Design

Design 

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My first train of thought is centered on the notion of design.  Prior to attending class this past week, I had always thought that planning and designing were basically the same thing.  However, after having discussed the two, my understanding has completely changed.  To begin, I have to rewind back to the overall title of our program, Designing Digital Learning in Schools.  Of course, digital learning should involve the use of engaging technology, but it should not be planned out, rigid, or confined.  Instead, it should be designed and innovative, leaving students the ability to create and apply their knowledge in unique ways.  I learned that when it comes to designing learning opportunities, you have to think about design practice.  This design practice, which allows teachers to consider various circumstances such as the 4 P's, forces one to consider "before action" principles.  After reading two separate articles, one dealing with designing learning and one dealing with planning learning, I began to search for key differences between the two.  I found that when designing learning experiences for students, a teacher's "aha moment" may in fact be the spark that lights the fire for student imagination.  These are the carefully thought out design plans that put students in the best positions to succeed.             Knowing this, it's important to consider the role that technology plays in your classroom.  In order to extend the possibilities for student engagement, one must design opportunities for students to relate the information they've gained to projects and problems pertinent to their own lives.  Designing a classroom environment that allows students to think on their own and outside the box will to prepare the next generation for the future.  It also gives students the skills and traits necessary to be meaningful contributors to society.  Sometimes, a lesson "plan" leaves the teacher and his/her students tied down in ways that prevent learners from using their own distinct visions.  Alternatively, letting students be creative, critical-thinkers through various forms of collaboration and communication provides them the necessary preparation for life after high school and college.  After evaluating important purposes of 21st century education mentioned in the websites we were asked to review, I discovered that many important themes were presented time and time again.  Many similarities existed, such as the importance of inquiry-based instructional design, the deepening of student understanding, the reinforcement of problem solving skills, and the need for flexibility and adaptability.         So, now what?  How will this influence my own practice?  Well, I will definitely try to put students at the center of the learning process.  I want to present students with authentic, problem solving situations that allow for voice, choice, and reflection.  When I work with groups of students in the library, or I push into the classroom, I want to teach students to use technology in ways that will deepen their level of thinking.  I also want to teach students to use technology to communicate their messages to others, both near and far.  The students should be the creators and the innovators, not me.  Highlighting their ideas and strengthening the purpose of their learning will be my focus as I move forward as an educator.

My first train of thought is centered on the notion of design.  Prior to attending class this past week, I had always thought that planning and designing were basically the same thing.  However, after having discussed the two, my understanding has completely changed.  To begin, I have to rewind back to the overall title of our program, Designing Digital Learning in Schools.  Of course, digital learning should involve the use of engaging technology, but it should not be planned out, rigid, or confined.  Instead, it should be designed and innovative, leaving students the ability to create and apply their knowledge in unique ways.  I learned that when it comes to designing learning opportunities, you have to think about design practice.  This design practice, which allows teachers to consider various circumstances such as the 4 P's, forces one to consider "before action" principles.  After reading two separate articles, one dealing with designing learning and one dealing with planning learning, I began to search for key differences between the two.  I found that when designing learning experiences for students, a teacher's "aha moment" may in fact be the spark that lights the fire for student imagination.  These are the carefully thought out design plans that put students in the best positions to succeed.

        Knowing this, it's important to consider the role that technology plays in your classroom.  In order to extend the possibilities for student engagement, one must design opportunities for students to relate the information they've gained to projects and problems pertinent to their own lives.  Designing a classroom environment that allows students to think on their own and outside the box will to prepare the next generation for the future.  It also gives students the skills and traits necessary to be meaningful contributors to society.  Sometimes, a lesson "plan" leaves the teacher and his/her students tied down in ways that prevent learners from using their own distinct visions.  Alternatively, letting students be creative, critical-thinkers through various forms of collaboration and communication provides them the necessary preparation for life after high school and college.  After evaluating important purposes of 21st century education mentioned in the websites we were asked to review, I discovered that many important themes were presented time and time again.  Many similarities existed, such as the importance of inquiry-based instructional design, the deepening of student understanding, the reinforcement of problem solving skills, and the need for flexibility and adaptability.

        So, now what?  How will this influence my own practice?  Well, I will definitely try to put students at the center of the learning process.  I want to present students with authentic, problem solving situations that allow for voice, choice, and reflection.  When I work with groups of students in the library, or I push into the classroom, I want to teach students to use technology in ways that will deepen their level of thinking.  I also want to teach students to use technology to communicate their messages to others, both near and far.  The students should be the creators and the innovators, not me.  Highlighting their ideas and strengthening the purpose of their learning will be my focus as I move forward as an educator.

        My first train of thought is centered on the notion of design.  Prior to attending class this past week, I had always thought that planning and designing were basically the same thing.  However, after having discussed the two, my understanding has completely changed.  To begin, I have to rewind back to the overall title of our program, Designing Digital Learning in Schools.  Of course, digital learning should involve the use of engaging technology, but it should not be planned out, rigid, or confined.  Instead, it should be designed and innovative, leaving students the ability to create and apply their knowledge in unique ways.  I learned that when it comes to designing learning opportunities, you have to think about design practice.  This design practice, which allows teachers to consider various circumstances such as the 4 P's, forces one to consider "before action" principles.  After reading two separate articles, one dealing with designing learning and one dealing with planning learning, I began to search for key differences between the two.  I found that when designing learning experiences for students, a teacher's "aha moment" may in fact be the spark that lights the fire for student imagination.  These are the carefully thought out design plans that put students in the best positions to succeed.