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ASSIGNMENT 4 Presentation Concept Map

this assignment is about a concept map depicting instructional design, instructional technology and distance education

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Travon Charles
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190 views9 pages

ASSIGNMENT 4 Presentation Concept Map

this assignment is about a concept map depicting instructional design, instructional technology and distance education

Uploaded by

Travon Charles
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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ASSIGNMENT ONE

The University of the West Indies Open Campus


EDID 6503 Instructional Design , Models and Strategies

Name: Tineka Jagan


ID No.320084996
Lecturer: DR. Camille Dickson Deane
CONCEPT MAP 1
Timeframe
CONCEPT MAP 2
HOW MY KNOWLEDGE HAS CHANGED FROM THE FIRST TO THE SECOND
CONCEPT MAP?

My knowledge has significantly changed from Concept Map one to Concept Map 2 in the following way:

-Concept Map 1 showed a more superficial understanding of the concepts, whereas Concept Map 2 reflects a deeper, more

comprehensive understanding of the concepts studied thus far.

-Concept Map 2 demonstrates a greater degree of interconnectivity among the concepts, showing in more detail how they

are related. In the first map, several concepts were grouped together in some instances; which did little to aid clarity of

thought.
HOW MY KNOWLEDGE HAS CHANGED FROM THE FIRST TO THE SECOND
CONCEPT MAP cont’d

 Concept map 2 reflects a sounder understanding of what is required for the designing of a concept map and looks less like the work

of a novice.

 -Concept Map 2 reveals a broader scope of concepts, since I have been able to interact with a significantly grater amount of

instructional materials.
FACTORS THAT INFLUENCED THE SECOND DIAGRAM

 Having a deeper understanding of the concepts covered in map one, and being able to relate them to the new knowledge acquired

since then, thus building on my knowledge base.

 -Differentiating among some key concepts, such as instructional design and instructional technology, and instructional theories,

methods, models, strategies and tools.

 - Understanding that all of the concepts are related and work to support each other despite their intricate difference.

 - Acquiring the skill in manipulating the concept map software, and gaining confidence in its use.
REFLECTION

The experience of completing these two concept maps were vastly different. The creation of the first map created frustration on two

levels. Firstly, I was not yet comfortable with the course material, and my limited understanding of the concepts from which I was

required to create the map caused much stress. Although that initial exercise did help to clarify the meanings of some of the material, that

understanding was still rather superficial. Added to that, I had no prior experience with the mapping software, and had to basically learn

while completing the task. That too ultimately yielded dividends.


REFLECTION cont’d

Working on the second concept map was a more fulfilling and rewarding experience. With many of the concepts now concretized in my mind. I

was better able to transfer those ideas to the task. Upon reflection, I realized that the principle of employed, where I received the new information,

integrated it into my existing schema, limited though it was , and then activate appropriate schema to accomplish the task at hand ( Fassett &

Warren, 2010).

In so doing, the concepts with which I integrated were meaningful, and the creation of the map was far less tedious than my initial effort. The

application of the knowledge principle of Merrill’s First Principles of Instruction; hence learning was actively promoted (Reigeluth& Carr-

Chellman, 2009), and indeed deepened.

Although I cannot claim to know or even understand all that is presented in the course material, my knowledge base has improved significantly in

the time within which both maps were created.


References

Fassett,D.L.& Warren. J. (2010). The Sage handbook of communication an instruction. USA: Sage Publication, Inc. Retrieved December

15, 2022 from

https://books.google.com

Reigeluth, C. M.& Carr-Chellman, A. A. (2009). Instructional Design THEORIES & Models: Building a Common Knowledge Base,

Vol.III- Chapters 1, 2, 3& 4. Retrieved December 15, 2022 from

http://2014.tle.course.open.uwi.edu/mod.page,view.php?=40719

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