EDID 6503 GROUP PROJECT TEAM ULTIMO

THE UNIVERSITY OF THE WEST INDIES

OPEN CAMPUS ST. AUGUSTINE

Course Facilitator
Dr. Camille Dickson-Deane

Group Final Project

Creating a Hybrid Instructional Model

By
Anna-Lisa Sampath-annalisa.sampath@ my.open.uwi.edu
Chantal Winter-chantal.winter@ my.open.uwi.edu
Sariah Robin-sariah.robin@ my.open.uwi.edu
Kwailan Ali-kwailan.ali@ my.open.uwi.edu

EDID 6503 GROUP PROJECT TEAM ULTIMO

TABLE OF CONTENTS

Content
1. Abstract
2. Instructional Environments

Page Number
2
3

a. The descriptions of each team members instructional/work environments

b. Differences between each instructional/work environment

c. Similarities between each instructional/work environment

d. Instructional strategies that are common or different between the

environments
3. New combined instructional model

10

a. Description of the new model

10

b. Justification for the design

13

c. Instructional strategies that will be afforded in the new model

13

d. Discrepancy Analysis

19

4. Conclusions

24

5. Reflections on the process

References

25
29

1. Abstract

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The purpose of this research is to create a Hybrid Instructional Design model derived from
individual Instructional Design models from group members based on their work environments.
This paper presents how an Instructional Design model is created by the contribution of different
team members with their different backgrounds and work environments. The paper follows how
the learners went about creating their Instructional design model by first analysing for
similarities and differences in each group members environments followed by how they drew on
research on learning theories, instructional theories and Instructional Design models to help in
the creation of the new combined model. The final phase of the project justified the new
Instructional Design model and gave reflections on the process. The rationale behind this project
is to assess the group members ability to utilize the theories learned in the coursework to create
an Instructional Design model.

2. Instructional Environments
a.

Descriptions of each team members instructional/work environments

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Chantal Winters instructional/work environment

Majority of the learners of the Secondary School where I work is considered the sixth place
school out of twenty six schools in Saint Lucia based on results from the Caribbean
Examinations Council yearly exam. Students entering with grades of fifty to sixty, usually come
in with anxious feelings towards entering a new level of schooling however these feelings
usually change as they adapt to the culture of the school. Some students behaviours become
unbearable which is reflected poorly on their achievement. Despite the efforts to engage them in
their learning in games etcetera, students remain demotivated and simply want the information
given to them. The facilitators at the institution have adapted to this behaviour and have
restricted their teaching to drill and practice, lecture and assessments as it is deemed the most
effective way noted to get students full attention and have students well behaved. Based on the
format of the lessons, teachers use these behaviourist approaches within their once tried
Cognitive model structure.
There are learners who are exceptions to those who would be attentive and focus when the
aforementioned strategies are administered. These students continue showing no interest such as
refusing to write the notes, some do not bring notebooks, they do not go through their books
when they are told they would be assessed and others misbehave despite the fact that the
strategies being used encourage a quiet and attentive learning environment. Teachers have tried
many disciplinary actions such as detention, removing students from stimuli, scolding and
calling parents however the misbehaviour persists.
With the issues faced with methods to manage the misbehaviour, many teachers believe that it is
the main cause of the poor performances as much time is taken out of the instruction time to
attempt to discipline students. Other teachers believe that poor performances and the

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misbehaviours are as a result of ineffective orientation of the rules and structure of the school at
the beginning of the term. I agree that better orientation would make a change as I believe that
students minds are not stimulated from the onset of being introduced to a new level of learning.
These result in students becoming lazy, bored and cultivated in this ways making it difficult to
change it when they go to the higher forms when they have to engage in metacognition.

Sariah Robins instructional/work environment

North East Comprehensive School is one of seven public secondary schools in Dominica. The
school is governed by the Ministry of Education and guided by the National Curriculum for
students in Key Stage Three (11-15 year olds), and by the Caribbean Secondary Education
Certificate (CSEC) syllabus in Key Stage Four (16-17 year olds). As Head of Department for
mathematics I am mainly responsible for: (1) guiding schools curriculum based on the National
Curriculum and CSEC syllabus; (2) supervising mathematics teachers in lesson planning and
instruction; and (3) creating activities that help in the learning of mathematical concepts and
skills. Along with the duties as Head of Department, I am also a Mathematics and Chemistry
Teacher.
The Ministry of Education sets the curriculum which outlines the content to be taught at a
specific level, the time allocation for teaching the topics as well as the learning objectives that
need to be covered under a specific topic. Schools are given the mandate to implement the
curriculum in any manner they see fit. Thus it is through collaboration of teachers within
departments at North East Comprehensive School that the instructional strategies and
instructional designs of teaching subject areas are developed. The teachers have to plan for
students who range in abilities as well as different socioeconomic backgrounds, especially our
indigenous students who come from the Kalinago Territory.

