My Concept Map

My concept map illustrates the ideas gathered from this weeks readings and my
understanding of the topic, thus far. It identifies the different components of
instructional design that are useful in the creation and practice of instruction. These
components include the role and responsibilities of the instructional designer as
evaluator, researcher, writer, team player, consultant and project manager (IBSTPI,
2014), as well as the range of competencies required to facilitate and manage the
instructional process. Such competencies include knowledge of the different models
(e.g. the Dick & Carey; ADDIE; or Kemp models), which guide designers in the
processes and procedures of their practice (Kenny, Zhang, Schwier, & Campbell,
2005). They also include the designers ability to formulate clear and comprehensive
plans aimed at systematically achieving the goals of the design process.

As I plan my instructional unit, I propose to include the following:
My unit will be learner-oriented and directed towards the needs of the
learners. This may be achieved through a needs analysis which will pinpoint
specific factors which affect human performance. These factors include their
motivation to perform, their existing knowledge, skills, attitudes (Sims &
Koszalka, 2008), abilities and aptitudes (Rothwell & Kazanas, 2008).

The plan, guided by instructional model(s), will be systematic and organised
to assist with managing the different sets of steps in the design process. A
good plan will identify clear goals, concise aims and objectives and design
effective learning activities; as well as facilitate a learning experience that is
effective, efficient and appealing (Rothwell & Kazanas, 2008).
The use of media/multimedia (text/paper, visuals, video or audio etc)
facilitates learning and makes instruction more appealing. According to
Fenrich (2005), the media delivers the message to the learner but the
instructor must utilise the strengths associated with the chosen media to
facilitate and encourage learning.

References
Fenrich, P. (2005). Team Approach in Creating Instructional Multimedia Solutions:
Practical Guidelines for the Real World. Canada: Informing Science.
IBSTPI. (2014). Instructional Designer Competencies. Retrieved May 26, 2014,
from International Board of Standards for Training, Performance and
Instruction: http://ibstpi.org/instructional-design-competencies/
Kenny, R. F., Zhang, Z., Schwier, R. A., & Campbell, K. (2005). A Review of What
Instructional Designers Do: Questions Answered and Questions Not
Asked. Canadian Journal of Learning and Technology .
Rothwell, W., & Kazanas, H. (2008). What is Instructional Design? In Mastering the
Instructional Design Process. San Franciscon, USA: John Wiley & Sons.
Sims, R., & Koszalka, T. (2008). Competencies for New-Age Instructional
Designer. AECT . Retrieved from
http://faculty.ksu.edu.sa/Alhassan/Hand%20book%20on%20research%
20in%20educational%20communication/ER5849x_C042.fm.pdf