Instructional Design Trends Compass: Calling IDs to Action How to Put Instructional Design Trends to Action.
Shauna LeBlancVaughan writes a thorough article on her blog, Elearning Industry, titled 2015 Instructional Design Trends Compass: Calling IDs to Action How to Put Instructional Design Trends to Action. http://elearningindustry.com/2015-instructional-design-trends-compass-calling-ids-action
She breaks down the following trends: Science of Learning, Virtual Workplaces, Social Learning, and Team Cognition, Competency-based Education, Big Data, Personalized Learning, Nano Learning vs. Mini E-learning, Gamification and Flow.
In review of her article, I was especially interested in the science of learning. Of particular interest is the idea that the science of learning brings attention to the brains cognitive limits, prior knowledge, and eliciting emotion by using storytelling for complex simulations. In order to become a good IDT designer it’s important to understand the science of learning and how the brain functions in its ability to retrieve and store information. Perhaps the most interesting is the concept of eliciting emotion by the use of story-telling for complex simulations.
This concept really needs to be a focal point, especially when training new teachers in education. As a ten year veteran, I find so often that new teachers come into the field with all the theory but often with only a 3 month student teaching assignment, (some maybe more) and they lack the experience or training on how to handle specific situations.
As I look at the field of special education, particularly autism and behavior disorders, there is a need to simulate classroom situations in order for educators to understand not only appropriate responses, but the reason behind those responses. If we could create training that simulates certain classroom situations, with right and wrong responses, perhaps this would be a beneficial approach in training educators.
The best education is often experience, but if we can create story-telling simulations of common events, it could enhance overall learning. This could be applicable to any job related instructional training. Instead of the typical multiple choice response test questions, perhaps we can design a better model, using simulated exercises that require response questions to guide the learning process.