By taking the
course Learning Theories in Instructional Design helped me to develop instructional
theories that emphasize synthesis and integration of sets of knowledge and
skills, researchers hope to address. Human relations and resources will likely
be a center of much instructional design progress in the coming years. Learner
variables, for example, have already begun to play an important role in
instructional theory, and the area of motivation promises to be of particular
significance in the near future. This has also deepened my understanding of the
personal learning process. What I found to be surprising
or striking as I furthered my knowledge about how people learn was the
role of the instructor or teacher. Instructional design researchers are
concluding that a major contributing factor inhibiting the acceptance of
instructional design principles in the K-12 school system is the resistance of
teachers. It will be necessary for instructional design advocates as myself to
address the issues of teacher involvement if they hope to implement their
systems within the K-12 educational system. I look for future instructional
systems design models to take into account the unique situation of teachers. Teachers,
with good foundation knowledge, will adapt or adopt existing instructional
materials. The employment of instructional theory for teachers would focus on
how to evaluate the foundations of existing materials within a maintenance
program. In general, I predict that the instructional design field will finally
abandon the pursuit of a single, all-encompassing instructional theory and
concentrate on establishing an interactive network of meta-theories. The
learning of this course has help me as an instructional designers, I believe,
will increasingly choose to apply a particular learning and/or instructional
theory only to those narrow learner outcomes toward which it works most
effectively. The achievement of a complex mental skill might, for example,
include learning various subskills on the basis of several different learning
theories. The result would be enhanced flexibility and increased efficiency.
Instructional designers could then take the process a step further and alter
each of the original models used on the basis of formative evaluation at the
subskill level. These refinements hold great promise for fluid, complex
instructional designs, but can only emerge from a spirit of balance and
increased cooperation among instructional designers in both academic and
applied environments.
As an
instructional designer, I should be
able to determine and identify the needs of preschool children. The
instructional designer, as preschool teachers should know the desired learning
outcomes that can be achieved using various methods. Instructional designer
should be able to apply systematic methods of evaluating instructional needs
and creating learning solution for the preschool children. This
program incorporates new ideas, thoughts and shows unique aspects of different
personalities. For me, teaching gives an opportunity for frequent learning and
development skills to expand. In the society today, it is very important for
students to not only have a solid education but to actually learn and
experience new skills along the way. I have chosen this particular field of
early childhood education because it is a great environment to be in. It may
not be the highest paying job or one the easiest jobs to do but it is one of
the helpful and comfortable jobs that anyone can get. Being in the early
childhood field makes easy to see and understand how a child grows and the way
he or she thinks about things. Early childhood gives you a better feel of
children not just as a group but individuals. As a very loveable, patient,
energetic, person that adores young children I will provide a way for children
to learn through experiences and discovery. As a preschool teacher of Early
Childhood Education of my desires is to become an early childhood educator that
would encourage a child to learn, play, explore, and have fun as they grow.