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There is no formal instructional strategy. Teachers use a variety of strategies they deem fit for
their subject area. The National Curriculum also gives suggest activities which are based on
constructivist theories so most instructional strategies teachers tend to use are student-centred
and the role of the teacher is more as a guide to students.

Kwailan Alis instructional/work environment

I am currently employed as an Administrative Coordinator at Information Support Services
Limited popularly known as Car Search. ISSL/CarSearch is a technology product based service
organization, which has been providing stolen vehicle recovery solutions to the Trinidad and
Tobago community since September 2001. The company is managed by a Board of Directors.
In general, my workplaces atmosphere appears to be one of a democratic environment but it is
not as it has more of an autocratic setting once you understand the politics involved. I say this as
there existed many times when there would be an issue to resolve or decision to be made and the
Managing Director would ask the executive managers to manage as they are the ones in control
of the staff and daily activities. When an issue is resolved or certain decisions are made the M.D
would many a times disagree with the outcome, resulting in the final say being his. Due to this
my company appears to align itself with a certain instructional model, ADDIE but somehow
cant seem to execute it well enough.

Anna-Lisa Sampaths instructional/work environment

Iere High School is located at De Gannes Village in Siparia. It is one of five Presbyterian
secondary schools in Trinidad and Tobago. The school population (co-educational) consists of

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five hundred and forty students. There are forty members of the teaching staff which includes the
Principal and Vice Principal. The school day is broken up into eight forty minute classes with a
different subject every session. Recently, the Samsung Company built a smart room for the
students of IHS and the teachers received training on how to use the room.
The current Instructional model used at IHS is the Dick and Reiser (1996) instructional model.
The Dick and Reiser model, prescribes the predictable pattern of introduction of goals and
objectives, followed by implementation, and ends with reflection or revision. This model has
been created based on the Constructivist learning theory. The teaching staff usually identifies the
general goals by stating what they intend the students to learn at the end of session.
Secondly, they will normally identify the learning objectives, (specific statements of what
students will be to accomplish as a result of the teachers instruction. After these two phases, the
planning of instructional activities occurs. The teachers would use the objectives, to plan
activities. Usually, these activities will provide the opportunity for students to integrate their new
knowledge with previous knowledge.
The third step in the Dick and Reiser model is the planning of activities.
The individual teacher will select the instructional media they believe is best suited to meet the
objectives. From observation, the teachers used audiotapes and YouTube videos as their choice.
The last two steps are; development of assessment tools and the implementation of instruction.
Teachers will then create assessments which will take the form of coursework assignments which
is carried out throughout the term, (formative assessments.) Summative assessments are always
given at the end of the teaching term.

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The instructions are finally implemented revision of instruction is carried out to ensure that the
objectives are met, the activities and media are appropriate and the assessment efficiently
provides the opportunity for learners to demonstrate their understanding.
The instructional strategies that are used by the teachers of Iere High School are; direct
instruction, discussions and interactive instruction. Summative and Formative assessments are
conducted throughout and to the end of the term. When it comes to creating lesson plans, the
different departments of the school gather and create lesson plans for their subject area and then,
the individual teacher will adjust their set induction based on the learning styles of the students.

b. Differences between each instructional/work environment

Chantal, Anna Lisa and Sariah all teach at high school. Their initial Instructional Design models
were based on classroom models. These models take into consideration the environment of
teachers. Kwailan on the other hand works in a corporate environment and her Instructional
design model was based on a product model. Sariahs and Anna-Lisas work environment uses
constructivist approaches whilst Chantals environment has adapted to behaviourist approaches.
Kwailans working environment has a bit of both approaches.
Although Chantal, Anna Lisa and Sariah all teach at high schools their work environments differ.
Chantals students have a lot of behavioural issues so she most likely wants to design an
instruction where behaviourist theories and views are used. Anna Lisas work environment uses a
constructivist approach but the model by incorporating the use of technology in the classroom.
Students are responsible for their acquisition of knowledge and the micro-world set up gives
instantaneous feedback to the students. In Sariahs work environment the students come from
different socioeconomic and ethnic backgrounds. The ministry of education would also like to
see a more constructivist approach to teaching and learning.

