Supporting Artifact

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Definition of Learning Design and Technology  

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My initial and final definition of Learning Design and Technology from EDCI 513, (Foundations of Learning Design and Technology: An Introduction to the Field) will demonstrate a clear example of how I have addressed this competency.

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• Develops a personal vision of inclusive educational practice

 

This artifact shows a detailed description of each element necessary to build my initial definition. At first I thought learning design and technology centers all its attention resolving and assigning tasks to a group of learners. “Learning” was acquisition of new knowledge, using feedback methodologies and solving learning problems. Then, "design" was about creating specific lessons for teaching. And “technology’” was the artifact to facilitate construction and analysis of these lessons. After integrating all these ideas, I built my first definition. It was a strong definition. My peers gave me good feedback in our class-forum bringing additional elements to construct my final definition. I got feedback such: “Excellent points. I am thinking more and more how the design process is more essential to the process than just crafting rubrics a picking technology platforms. Thanks for your insights- I will remember them going forward” JM. Feedback like this contributed to develop my own learning process and move forward with my initial goal as a ID practitioner.

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• Describes the relationship between Educational Technology and the broader field of Education

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Even my first definition intent was very strong, I believe that my final definition of LDT was a better option. Following this definition, learners can understand and construct different learning strategies using innovative technology to their day-to-day situations.  The revised definition in my artifact, associates specific approaches to the field of education. My goal as an instructional designer was addressed in this definition. Educational technology information is available everywhere and it is changing constantly, encouraging learners to change their own learning strategies and find other directions. Like this, learners can relate their learning achievements using innovative instructional techniques that intensify their learning engagement.

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• Critically evaluates theory and practice

 

This artifact also includes a comparison between my initial definition and the LDT definition from “Trends and issues in instructional design and technology” (chapter 1), Reiser and Dempsey (2012). It is a very close connection between the definition provided by Reiser and Dempsey (2012) and my initial definition. It is important to address that the learning experience creating this artifact provided me a helpful understanding towards my professional development. Comparing learning theory resources with my definitions, enabled self-development, professional and personal growth and built a framework of technical terminology and application in learning design.

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Reference

Reiser, R. & Dempsey, J. (2012).  Trends and issues in instructional design and technology (3rd  ed.). Boston, MA: Pearson.