Philosophy of Instructional Design
Philosophy of Instructional Design
In order to accomplish the goal of creating effective instructional experiences and materials, instructional designers need to practice being eclectic. There is not one learning theory, instructional design model, or assessment that is suitable for all learners or all instructional contexts. Instructional designers should be knowledgeable about, and competent in applying learning theories and instructional models to their designs. They should also be informed about research-based assessments and technologies that can be utilized in educational contexts (online and in a physical classroom setting) to complement instruction, and increase learning effectively.
In order to accomplish the goal of creating effective instructional experiences and materials, instructional designers need to practice being eclectic. There is not one learning theory, instructional design model, or assessment that is suitable for all learners or all instructional contexts. Instructional designers should be knowledgeable about, and competent in applying learning theories and instructional models to their designs. They should also be informed about research-based assessments and technologies that can be utilized in educational contexts (online and in a physical classroom setting) to complement instruction, and increase learning effectively.
Through my professional experience as a Adjunct Instructor in higher education, I have come to the conclusion that the best educators are those that continue to pursue opportunities for continued professional development and learning. Good educators also willingly acknowledge that in the classroom, students often take on the role of teacher as they share their own experiences, perspectives, and knowledge with their peers and teachers. Learning is truly a collaborative process.
I teach in a unique area of the higher education system where I work with international students who are learning English as a second language (ESL) so that they can successfully complete their degrees in an English-speaking university. These ESL students do not always have the typical characteristics expected in an American university student. They are often older than other students, have had inconsistent academic instruction, and have a tendency to be self-taught in terms of their English language skills. They come from a large variety of countries, and may speak other languages besides their first language and English. Many come from backgrounds of poverty and hard-work, and others from wealth. However, they all have something to teach, and something to share. It is for this reason that I always begin a new semester with a feeling of anticipation.
My students motivate me through their hard work and dedication to want to be a better teacher, and a better person. I can only do this by stepping out of my own comfort zone and taking those same steps that I ask my students to take every day. Change and growth is often uncomfortable and challenging, but it is necessary, and it leads to accomplishment and fulfillment.
As educators, administrators, and instructional designers continue to explore solutions for meeting the needs of individual learners, it is likely that the popularity of applying constructivism in 21st century classrooms will also increase. This is due to the fact that constructivism focuses on the experiences of individual students and their interactions with the environment, as a means for learners to master learning objectives and skills. Constructivist learning theory focuses on authenticity, motivation, and active participation by learners in the learning process. Working in the capacity of facilitators, teachers are able to offer better support to students, and to give timely feedback and assessments to help learners construct concepts and knowledge, and to adjust these same concepts when needed. The advancements in technology and its use in education also provides both teachers and learners with better tools to carry out activities, collaboration, and assessments throughout the learning process.
Maraea Tsing
ELT Adjunct Instructor, Instructional Designer
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