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c. Similarities between each instructional/work environment

All environments work under a particular learning theory whether it is constructivist or
behaviourist. Each environment attempted to adjust or use the instructional strategies that are
deemed best for their learners. Chantal, Anna-Lisa and Sariah works at Secondary schools and
Kwailan works at a corporate firm.
Chantals and Kwailans work environments have both adjusted to a particular instructional
strategy which would cater to the problems faced at their workplace; however they are not being
administered effectively. These two environments also include behaviourist strategies. Anna
Lisas and Sariahs instructional strategies are based on the overall approach of using
constructivism to guide teaching and learning.

d. Any noted instructional strategies that are common or different between the
environments.

Kwalians, Chantals and Anna-Lisas models use the demonstration technique in their
instructional models. Sariah and Kwalian incorporated problem solving as one of the strategies
that can be used. On the other hand, Anna-Lisa and Chantal, shared similar instructional
strategies such as drills, discussions and demonstration. However, Chantals model was the only
model that included 100% behavioural modelling structure. Chantal, Kwailan and Anna Lisas
models made use of lectures/ direct instruction whereas Sariahs model did not. Chantal and
Anna Lisas model include questioning as one of their strategies.

Chantal Winter

Sariah Robin

Kwailan Ali

Anna Lisa Sampath

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discovery
experimentation
field trips
discussion
questioning
games
behaviour

modelling
prompting
demonstration
lecture
drill and
practice

discourse
problem

Direct

experiential

solving
monitoring

instruction
collaborate

of progress
through
group and
individual
achievement
awareness

and
cooperative
work
hands on
learning
learner centred
instruction
demonstration
review
reciprocal
teaching/peer
tutoring
guided
practice and
feedback

Table 1: Team members Instructional Strategies

3. Team ULTIMOS new combined instructional Model

a. Description of the new model:

LADIDA Model

learning
guided

discussions
informal
lecturesdidactic
questioning
demonstrations
practice and
drills

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The LADIDA model can be used for both children and adult learners.
Team ULTIMOs new model is called the LADIDA model. It is a circular model as it was built
on the ideals of constructivism, but it also has some aspects of behaviourism included. The steps
in the inner circle can be interchanged according to the method of the teacher. The other
concentric circles mean that these aspects of the design are occurring throughout the entire
design process.

Figure 1: The LADIDA Instructional Design Model

The LADIDA model resembles and takes after the concept of a Subset. The elements: learning
outcomes defined, analyse learners, design instructional strategies and materials, implement
design, shared within the first green circle can be used to support each other in a linear formation
by following the red dotted arrows in a clockwise direction or they can thrive on their own if

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desired by the facilitator hence the double head arrows. These elements are then followed by
Documentation under which each element is recorded for the learners, or instructors own
knowledge. Based on this documentation, the elements may be evaluated as required by the
designer. If the designer requires, this evaluation may be analysed and used to give the learners
and instructors feedback and as a result make changes to the plan or the execution. Our elements
within the green set does not have arrows as we intend for it to be as flexible to meet the need of
any designer. Hence, this flexibility allows the designer to cater to the child or adult learner.

1. Learning outcomes must be defined. This phase focuses on identifying the specific goals
and objectives to be attained and activities needed to assist in the teaching-learning
process to accomplish the tasks within a specific time period.
2. Analyse learners: this involves getting to know the students/learners in your
teaching/training environment so you can select the best strategies to meet the objectives
you have set. This can be in the form of the individual's prior knowledge, skills, attitudes,
understanding about the topic, learning styles, capabilities
3. Design instructional strategies and materials: This phase consists of the strategies and
plan that would be developed and used to help the learner achieve the goals. It also
involves how the activities are to be done, the time frame in which each is going to be
achieved and the materials that will be used to support these activities.
4. Implement the design: The phase uses the information gathered from the three previous
stages to implement the designed plan. This stage also involves monitoring of the
learner/students to provide guidance and assistance where needs be. The monitoring also
allows the instructor/teacher/trainer to reflect on the effectiveness and efficiency of the
instructional strategies and methods applied.
5. Develop and conduct Evaluation: The next step assimilates the Dick & Carey model,
that is, to design and conduct formative evaluation to collect data that are used to identify

