Unit 2
Instructional Design Theories
By immersing myself in the assigned readings and my own selected readings about the instructional design theories, it is valuable to notice that all of them are trying to approach the truth from its angle. Meleis (2010) stated that “theories provide frameworks for understanding complex situations” (p.63). Nevertheless, when it comes to choose, I would choose the 4C/ID Model and the Multiple Intelligences Theory to guide my instructional design in the future. Here is why I believe that the aforementioned instructional design theories are ideal in terms of providing guidance on how to design or create the instruction to enhance learning (Mastrian, McGonigle, Mahan, & Bixler, 2011).The 4C/ID model main theoretical premise can be explained by its focus on teaching complex task as a whole rather than simplifying the tasks into smaller pieces, which are designed to put the learner in an educational situation that is very similar to real-life situations. This will sharp learners’ competences and upgrade their critical thinking abilities to the next level. In nursing education, this is what we need to prepare independent practitioners, who can serve their society in an ideal way. Let us discuss the following example of test assembling as it servers the purpose of supporting the 4C/ID Model. One of the most important test assembling rules that must be considered is to integrate and scramble the test items in a way that avoids putting all the test items that are centered on the same topic together. Avoid grouping items by contents area would positively factor into testing learners’ ability to critically think by using higher cognitive level since scrambled test items sequence is more realistic. This approach will prepare our student to pass NCLEX-RN considering that license exam is similarly assembled (McDonald, 2014). And also prepare them to face every day nursing challenges in the practical arena, where the multiple layers of complicity are the norm. Therefore, this model is more realistic in preparing our students to step confidently into their future.
Similarly, the application of Multiple Intelligences Theory as an instructional design theory has proven its ability to enrich the learning experience with diverse and non-traditional elements of success. It is unique in terms of its ability to broaden the educational scope to be more open to accept other types of intelligence such as, however not limited to, interpersonal, verbal-linguistic, and naturalistic intelligences. This theory perfectly matches with the young generations of learners as it improves learning and provide instructors with the opportunities to incorporate innovative technologies.
References
Mastrian, K. G., McGonigle, D., Mahan, W. L., & Bixler, B. (2011). Integrating technology in nursing education: Tools for the knowledge era. Sudbury, MA.: Jones and Bartlett
McDonald, M. (2014). The nurse educator's guide to assessing learning outcomes. Jones & Bartlett Publishers.
Meleis, A.I. (Ed.). (2010). Transitions Theory. New York: Springer.
You touched on a very important aspect in the 4C/ID Model. The critical thinking component is crucial in nursing and studies have shown that this is one of the most difficult concepts to teach students. The integration of this Model into the curriculum could assist faculty with instilling critical thinking skills into the students. This will assist students to think at a higher level, which in turn will help the student not only pass the NCLEX exam, but to excel as a nurse.
ReplyDeleteI think a combined theoretical approach would be the most helpful to students. You could combine the 4C/ID and the Multiple Intelligence Theory to further enhance learning in the classroom or in the online environment. Integrating multiple techniques and teaching styles assist a larger variety of students in fully learning the presented material.
Sadeq, I like the idea of applying the Four components of Instructional Design Model (4C/ID) to the testing process in nursing. Scrambling the test item randomly can lead students to think abroad and use critical reasoning to connect the dots of the task in order to address complex situations. Merrienboer et al. (2002) point out that 4C/ID model helps learners to coordinate and incorporate task specific knowledge and skill during their performance, which is the gap that most of other instructional design theory deficit to address. In addition, the main focus of other theories and the instructions they provide is to either regarding part-task or whole-task learning ; however, 4C/ID model combined between those two types of instructions and use the part-task learning to support the complex learning. Therefore, I believe that nursing students need to learn to address complex tasks, as they are always expected in the clinical practice, in order to be able to differentiate or determine the essential information that are required on time (nonrecurrent skills) and the supportive information (recurrent skills).
ReplyDeleteThe 4C/ID is a problem-based model and the strategy of whole-task practice is to train learners for more complex cognitive skills in order to address complex tasks. Van Merriënboer (1997) (as cited in Merrill, 2002, p56) stated that “the heart of the 4C/ID model concerns the design of whole-task practice. . . . The design of information presentation [demonstration] is always subordinate to, although integrated with, the design of practice.” Since clinical practice is the place where complex tasks are expected at any time, this perspective perfectly fits with the main focus of nursing education, which is to provide the practice settings with nurses who have complex cognitive skills and competent to address such tasks after graduation. High fidelity simulation lab can be the appropriate place to apply the 4C/ID model. Faculty can provide nursing students with very complex scenarios that simulate the reality of the clinical settings in order to teach students and train them to use high level of thinking to address complex patient health problems.
References:
Merrill, M. D. (2002). First principles of instruction. Educational technology research and development, 50(3), 43-59.
van Merriënboer, Jeroen.J.G, Richard E Clark, Marcel B M de Croock, (2002) Blueprints for complex learning: The 4C/ID-model, Educational Technology, Research and Development. 50 (2);39-64, DOI: 0.1007/BF02504993