Comments on: ISD Development – from an FEA perspective http://www.apescience.com/id/blog/isd-development-from-an-fea-perspective The Instructional Design Blog of Steve Covello Tue, 29 Jun 2010 19:28:38 +0000 hourly 1 http://wordpress.org/?v=3.0 By: Lu Chen http://www.apescience.com/id/blog/isd-development-from-an-fea-perspective#comment-188 Lu Chen Fri, 12 Feb 2010 03:00:42 +0000 http://www.apescience.com/id/?p=334#comment-188 There is a saying in China that if you know where the problem is, you have been on the half way of success. Now, although you still have problem with your ISD model, you clearly analyzed what your problems were with a very vivid analogy. I believe you will figure out everything at last :) There is a saying in China that if you know where the problem is, you have been on the half way of success. Now, although you still have problem with your ISD model, you clearly analyzed what your problems were with a very vivid analogy. I believe you will figure out everything at last :)

]]> By: admin http://www.apescience.com/id/blog/isd-development-from-an-fea-perspective#comment-187 admin Thu, 11 Feb 2010 17:55:44 +0000 http://www.apescience.com/id/?p=334#comment-187 Thanks for the input, Lu. Although I would defend myself by saying that there isn't anything concrete in my description! Everything is based on a form of sensitivity for which I have no quantifying instrument to use to organize, categorize, or rank each medium. That is the essence of my struggle in forming the ISD model. How can I create a speedbump without any asphalt? Simply posting a "Speedbump Ahead" sign will not have the same effect to the audience of this model. They must, "feel the thump" under their wheels as well as know what it was (was it a part falling off the vehicle? A chunk of debris?). As for measuring learner satisfaction - that is another entirely separate doctoral thesis! In Jing's 611 class, I struggled with the proposal of "What does it mean to 'feel taught'? Is my version of 'high resolution' learning the same as yours? Does resolution correlate positively with commensurate levels of 'feeling taught'? Is the sense of 'feeling taught' unique to the learner expectations going into certain learning environments, i.e. F2F, DL, hybrid? When studies say that there's no difference between learning by DL or F2F, are they measuring satisfaction, resolution, or the sense of 'feeling taught'? If not, why not? When I had to decide about the focus of my ISD assignment, I thought the one aspect that hasn't been discussed (from my limited position and explorations) is the relationship between learning content (as a reflection of objectives), and the effect of the network in "casting a spirit" on the content. (this alludes to the idiom used when people say "Well, that's what the law says, but your not really following the spirit of the law!" Thanks for the input, Lu. Although I would defend myself by saying that there isn’t anything concrete in my description! Everything is based on a form of sensitivity for which I have no quantifying instrument to use to organize, categorize, or rank each medium. That is the essence of my struggle in forming the ISD model. How can I create a speedbump without any asphalt? Simply posting a “Speedbump Ahead” sign will not have the same effect to the audience of this model. They must, “feel the thump” under their wheels as well as know what it was (was it a part falling off the vehicle? A chunk of debris?).

As for measuring learner satisfaction – that is another entirely separate doctoral thesis! In Jing’s 611 class, I struggled with the proposal of “What does it mean to ‘feel taught’? Is my version of ‘high resolution’ learning the same as yours? Does resolution correlate positively with commensurate levels of ‘feeling taught’? Is the sense of ‘feeling taught’ unique to the learner expectations going into certain learning environments, i.e. F2F, DL, hybrid? When studies say that there’s no difference between learning by DL or F2F, are they measuring satisfaction, resolution, or the sense of ‘feeling taught’? If not, why not?

When I had to decide about the focus of my ISD assignment, I thought the one aspect that hasn’t been discussed (from my limited position and explorations) is the relationship between learning content (as a reflection of objectives), and the effect of the network in “casting a spirit” on the content. (this alludes to the idiom used when people say “Well, that’s what the law says, but your not really following the spirit of the law!”

]]> By: Lu Chen http://www.apescience.com/id/blog/isd-development-from-an-fea-perspective#comment-184 Lu Chen Thu, 11 Feb 2010 14:34:06 +0000 http://www.apescience.com/id/?p=334#comment-184 Steve, it’s a very concrete and comprehensive explanation on your ISD model development. I like your representation on the interests of FEA from 3 aspects: the character of a system, the “ideal state” and the human performance problem. It’s a good logical way that maybe I can use it for reference on considering my ID model. I think it’s a good idea when you stated “The cost to meet or ignore these needs may be measured by learner satisfaction”. My question is that how you measure the learner satisfaction then. Steve, it’s a very concrete and comprehensive explanation on your ISD model development. I like your representation on the interests of FEA from 3 aspects: the character of a system, the “ideal state” and the human performance problem. It’s a good logical way that maybe I can use it for reference on considering my ID model. I think it’s a good idea when you stated “The cost to meet or ignore these needs may be measured by learner satisfaction”. My question is that how you measure the learner satisfaction then.

]]>