The Ability to Think Critically and Reflectively
For this competency, I first offer a document that is an analysis and reflection on my personal growth through the process of analyzing case studies for EDCI 672. In the final reflection, entitled, Reflection on ID Expertise, I recount my quest to become proficient at analysis and my frustration with the time it took me to reduce the data to its simplest and most meaningful/digestible form. This struggle can be seen in this quote about the Lynn Dixon case:
I think when I am conducting the analysis, I am seeing the issues; but, I may run out of time before I actually reduce them to their lowest common denominator. This in turn may make the solutions more complex than need be (Krause, 2014, pg. 3).
Working through the cases really helped solidify theory as it relates to practice (Sub-Competency 3). My reflection on the Abby Carlin case indicates I am beginning to see shadows of the craft: "This is the first time I actually saw the consolidation of the issues as I was writing the analysis. It was really an epiphanic moment (Krause, 2014, p. 3).
In reflecting on the Michael Bishop case (Krause, 2014, p. 6), I appear to be making progress in viewing the field as a part of the whole, when I write, "I am able to see relationships between items and issues based on various principles such as cause and effect or chronology" (Sub-Competency 2). But, I also concede weakness only a few pages later (p. 12): I think that while I understand tying my solutions to the challenges/constraints and stated needs, I do not necessarily show all of my thought process in my analyses...I think I could be more systematic and may need to look for a better format for the data."
Of note is the audio file coupled with the written transcript for the welcome message and the use of text and graphics to present concepts. I had students take a modality test to faciliate discussion about learning styles, and used a video by the University of Maryland that focuses on the importance of UDL in meeting the needs of diverse Learners. In truth, our purpose is higher than simple accessibility in that we are notUonly enabling navigation; but, imparting and conveying knowledge as well.
In all of this, while I have grown some since writing this, and have clarified a path that I pray can be realized, it has only shown me that there is so much more that I do not know, so much more to research and explore. The field is so exciting and full of promise. The methodologies we have learned can only contribute to learning as a whole, and to greater opportunities for future generations. The challenge for me has become, "How much can I learn and what can I do with the knowledge? Where should I spend my time that will produce the greatest good for the field of Instructional Design? And, how can I best use my background, knowledge and skillset to advance the field?"
Krause, T. 2015. Reflection on ID expertise. EDCI 672. Purdue University.
Krause, T. 2015. Graphics design in multimedia. Recast of two course modules for Troy University. EDCI 569. Purdue University.
Universal Design for Learning (UDL). (n.d.). Retrieved May 15, 2015, from https://www.youtube.com/watch?v=aaSZqgr2eUM