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how to improve the instruction and to design and conduct summative evaluation, which is
an evaluation of the value of the instruction.
6. Analyse Feedback and Revision: These evaluations are analysed and the feedback loop
is used to examine the validity of the instructional analysis, learner and context analysis,
performance objectives, assessment instruments, instructional strategies, and instruction
so changes can be made as necessary. Feedback is important between facilitator and
students. Appropriate intervention by the facilitator keeps the discussion alive. Feedback
is also depicted as a significant factor in motivating learning (Narciss & Huth, 2004).

b. Justification for the design

We are creating a model that incorporates both the child and adult learner. Hence, it can be used
in the corporate world and in the classroom. The teachings and theories that deal with both
behaviourism and constructivism all deal with the child learner. Through research, we found that
these theories can be adapted to the adult learner. It is a flexible design that allows the designer
to use the approach which best fits the environment and to work at the learners ability (See step
3).The new model incorporates aspects of behaviourism and constructivism. Most of the
behaviourist aspects come from the work of Skinner and Pavlov including teaching strategies

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that help in discipline and motivation. The aspects of constructivism comes from the work of
Piaget and Vygotsky in which students are active learners constructing their own understanding
through collaboration and guide. The four phases are not given any order by use of arrow to
ensure that the model keeps to its purpose of catering to the child and adult learner. Through our
discussions, we realised that whilst Chantals model included defining the learning outcomes
firstly for the child learner and Kwailans model included this step second for the adult learner.
Hence putting double headed arrows will cater to both learners. Our set within a set structure
also allows for flexibility of the designer as indicated in our description.

c. Instructional strategies that will be afforded in the new model

It is important to have instructional strategies because it helps instructors organize content,
choose appropriate learning activities and effectively deliver the content to learners. The
instructional strategies that will be afforded in the LADIDA model are; Discussion, Scaffolding
through Collaboration, Inquiry based instruction, Role-play, Games, Experiential learning,
Problem based learning, Direct instruction, Simulations, Experimentation, Drilling and B.F
Skinners Positive/ Negative reinforcement. This model uses strategies that may fall under any
approach.

Discussions
The first strategy used in this new model is discourse. Interactive instruction relies heavily on
discussion and sharing of information among learners and teacher. Peer interaction can foster
social skills as well as help students organize their thoughts and create rational arguments by
provided suitable information to support their point of view. It is essential that students have the
opportunity to discuss with one another, refining and critiquing each others ideas and

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understandings. Communication can occur through paired work, small group work, or class
presentations. These peer collaborations are all part of the constructivist approach to teaching
and learning and encourage students to work cooperatively with others (Davidson, 1990).

Scaffolding and Collaboration

Scaffolding is the support given during the learning process which is tailored to the needs of the
student with the intention of helping the student achieve his/her learning goals (Sawyer, 2006).
The instructor can use scaffolding methods such as modelling an activity before introducing it to
learners and activating prior knowledge so that learners can link the new concepts to what they
already know. Scaffolding allows for learners to take an active role in learning. Although
scaffolding is used between instructor and learner, a more knowledgeable peer can guide their
peer to reaching the required learning outcomes.
Collaboration is based on the view that knowledge is socially constructed. Collaboration can
occur in peer-to-peer interaction or in larger groups. For peer-to-peer interaction, students work
in small groups to discuss concepts and find solutions to problems. Group work can take the
form of oral presentations and group portfolios. This strategy develops a higher thinking level for
students as well as it gives them exposure to the diverse perspectives. Collaboration promotes
student interaction and responsibility and it gives prepares them for real life and employment
situations.

Inquiry based instruction

Instructors can use the inquiry based learning approach to provide learners with the opportunity
to answer thought provoking question and formulate answers based on the knowledge that they
have constructed. This is another approach that can be taken in classrooms where instructors are

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to create an inquiry-based learning experience, which itself is based on constructivism. Inquiry

can range from guided to open inquiry. Open inquiry necessitates a skilled and attentive
instructor to help students devise their own questions and support their search of the solution.
Guided inquiry offers an initial question as well as a structure and goal for the student while
creating an environment for experimentation, analysis and inference. This increases the
satisfaction and sense of achievement of students who complete the task.

