READ: Instructional design students are immersed into an online class that asks them, how do you design good instruction?
According to their interests (i.e.corporate education, K12 education, higher education
professional development) they are put into groups that support each other in their dissecting & discovery. As they work the instructor asks them questions, provides feedback, and models different ways to build Instruction.In the end, the groups propose a plan to the the rest of the class reflecting on how to design good instruction.
Hey! Wait..Do Need Help? You can take SPOT with you! (If you didn't download this in Digging, I'd recommend doing it now. You might just need it.
DownloadSpotting PBL Checklist.PDF**You have to do Control + Click on a PC to open in a new window OR Command + Click on a Mac. Otherwise, you will need to click you browser's back button to come back to the experience
DISCOVER 1. Do you have an authentic problem for your audience?
Audience:Instructional design students
Authentic Problem:how do you design good instruction?Let's see what SPOT checked. Look at her checklist! They are all checked! YES, YES, YES
Authentic Problem
2. Do you have a tutor group?
According to their interests (i.e.corporate education, K12 education, higher education professional development) they are put into groups that support each other in their dissecting & discovery. As they work the instructor asks them questions, provides feedback, and models different ways to build Instruction.In the end, the groups propose a plan to the the rest of the class reflecting on how to design good instruction.SPOT's response...YES, YES, YES!
Tutor Group
3. Does it look like a problem-solving environment with an authentic problem at the forefront?
dissecting, discovery; propose a plan; reflectingHmm...how about it SPOT? YES, OF COURSE!
