Initially this semester I struggled with module 1 mainly understanding the difference between the definitions Instructional Design, Design for Learning and Learning. The first task was really helpful as we had a discussion with our peers about these definitions and it turned out a lot of people felt similar. I liked this definition which a fellow student referred to; instructional design and design for learning both intend to enable “learning knowledge acquisition, it is the mindset towards education that differentiate the two” (Sims 2014, p. 79).

However, Module 2 was right up my street, I really enjoyed researching the tools which I could use within my classroom and it was a good opportunity to look at what I already use. As a technology teacher I realised how much technology I already do use in my teaching but it was lovely to put some time aside to learn some new tools such a Prezi and Visme.

I found task 1.4 the first group task a challenge, we had to work in assigned groups and the instructions were vague. This wasn’t the fault of the tutor but more of our team; nobody took charge, setting deadlines or assigning roles, I think we all politely waited for each other. It didn’t help that it was the week after my baby was born, I was trying to juggle this and a new baby. As a result the next group activity 2.3 I decided to treat this group activity differently and be the organiser, I was a little anxious about this as we are all teachers and I didn’t want to be seen as the bossy person but it worked brilliantly. Our team produced an excellent result they were grateful for my organisation and as a result everybody contributed. This is how I’m going to approach the design project and have already submitted my idea and I am building a team.        `

My single critical incident was making a podcast and realising how easy and popular they are. As a result of this task I now listen to podcasts daily and I have started to introduce podcasts into my teaching, inviting industry professionals for a monthly podcast interview. Realising that they aren’t difficult, easy to record and don’t need to be perfect productions. In addition reading Croft (2011) helped me to see the benefits of podcasts within higher education. This came about from the ongoing discussions and readings and from looking at others people artefacts it seams podcast have been a key element to others learning as well. 

Croft, K., Maxwell, J., & Scopes, M. (2011). A sound education: using podcasts to develop study skills. SCONUL Focus, 51, 42–45.

Sims, R. (2014). Design alchemy: transforming the way we think about learning and teaching. New York NY: Springer.