Role-play
Role play is an enjoyable and memorable strategy where students are given the opportunity to
either speak as themselves or take on the role of someone else. The instructor can create
different settings and scenario so the learners will be faced with a problem where they are given
the chance to apply and practice what theyve learned.
Games
Games are a natural fit with goal-based scenarios. Spectre and Prensky (n.d.) stated that games
"provide motivation, structure, and a goal, creating a supportive environment for learning. This
follows a learning theory called "cognitive apprenticeship which calls for a beneficial
environment that offers learners 'modelling', 'coaching, 'scaffolding' and eventually 'fading' from
an expert.

Experiential Learning
Experiential learning is defined as the process of learning through experience. Patrick (2011)
(Wurdinger & Carlson, 2010) defines experiential learning as any learning that supports students
in applying their knowledge and conceptual understanding into real world problems or situations
where the instructor directs and facilitates learning. The classroom can serve as a setting for

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experiential learning through embedded activities such as case and problem based studies as well
as guided inquiry. Through experiential learning, learners will be faced with unfamiliar situations
in a real world context. Experiential learning was chosen as a strategy because it supports the
construction of new understandings when learners are placed in an unfamiliar situation.
Experiential learning also deepens learners knowledge through recurrently acting and reflecting
on the action.

Problem Based Learning

According to Gallagher, S. A. (1997) problem-based learning is an instructional method that
initiates students' learning by creating a need to solve an authentic problem. During the problem
solving process, students construct content knowledge and develop problem-solving skills as
well as self-directed learning skills while working toward a solution to the problem.The
instructor uses group problem-solving to stimulate students to apply their thinking skills. This
strategy also incorporates aspects of constructivism as students interact in ways that both support
and challenge one anothers strategic thinking. (Artzt, Armour-Thomas, and Curcio, 2008)

Direct instruction
This strategy is teacher-directed and encompasses many delivery modes such as lectures,
PowerPoint presentations, demonstrations and modelling. Lessons can be taught in a sequential
manner and the teacher is fully in control. For students who face difficult in learning through
discovery and experiential methods, direct instruction direct instruction can meet the needs of
auditory and visual learners. The teacher can present the content to learners and also engage
students by making statements and asking them questions. The teacher will also be able to
provide feedback to the class to confirm their understanding.

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Simulations
Simulations are the "art and science of creating a representation of a process or system for the
purpose of experimentation and evaluation. (Gogg and Mott, 1994) They are particularly
suitable for inquiry-based activities, in which learners pose a question and then seek answers in
the context of the environment. There are two types of simulations: Experiential and Symbolic.
"Experiential simulations allow students to learn and sharpen role-based problem-solving skills.
(Weatherford) "Symbolic simulations allow students to discover and explain scientific
relationships, predict events, and learn procedural skills.

Demonstrating
The learners will be able to observe the instructor as he/she provides the link between knowing
about and being able to do. The learners will be able to see and understand with brief
explanations from the instructor during the demonstration.

Experimentation and Drilling

Experimentation is a practical instructional strategy. The students are encouraged to partake in
hands-on activities and experiments which will develop their critical thinking skills and cause
them to analyse, infer and apply what theyve previously learned. Instructors will take control to
drill learners to memorize difficult concept. This is a Behaviourist approach
Types of drilling; choral drill (the entire class) and substitution drilling: where instructors change
up the cue words after each repetition.

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d. Discrepancy Analysis difference between the new model and the other individual
models.
Difference between the new model and Chantals model

18

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Figure 2: Chantal Winters Cognistruct Behaviourism Model

Chantals model is linear unlike the new model. Chantals model is also very structured, with
order indicated by the arrows whereas the new model is flexible to the designer. Chantals model
is colour coded based on the aspect each step in the model is following meaning that all the green
steps are following Behaviourist theories whereas the new model is colour coded to indicate the
different sets. Each colour coded part of Chantals model will always be followed by the next
colour coded step but with the new model, each colour coded set can be used independently
based on the needs of the designer and the environment. Chantals model caters to children
learners whereas the new model caters to both child and adult learners.

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Difference between the new model and Sariahs model

Figure 3: Sariahs G-DECK Instructional Design Model

The LADIDA model differs from Sariahs G-DECK model in that its first steps can be
interchanged or are more flexible whereas the G-DECK model puts specification of content and
specification of objectives first followed by an assessment of entering behaviours. In the
LADIDA model, instructors who are compelled to know the backgrounds of the learner can do
so before defining their learning objectives or goals. The LADIDA model can therefore be
utilized by a wider variety of users because of the practicality of its design.
The circular shape of the next part of the G-DECK model conveys that the design and
development process is a continuous cycle that requires constant planning, design, development
and assessment to ensure effective instruction. The LADIDA model does not place only this step
in the circular process but also includes the previous steps in its circular structure. This indicates
that the LADIDA model believes that learning outcomes and learner backgrounds should also be
part of the continuous cycle to ensure that instruction is effective.

