One of the things I’m learning not just from the readings, but from the guest speakers we’ve had thus far in our course, is that IST is very flexible and versatile. From Dr. An and Dr. Lin the first week and their projects on gamification of MOOC, media multitasking, and personal transformation to Dr. Anderson’s work with distance learning, to this week’s session with Dr. Gyabak and her research in Nepal, Bhutan and Papua New Guinea. The field seems so wide open for a variety of interests and unchartered territory.
One of the most recently written articles we read, “7 Innovative Approaches to Course Design” really got me thinking about the courses I’m teaching online at IUPUI and the courses I’m taking right now. While reading about the seven innovative approaches listed in the article, I started to wonder what my approach was for the course I’m currently teaching
on Latino Studies at IUPUI. My course is titled “U.S. Latino/a Identities” and takes an in-depth look at Latino/a stereotypes in the U.S. today, perpetuated by U.S. film and media. Since this is a web-based course with asynchronous interactions, I do a lot of asking and reflecting activities, with a final research component. As I weigh the different approaches listed in the article, I believe I mostly use the inquiry-based approach (Approach 1 from the article) because I’m constantly asking (in a variety of ways depending on what we’ve read or watched) “What do we know and how do we know that?” (Mintz). And in the case of my course topic – "What can WE do about it?" Most students seem to do well with this type of course (this is not my first course taught in this way), but this term, I did have one student who has commented that he wishes we had synchronous Zoom lectures each week (in five years, this is the first student to say this – not that others haven’t thought it, but he said it in a discussion).
I believe a secondary approach that I use is case study-based (Approach 2). We look at a lot of examples both in writing and in film and then we reflect, discuss, ponder, problem-solve, and engage in authentic discussion and debate. Even in the first week, after the first chapter and the first short video, I have students (who are Latino) questioning if their approach to the film as purely entertainment is appropriate, as they have never thought of it as being stereotypical, although it paints Latinos in a “bad light”. I see so much introspection and vulnerability come out of teaching these courses that look at important social issues that can be extremely personal.
Switching gears to the course I’m taking with Dr. Gyabak – R521: Instructional Design and Development. This course is definitely taught from a Project-Based Approach. We work the whole semester on a ID project on a team. Each week with an outcome to turn in, that builds on itself to a final module/project that is a taught lesson. Although this is the approach and in the article is considered “Innovative”, Dr. Gyabak also uses the ADDIE. Each step of the project is a step of ADDIE. I have to say, learning this for the first time, as an educator who has taken courses in Education, in pedagogy, who student taught, wrote lesson plans in a variety of disciplines and settings, it’s quite refreshing to take the project for 521 and complete it one step at a time. To learn the ID process of ADDIE in a systematic way. That brings me to the second article I read, “A Hard Look at ISD” by Zemke and Rossett, who look at the process of ISD and question whether the process is irrelevant as a tool, or if “those who use it [are] to blame for its apparent failings?” (27). I look at that question and think that everything is like that. There are so many tools out there – manual tools, physical tools, intellectual tools (like ADDIE) – they’re only as good as the user. I believe, after reading this article, that tool function can change and needs to change as the need for its product changes, but ultimately, a hammer is still a hammer.
References:
Mintz, Steven (2021, February 8). 7 innovative approaches to course design. Inside Higher Ed. Retrieved from https://www.insidehighered.com/blogs/higher-ed-gamma/7-innovative-approaches-course-design
Zemke, R., & Rossett, A. (2002). A hard look at ISD. Training, 39(2), 26-34.
Hi Melissa,
I admire your effort to bring reflections to the students in the course you are teaching at IUPUI. You asked the students (both Latino and non-Latino) questions to allow them to reflect on the ways they view/treat Latino and Latino culture in the U.S, as well as to consider the actions they might be able to take. I believe that some of them must feel astonished when they are aware of the bias and discrimination hidden in their daily lives. I also like that you use different materials, including films and case studies, to motivate students to learn. When talking about instructional tools and materials, it’s very important to consider which of them are most acceptable and familiar…
Melissa,
Your “U.S. Latino/a Identities” course sounds like a very intriguing class and causes students to reflex on what they see/hear. I am surprised it took to this year for someone to speak up about wishing to have synchronous lectures. I learn better from synchronous classes, but I am also old school and grew up never having the option for an online course. When I was searching for an elective for this fall, one of my criteria was in person.
I am also taking 521 and apricate the step-by-step process to build up the project instead of teaching us everything and saying, go, do this project. It allows us to practice what we just learned immediately. I agree with your…