Critique and Instructional Design Model

Introduction Instruction design model is a systematic goal based mode of instruction delivery. It is systematic since the system follows specific steps to achieve the intended goals. The design involves activities, objectives, presentations, materials, feedback, and guidance. The goal of each and every design is to ensure effective, efficient and quality delivery of instructions to the intended groups.Advertising We will write a custom essay sample on Critique and Instructional Design Model specifically for you for only $16.05 $11/page Learn More There are numerous instruction design models, consequently, their uses depends on the course needs. Despite their differences, instruction designs goal are to maximize development of learners knowledge. This paper analyses ADDIE instruction design model. The increasing demand of information in all the fields including learning and entertainment has brought with it the need of content. The value of information co ntent has been identified as vital tool in instruction delivery in any setting. The mode of instruction delivery is vital for societal and economic development. As a result, selection of any mode of instruction delivery hence needs to be critically considered to meet the intended function (Elizabeth Donald, 2010). ADDIE Instruction Design Model ADDIE is the most used and common Instruction System Development (ISD). The acronym, stand for Analyze, Design, Develop, Implement, Evaluate. The model follows the classic ‘waterfall’. The stage marks the major training and development progression in application of ADDIE. All these stages are the roadmap of instruction delivery. ADDIE application has been successfully achieved SAS online trainings among other fields of trainings. ADDIE Analysis Just like in marketing, ADDIE instruction design follows a systematic analysis to achieve its goals. The first step in the analysis involves creation of goals and objectives. The trainers need to precisely identify goals to be achieved then draw their objectives. This involves understanding the trainee group and what there are expected to achieve. The learners’ development stage needs to be assessed for appropriate selection of teaching materials. Analysis is the first step in quality development and assurance. The assessment of the learners is vital to enable the teacher devise a mode that will make the subject interesting and easy to learn. Analyses also ensure that there is a complete coverage of the training needs without assumptions and neglects. It hence reduces chances of redundancy, inaccuracy and incomplete content coverage (Mehlenbacher, 2010).Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More ADDIE Instruction Design This is the next stage after the instructor and the student come to agreement over the set learning goals and objectives. It is a projection of a complete course. After completion of this phase, the tutor or trainer presents an instruction paper covering the whole design. The design is description course content rather than the course content itself. It acts as a blue print or a soft where of the content (Gradowski, Snavely, Dempsey, 1998). Instruction design starts by creating instructional strategy; this is a baseline that guides the trainer. It allows the trainer to know what the learner is expected to go through, the course materials that are needed and the how the course will be administered. It involves designing content format, their content and how they will be delivered. The major parts of the design phase are planning of the strategy, course formatting and designing instruction document or manual (Mehlenbacher, 2010). ADDIE Development Development involves putting information gathered during analysis and design phase to actionable task. It aimed at ensuring smooth running of the course. It is during this phase t hat problems created in the first two phases can be identified. Issues like unrealistic targets, missed results and materials inefficiency are identified at this phase. Bodies such as SAS have achieved this phase through, firstly, creating a prototype. The prototypes allow them to have knowledge on the real picture of the course. Prototypes are followed by creation and development of course materials that meets the required goals. Finally, table top reviews and pilot test carried out on the course to check on their ability to meet the desired goals (Mehlenbacher, 2010). EDDIE Implementation and Evaluation Implementation phase is where the trainer put his developed IDDIE into practice. It is the actionable stage where the trainee actually goes through the course. The time span of courses normally varies as per the content required by the trainee. Moat specialists implement their course based on topic and content as set during design. Implementation is followed by evaluation. Evaluati ons are assessment provided by a specialist to check the extent the design has met its target. In case some goals are not met, the whole system is reassessed and corrective measures put into action. Evaluation needs critical thinking as well as specialized with a lot of knowledge on the course (Gradowski, Snavely, Dempsey, 1998). ADDIE Critiques Many scholars have criticized ADDIE instruction design model for being more a virtual machinery than a real functioning tool in the world. Normally, there is a lot of interplay between setting realistic objectives, effectively designed presentations, and developing interactive activities.Advertising We will write a custom essay sample on Critique and Instructional Design Model specifically for you for only $16.05 $11/page Learn More As a result the system is full of forward and backward constant adjustments. The real system is cyclic in nature rather than a linear presentation shown by EDDIE build. Poor mental interpretation has been developed among many specialists to take the system as a linear method rather than a highly integrated cyclic system. The result is that practical application of the system has never been easy (Elizabeth Donald, 2010). EDDIE system gives little metacognitive to the specialists as they tend over rely on the course structure rather complete environmental scan. While IDDIE can be suitable for a given course or individual, it might not be suitable for another person. The system also ignores to create realization that there is variation in learning in different states that some materials of education might not be accepted in other education systems (Magliaro Shambaugh, 2006). EDDIE identifies evaluation as a vital tool and normally presented as a center piece. Consequently, evaluation is drawn as an ongoing and integral component. However, EDDIE only states evaluation but fail to critically define it. It is clearly that when all the phases are completed, the res ult will not be viable without evaluation. Hence, evaluation should not be put as a stage in the block rather but a comprehensive system covering each and every phase. Cognitive Design Model has been identified as most appropriate model countering the procedural system of EDDIE. Finally, critics have been put upon the bias nature of EDDIE model. Specialists have no equal knowledge over the courses, as a result, some might have limited knowledge on how to design and develop the course. On the other hand, a trainer might fail to contact the experts on the course delivery system. Additionally, Managing trainees’ attitude towards the course is not addressed (Gradowski, Snavely, Dempsey, 1998). Conclusion A good course design need to be cognitive oriented over the course itself and the participants. It should have a trainer who fully, understands the material requirements, design system, mode of delivery and how it should be evaluated. While EDDIE is a good instruction model it a lso suffers from several limitations that makes it fail in some cases. References Elizabeth, A., Donald J. (2010). The New Literacies: Multiple Perspectives on Research and Practice. New York: Guilford Press.