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In Sariahs G-DECK model there was no reference to documentation and only the
implementation of the design was evaluated. In the LADIDA model each step of the entire
process is evaluated and the analysis of the feedback gives details on whether or not different
parts of the instructional design has to be modified. This is very essential for both the classroom
and corporate world where instructional design must be efficient and effective.

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Difference between the new model and Kwailans model

Figure 4: Kwailans AD+DEED Instructional Design Model

22

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The new LADIDA model is different from Kwailans previous AD+DEED instructional model
because it has a more flexible approach when the stages are being executed. The AD+DEED
models stages tend to feed into each other for the model and tasks to be accomplished. The
documentation stage was done by the learner alone and evaluation/feedback/revision was
conducted by the facilitator/trainer alone. The stages within the green circle of the LADIDA
model does not have to feed into each other but can be used interchangeably. A new person who
may be executing training may want to start with learning outcomes, analyse learners, design
strategies and then implementation. Kwailan who is accustom with training in her department (s)
may already know what are her learning outcomes, so she may want to analyse her trainees and
get to know their backgrounds and start implementing her strategies to achieve her learning
outcomes. The documentation, develops and conducts evaluation, and analyse feedback and
revision stages occur whilst performing the tasks. The communication is two-way whereby the
trainees are ask to document their work for future reference and give their feedback with regards
to the strategies and steps in accomplishing the tasks and goals. According to Bellon, Bellon, &
Blank, (1991) Feedback can improve a student's confidence, self-awareness and enthusiasm for
learning and (Rogers 1969) stated that a facilitator must be viewed by students as genuine,
empathetic, and open to students intellectual work. Revision of the instructional strategies is
very important especially when it comes to effectively and efficiently performing tasks and
achieving goals hence this is done and done when necessary.

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Difference between the new model and Anna-Lisas model

Figure 5: Anna Lisas ALS Spiral Instructional Design Model

Anna-Lisas instructional model differs from the LADIDA model because her model was
specifically created for teachers to use in a classroom setting. Teachers can use the model as a
guide to create their instructional designs to cater to the needs of their students. Unlike the
LADIDA model, her model does not make provisions for the corporate environment and cannot
be used there. Additionally, her model targets only secondary school children while the LADIDA
model caters to children and adult learners.

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4. Conclusions

The main goal of new Instructional Design model is to organize long term and full learning
activities that the researchers have encountered throughout the course. The new instructional
design model is based on the theoretical foundation of behaviourism and constructivism. During
teaching and learning activities, learner is expected to be active and uses constructivist,
behaviourist or a combination of both learning to construct new knowledge. To construct new
knowledge, educational technology materials and a variety of instructional strategies are used.
These materials are related with goals and objectives of the instruction to be taught.

The LADIDA model is based on instructional system theory, learning theory and instructional
theory. It occurs within the six stages. These are definition of Learning outcomes, Analysis of the
learner, Designing instructional strategies/materials, Implementation of design, Developing and
conducting evaluation and Analysis of feedback and revision.

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5. Reflections
American philosopher, psychologist, and educational reformer John Dewey said We do not learn
from experience we learn from reflecting on experience.
Chantal Winters reflection
The true meaning of group work and collaboration as suggested by Vygotsky (1978) is by using a
variety of interactive mediums, before sharing each others own understanding, engaging in
dialogue, engaging in asking thoughtful, open-ended questions to my peers and hence in
discussion and learning to agree and agree to disagree is what I experienced in this group
assignment. This group project was completely through three mediums namely email, skype and
google docs online. Our group met several times on skype on officially meetings and unofficially
when someone just wanted to share a view on the project. One of our major decisions was to
create a google doc account where at any time a member could add on to the group assignment
or edit. We also created a PowerPoint on google docs for our presentation. Learning how to do
the Pecha Kucha was not a hard task and it was fulfilling to learn something new. I believe this
method can be very effective for visual learners and also to allow students to make their own
interpretations based on their previous experiences. Despite my internet struggles and some of
members computer struggles or work engagements at odd times, we were successful in
completing our presentation. For the write up, we continued editing on google docs whenever we
got some free time during our work day. We continuously spoke on skype to encourage each
other and share any different views we may have had. All in all, there was much support and

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encouragement throughout. My members kept me abreast with deadlines and other information
when I encountered the internet troubles. My team members were very easy to work with as we
each showed the same traits of meticulous and diligent people striving for the best.

