. With UDL, clear learning objectives are established at the beginning of the lesson, and barriers to meeting those objectives are reduced by the provision of multiple opportunities for student expression. It is important to reflect on the instructional design, evaluate student learning, and then make adjustments/revisions as necessary. By looking at assessment data, exit slips, and feedback from both students and teachers, we can ensure that the class/activity objectives are met.
I think it is hard to say which is the best because everyone has their way of teaching and learning. What might work for me, might not work for someone else. Sometimes teachers have to pick an evaluation tool that gives them some information but they will need another one to prove it. UDL helps things be accessible and helpful to all students. Some students are more comfortable with a site than others are. How students learn can be the measure of the effectiveness and appropriateness of instructional technology.
I think that determining the “best” is going to be relative to the teacher and subject. Everyone has different opinions on what work best for them and for their students. Sometimes evaluation tools that work well for one may not work for everyone. I think it is important to have a baseline such as giving the information without any instructional technology to have something to compare it to. Implementing the instructional technology and then tracking the differences between how the students respond to the information. Are they able to retain more when given the tools? I think it is important to be flexible in this area and recognize that there is not a one size fits all method.
I believe that any approach that one uses will work for them or not. Everyone teaches differently and all students learn differently as well. By assessing your students’ level of participation, you might determine their success. You can also have a glance at the activities’ outcomes. Did they show that they understood the material? You were successful if they were able to creatively present what they had learned. If the lesson was successful, it will also be shown by the results of their assessments. I think the answers to these questions will help you in figuring out whether the approach you choose was effective but not ideal. Different methods of instruction that go well with various teaching approaches are as varied as the sorts of learners. I think the answers to these questions will help you in figuring out whether the approach you choose was effective but not the best. Different methods of instruction that go well with various teaching approaches are as varied as the sorts of learners. To teach a lesson using one of the approaches, I don’t believe instructional technology is necessary. In the US, there are educators who are instructing students without the use of technology. On the other hand, I think technology greatly improves instruction. It does improve students’ engagement in the class and contribute to the accessibility of our instruction. Engaging videos or images are made possible by technology. Students are more motivated when they are able to demonstrate their learning in a variety of ways. It promotes accessibility. You can still have students from different languages participate in the lesson and those who are academically low will gain interest.
Evaluating the effectiveness and appropriateness of instructional technologies involves a multifaceted approach. First, it is essential to consider the consistency of the technology with the educational goals and curriculum standards. Effective instructional technologies should support and enhance learning objectives rather than devalue them. Next, the function and accessibility of the technology must be assessed to ensure it can be easily integrated into the classroom and is accessible to all students, including those with disabilities. Additionally, the use of technology isn’t required but it is more engaging because the resources that technology has can offer more than just books and word of mouth.Also, technology is more modern and I believe it will promote more engagement.The impact on student engagement and motivation is a critical factor; technologies that develop interactive and engaging learning experiences are generally more effective. The reliability and stability of the technology are also important, as frequent technical issues can disrupt learning. Finally, it is crucial to evaluate the evidence of the technology’s impact on student learning outcomes through data and research. Gathering feedback from both teachers and students can provide valuable insights into the practicality and effectiveness of the technology in real classroom settings.
Several approaches to instructional design and development have been covered, along with how they overlap and diverge. Also, we have observed examples and used some of these techniques to improve a class or activity.
How can we tell if our method was the best one?
The way to tell if a method was the best one used is when ALL students are engaged and participating; when students ask questions and make comments. And at times it also depends on the students.
Was the use of instructional technology required to carry out the objectives of the lesson or activity?
I would say (at least in my experience) most of the time instructional technology is required to carry out objectives of the lesson or activity. I usually look for something that all my students like (I usually listen in on their conversations while they eat) and look for lessons using those particular likes to establish engagement.
How can we tell if the outcome is successful or meets the objectives of this class or activity?
You can tell if the outcome is successful or meets the objectives of the this class when students can pass formal and informal assessments. And when students can help each other understand the concept(s) of the lesson/objective.
How can we tell if our method was the best one?
Was the use of instructional technology required to carry out the objectives of the lesson or activity?
How can we tell if the outcome is successful or meets the objectives of this class or activity?
Several approaches to instructional design and development have been covered, along with how they overlap and diverge. Also, we have observed examples and used some of these techniques to improve a class or activity. How can we tell if our method was the best one?
Through evaluations, an educator will get a sense of their students, their capabilities, and limitations, and employ the method that best helps to support their needs. Through informed decisions, the chosen methods, fit the instructional goals. Evaluating the instructional design will strengthen its effectiveness, identify opportunities, and enhance learning outcomes.
Was the use of instructional technology required to carry out the objectives of the lesson or activity?
The use of instructional technology is not strictly required to achieve the objectives of a lesson or activity; however, it can significantly enhance the learning experience and effectiveness. Technology offers diverse tools that facilitate different aspects of instruction. Traditional methods can still meet learning objectives however, incorporating instructional technology makes learning accessible and dynamic while encouraging engagement. It provides interactive content, allows access to a vast array of resources, and enables collaboration beyond the classroom. Technology caters to various learning styles and needs, ensuring that all students can participate actively and effectively.
