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How might you incorporate photo sharing in an educational activity or unit?
I am not a teacher but I can imagine all sorts of scenarios one can incorporate photo sharing into an educational unit. At the college level in one of the general education classes such as History of Art a professor could share photos from the Renaissance through the contemporary period. You can also utilize the tag feature so students can find the photos introduced in that period. One could drag-and-drop photos onto a map to show where the art pictures were taken. Or the student could browse a world map to see where pictures were taken. I can also see creating hyperlinks for more information about each period of art as another extension of learning.
Another scenario is in a photography class. Students can be super creative with the headings and descriptions and basically tell a story with their pictures. Students can also describe the type of picture dimensions in the description.
Of course there is always a concern when allowing students the freedom to post and create web pages, blogs, photo sharing, etc. Students can disrupt any learning environment whether it is in class or on-line. I would have students sign a “code of ethics” when using these tools. If they break the rules and post or download something inappropriate, then the privilege is taken away. I don’t think this would be a problem at the college level, however in middle and high school, you may encounter some immaturity.
I love the "how to greet people in various languages" feature when you log onto flickr.
Chapter 2 Reflection on What is Instructional Design?
The chapter started off sounding kind of techie and systematic to me, with all the mention of complex and systems theory, however, as I continued to read through it, it got better.
Instructional Design is not an exact science—like the author points out the “ADDIE activities are not completed in a linear step-by-step manner”. It is often necessary to go back and forth among analysis, design and evaluation when working on a project. That is the great strength of this process—being able to communicate with team members and clients and go back to the drawing board if needed.
In a prior job as a research associate my team utilized the same systematic process described in Chapter 2, I didn’t realize it at the time, but now that I am studying about Instructional Design I see the correlation. Our evaluation team used the same ADDIE phases in the following ways:
A=Analysis—we always conducted a needs assessment before the start of a project. We conducted surveys, completed site visits and completed interviews to identify the problems and the scope of the project. Data collection continued throughout the project.
D=Design—we came up with goals and objectives so that we could measure them in the end. We knew what the client wanted to accomplish at the end of the project through these objectives. We all shared the same vision.
D=Development—we then developed materials so that the objectives we wanted to measure and accomplish could be defined and could be evaluated with hopefully positive results.
I=Implementation—we implemented and delivered the instruction whether the projects involved students, teachers and/or administrators. It all depended on the project and the design and development of the materials.
E=Evaluation—we always conducted post surveys as well as pre surveys to compare and measure the results in a systemic process. We also conducted post interviews and other processes such as site visits to evaluate the end result.
I was pleasantly surprised to find many, many similarities in what I have done in the past and what I have read in this chapter about Instructional Design. A huge part of instructional design allows for communication among team members and with the clients and in my experience the client was a school district involving the students, the teachers, and the administration. I particularly enjoyed working on the Michigan Math and Science Centers Evaluation.
I find the characteristics of Instructional Design very useful and I agree wholeheartedly with the authors that Instructional Design is:
• Learner centered
• Goal oriented
• Meaningful performance
• Measurable outcomes (reliable and valid)
• Practical and self-correcting
• Team effort!
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