Sariah Robins reflection

My brother and I were talking about his partying and drinking when I flippantly told him that he
should take heed of the drunken excesses of his grandfather while out drinking. I also said that I
was quite confused by why people did not learn from the mistakes of others. He scoffed at me
and mocked my old age sensibilities. I am ten years older than he is so in fact we did grow up in
different eras. He told me to get with the times, people do not learn from others mistakes but by
making their own mistakes. He went on to philosophise about there is only one chance at life and
people must make mistakes that is how they change and grow. He also stated that people should
be allowed to do this freely without society breathing down their necks. My brother it seems is a
fan of constructivism whilst it seems that I am a staunch supporter of behaviourism. By the time
he went to school the former was introduced to classrooms and people like my brother like to
argue their points and challenge the instructor. I was more of a do as Miss says kind of learner.
This course, more so than this group work, challenged my way of thinking. Am I too boxed in, in
my views? Should I fully embrace one learning theory over the other? When I saw the other
members of my groups Instructional Design models it showed me that there are different types
of learners out there with different learning needs and it is an instructional designers job is to
meet these needs. It is through research and creating designs that fit the background of the
learner as well as the learning objectives or goals through utilizing a learning theory or an
amalgamation of learning theories and how they influence instruction. Having a broad

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knowledge of learning and instructional theories is a must for an Instructional Designer. An

Instructional Designer must also have an intimate knowledge of learning via different viewpoints
of theorists as this will help in the design of future instructions. I grudgingly thank my e-tutor for
the opportunity of learning via constructivism but I still hold some of my beliefs that one
learning theory is not better than the other. I am still of the opinion that the marriage of these
learning theories help in the effective and efficient acquisition of knowledge.
Kwailan Alis reflection
John Dewey was an American philosopher, psychologist, and educational reformer whose ideas
have been influential in education and social reform who stated give the pupils something to do,
not something to learn; and the doing is of such a nature as to demand thinking; learning
naturally results.
The process of creating this Hybrid Instructional Model as I would call it was hard work
nonetheless, it was a very creative learning experience especially with the group that I had.
I learned that no one instructional strategy or model can best suit a specific situation or learning
environment but the marriage and interconnection between them sometimes make an excellent
approach to executing information effectively and efficiently and achieving your goals.
The opportunity given to help design this Hybrid Instructional Model was interesting as it gave
me insight on identifying how applicable and non-applicable is mine and my colleagues current
job model. I feel as though I can now fully train new staff with more confidence and not worry
about the constraints hindering my performance as well as my trainees.
Our group worked assiduously over Skype, Email and Google docs to make this project a
success. Despite our computer woes and internet problems we stood together standing guard of
each others interest to succeed. I never knew that something like Pecha Kucha existed and funny

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thing is that we all at some point in time did it just not knowing the name. Every day we do learn
something new. The experience working on Google docs was awesome and life changing as I
always enjoy the innovative and flexible ways that technology offers to not only make our lives
easier but to work and communicate together especially when doing school or work assignments.
Team ULTIMO had its good, bad and ugly moments but nonetheless we came out triumphant. I
could not have asked for a better group to go through the experiences that I encountered.

Anna-Lisa Sampaths reflection

In order to prepare for this group project, I had to peruse Chantals, Sariahs and Kwalians
project. It was interesting reading their project as they all had different writing styles and unique
ways of creating their instructional models. As a group, we spent numerous hours via Skype,
preparing for the BBC presentation. This was time consuming but all members contributed
equally and pitched ideas for the creation of the presentation. It was not difficult to agree with
the group members on the concepts that ideas that we wanted to include in the project but
mutually agreeing on a time to meet and discuss what challenge because of the different
schedules of the members.
I have never liked working in a group but my experience working with team ULTIMO was
rewarding. Each member made valuable contributions and their perspectives added to my
knowledge, we all learned from each other. I can definitely take bits and pieces of each
individuals instructional model and incorporate them into my teaching instruction in the
classroom.

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