How can we tell if the outcome is successful or meets the objectives of this class or activity?
By reviewing learning outcomes to assess the improvements, get a sense of skill level, and how well they applied the learned material. Providing opportunities to use knowledge in real-life scenarios. Continuously revisiting and evaluating the effectiveness of the methods to identify areas of improvement and modify.
While completing the CSin6 courses, I learned a great amount of knowledge to help me structure my lessons to better equip my students to obtain the content with the use of instructional designs and models.
The instructional design models help align the learning objectives to effectively address the intended outcomes and goals using UDL principles. With collaborative activities, students can become actively involved by interacting with the content and understanding the retention of the material. Assessments can be implemented to gauge student learning and provide alternate resources to aid the student to become successful. It is also important to reflect to determine if lessons are also accessible so that all students can participate in the lesson. Instructional designs can be flexible to adapt to different situations to enhance the effectiveness of the content.
Students are into graphics, comics, videos and anything that is interactive and stimulating. Using different multimedia in the classroom will help facilitate learning to meet benchmark goals and allows adjustment of activities to make them more personalized for the student that requires additional support.
We can tell if our method is the best one if the model promotes the students learning. For example if we use the 5es model and include the UDL guidelines, these are in my opinion the best methods because both provides students with multiple means of representation, multiple means of engagement and multiple means of action and expression. These methods could promote students les and also motivates students to learn more.
The use of instructional technology is not required to carry out the objectives of the lesson. However, I feel like using instructional technology will not only enhance the lessons, but it will make the lesson more effective and easier. It’ll also engage the students and help students with their learning needs.
I once believed that we can teach all students without the use of instructional technology. However although some students can learn this way this ideology does not fit all. With the knowledge I have gained from my CSin6 courses I have a new lens as to how to incorporate tools and see new ways in which a student can learn. I have learned that students can be engaged through other means such as using digital tools or digital books.
I have also learned that we must select appropriate tools that cater to learning abilities and accessibility. Furthermore, it is important to let students demonstrate their knowledge through various means. We can tell that we are providing enriching and enaging opportunities by the way students interact with the resources presented and the way they integrate their new skills in daily lives as delineated by the Triple E Framework. Nowadays students are more engaged in technology than previous generations through the use of video games or phones and I feel like it is essential to incorporate it in order to relate more to their learning style and what they are exposed to.
In determining if the method you used was the best one you could employ one of several Instructional technology evaluation models. TPACK, SAMR and the TRIPLE E Frameworks. The TRIPLE E model assesses engagement, enhancement and the extension in the Educational value of digital tools. Furthermore, these three elements Cultural context, the impact on equality and accessibility can evaluate the results on student success on another level. In a classroom that integrates Universal Design for Learning (UDL) focusing on the “Why” the objective you get measurable outcomes which can determine if the goal is successful or meets the objectives.
The use of instructional technology is not required to carry out the objectives of the lesson or activity. However, integrating instructional technology with the use of digital tools that serve the same purpose but offer different features or methods is an enhancement to the Educational purpose while providing equal access of all learners.
The purpose in selecting and using instructional technology is to deliver inclusive and accessible learning environments that produce results that you can measure and evaluate.
It is hard to really determine TRULY which method is the best one. Oftentimes, the same method will not yield the same results across different content. Ideally, in order to determine which method is the best one depends on whether you’ve achieved the outcome you planned for. Some ways you can determine that can be:
· Ensure that the instructional design aligns well with the stated learning objectives. Evaluate whether the method addressed the specific knowledge, skills, and competencies outlined in the objectives. If the learning objectives were met, it suggests that the instructional design was effective in achieving its purpose.
· If students actively participate, show interest, and demonstrate understanding, it indicates that the method is engaging and effective. Assess student work, assignments, and assessments to determine if they are meeting the expected standards.
· Assess whether the technology enhanced student learning, engagement, and understanding. Consider if the technology facilitated interactive activities, personalized learning, or real-time feedback, which can be indicators of its effectiveness.
· Determine if students retain the knowledge and skills over time and if they can apply them to real-life situations. A successful instructional design should foster deeper understanding and application of the learned content beyond the immediate learning environment.
One way we can tell if our method was the best one, would be to assess student participation, engagement and motivation making sure these factors are carried out throughout the learning objective. Effective instructional methods should capture a learner’s interest, maintain their attention and encourage active participation. At the end of the learning activity as instructional designers we need to asses the outcomes of the learning objectives through various assessments. These assessments should measure what the students learned to assess if the method was successful. Did the students gain the knowledge needed to achieve for the objective? Evaluating the effectiveness of of an instructional method is an on going process. Using data to adjust the instruction and making adjustments and improvements when necessary. We also need to evaluate if the use of instructional technology was essential for the students to meet the learning objective. Did the instructional technology assist the students to meet the objective? There are many advantages to instructional technology, but overall did the use of technology help the learner to meet their goal. Student outcomes is the most important driving tool to measure overall effectiveness and appropriateness of instructional technology.
There are many protocols that can be used to evaluate the effectiveness of instructional technologies, I would use the 3E because it is a simple framework that allows teachers to create lessons where students engage with technology to meet the objectives. Teachers can evaluate students progress in meeting the objective through rubrics, computer-based assessments, and built in assessments in a digital tool.
It is important to take into account the accessibility of the tool to determine its success. For example, can students easily access the activity and explore the site, can they complete activity without too much direct instruction. If students confidently are using a tool they are more repetitive to engaging positively with the tool, resulting in positive outcomes.
Determining whether your instructional design method was the best one and assessing the success of the outcome can be done through a systematic evaluation process. Here are some steps you can take to evaluate the effectiveness of your instructional approach:
Remember that the effectiveness of an instructional design method is context-dependent and may vary based on factors such as the subject matter, learner characteristics, and learning environment. Continuously refining and adapting your instructional approach based on evaluation feedback is crucial for ongoing improvement.
Additionally, regarding the use of instructional technology, it is not always required to achieve the objectives of a lesson or activity. The decision to incorporate instructional technology should be based on its relevance, suitability, and potential to enhance learning outcomes. Consider whether the technology supports the instructional goals, engages learners, provides opportunities for interactive and personalized learning, and aligns with the needs of your students.
Great insight on evaluating a tool.
We have learned about several methods in these classes but also in DOE PDs. I don’t think one is the best. Everyone learns differently and needs to be exposed to many different methods. Just like UDL helps everyone and makes things more equitable and accessible. Instructional technology can add to lessons but there is no one right tool. Maybe students are familiar with Google Slides, another Powerpoint, and another Prezi. That is great, they can use any of the apps to create a presentation that reflects their understanding of a topic. Regardless of the tool, teachers can tell if the objective has been met by using a rubric, setting clear expectations and providing models or exemplars.
I do think it is important to look at SAMR and the 3E’s when evaluating the tools and making sure the tools are engaging, can add to the lesson, and if they secure one’s privacy.
I am not familiar with SAMR but will take a closer look at your suggestion.
I do agree, instructional technology enhances the lesson but all tools are not created the same and for all students. Different students prefer different tools.
This is an interesting question to reflect upon. I think the tools we’ve learned have a place, but perhaps it is a level above the individual classroom. Through UDL we learn that there is no one answer that meets the needs of every student. Therefore no one instructional technology or tool is going to ensure the success of a lesson for all students. I enjoyed our exercise in EDU 226 with Triple E and learning about ADDIE but I don’t know that I would use it on a regular basis.
I do now spend a but more time looking at the privacy statements before selecting a new technology tool for my classroom. I think at least in elementary school it is easy to see what is helping students meet their learning goals and what is not working.
I do believe that learning about these different models to evaluate the effectiveness of instructional technology is vital and while I might not use the tool directly, I think what we have learned is going through our minds.
In order to know if our lesson/activity was the best one is to see how successful it is. We need to evaluate the effectiveness and reflect on what happened during and after the lesson/activity. To see if our methods were effective and if the instructional techniques were effective we have to go over what tools were used and how it met the objectives.
There are many approaches we have discussed during our coursework. We have discussed the ADDIE, SAMR, and the Triple E to name a few that we have discussed. These approaches help teachers evaluate the effectiveness and appropriateness of the methods and tools used to deliver the lesson. By reflecting on the results of the students’ work, their discussions and any connections to the lesson they make, teachers could see if their lesson objectives were met. Teachers need to ensure that their lesson makes the students feel like they have increased their knowledge of the topic for that lesson. Students are very transparent. It would be evident if the lesson did what it was supposed to do. Teachers need to “check in” to make sure that everything done is what was intended and if not, that they make revisions for the next lesson.
I don’t believe you can tell which method is the best one. I do believe that you can tell if the method you chose was successful. You could determine the success by noting the engagement of your students. Are they motivated to complete the assignments? If they are excited to come to school and continue with the unit then you have been successful. Also, you can look at the results of the activities. Did they show an understanding of the content? If they were able to showcase what they learned in a creative way then you were successful. The scores on their assessments will also indicate if the lesson was a success. I believe the answers to these questions will help you determine if the method you chose was successful but not the best. Just like there are different types of learners, there are different types of teaching styles that complement the different instructional methods.
I don’t think instructional technology is needed to carry out a lesson using one of the methods. There are teachers in this country without access to technology and they are teaching their students. However, I do believe technology enhances a lesson immensely. It does increase the engagement of the lesson and it helps to make our lessons more accessible. Technology provides engaging visuals or videos. It helps students showcase their learning in different ways which increases their motivation. It improves the accessibility. Students of different languages can still participate in the lesson. Students at different levels of reading can still access the lesson.
I think you bring up a valid point. I feel like I have successfully integrated numerous technological tools successfully without even know about these frameworks. Perhaps where the frameworks for evaluation are most needed is a step above the classroom where school districts are deciding which tools to support or ban.