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Gradowski, G., Snavely, L., Dempsey, P. (1998). Designs for active learning: A sourcebook of classroom strategies for information education. Chicago: The Association. Magliaro, S., Shambaugh, N. (2006). Instructional design: A systematic approach for reflective practice. Boston, MA: Pearson, Inc. Mehlenbacher, B. (2010). Instruction and technology: Designs for everyday learning. Cambridge, Mass.: MIT Press. 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Explain Stretegies to Overcome Barriers to Effective Communication Essays

Explain Stretegies to Overcome Barriers to Effective Communication Essays Explain Stretegies to Overcome Barriers to Effective Communication Paper Explain Stretegies to Overcome Barriers to Effective Communication Paper Developing effective communication in health and social care| P4: explain the strategies used in health and social care environments to overcome barriers to effective communication and interpersonal interactions. For this question I am going to explain strategies used in health and social care environments to overcome barriers to effective communication and interpersonal interactions. There are many different strategies can be used to overcome barriers of communication in a health and social care settings:   Building relationships and appropriate verbal and non-verbal communication. It is very important to build relationships with people who use services involve skills listening, together with appropriate verbal and non-verbal communication. It also may be important to use friendly, warm non-verbal behaviour that expresses interest in another person such as: * Making effective eye contact(varied and appropriate contact with another person’s eyes * Smiling-looking friendly rather than frozen or cold in expression * Adopting a relaxed and calm body posture * Using an appropriate gentle tone of voice Using hand movements and gestures that show interest * Nodding your head slightly while talking to communicate messages such as â€Å"I see,’ or ‘I understand’, or ‘I agree†. It is important to build an understanding of the needs of people we work with in health and social care. Very often, people will make their preferred method of communication obvious. Sometimes a medical or professional social work assessment may needs in order to clarify the person’s needs and their preferred method of communication. All the skills of recognising and overcoming barriers to communicate will be useful to avoid trigger situation, such as aggression. Reflective listening skills are vital in order to make the other person feel valued. 2. Staff training is possible strategy to overcome some barriers of communications. Communicating effectively with depressed, anxious or aggressive people cannot be developing simply by obtaining information. So, formal training courses usually provide opportunities to practise important skills as well as theories about how to overcome communication barriers. 3. Appropriate environment may help to reduce communication barriers by: Improving the lighting Reduce any nose. Move to a quieter or better room. Organize any seating so that people can see and hear each other Work with smaller groups to see and hear more easily. 4. Assessment of needs and using preferred methods of communication. It is very important to understand the needs of people you work with in health and social care. Very often, people will make their preferred method of communication obvious. So, sometimes a professional social work or medical assessment may be needed in order to clarify the person’s needs and their preferred method of communication. For example, people with visual disability can be use BSL (British Sign Language) and Makaton. The signs given help the person, because it gives them extra visual clues as to what is being said. When using Makaton the words are also said as Makaton is used to support what is being said as appose to its own language. Makaton includes not only signs, but also written symbols which are both used or either one is used depending on a persons particular needs and cultures. British Sign Language differs from Makaton, because with Makaton not all the words are signed, the signs are simpler and the words are spoken. For example, when saying Good morning, you first say Good by showing your thumb (fingers folded into palm), then for morning you touch your chest with your finger tips from left to right. This image is used as a symbol of the curtains opening in the morning. Also, may be used Braille (introduced by 1838 the Frenchman Louis Braille) – a system of imprinting dots on paper standing for letters of the alphabet, numbers and punctuation. With this system blind people can read by running their fingers across the dots, and can write by impressing the raised dots into paper using a frame called Braille slate, or a Braille writer. Other possible strategies are: * Use language to describe things * Assist people to describe things * Explain details that sighted people might take for granted * Check glasses. Other aids and equipment. Another example, people with hearing disability may use hearing aids. They are battery-powered electronic devices with small microphones to pick up and increase the volume of sound received by a person. Also, text phones, relay systems and minicoms may be used for people who are deaf or hard of hearing. Other possible strategies are: * Don’t shout. Use normal clear speech and make sure your fase is visible for people who can lip-read * Show pictures or write messages. * Learn to sign (for people who used sign language) * Ask for help from, or employ, a communicator or interpreter for sign languages * Check that hearing aids and equipment are working. For people with physical and intellectual disabilities may be used strategies, such as: * Increase your knowledge of disabilities. * Be calm and patient * Use pictures and signs as well as clear, simple speech * Set up group meeting where people can share speech. Check that people do not become isolated * Use advocates- independent people who can spend time building an understanding of the needs of specific individuals to assist with communication work. 5. Learn Assertive Skills Assertive behaviour is where a care worker is in control of their own actions, it is a balance of an appropriate expression of your own need while understanding the needs and rights of others, therefore not behaving aggressive (anger) or submissive (fear) in a care environment as both emotions will have an effect on others and a possible short or long term affect on you. Being assertive will help to challenge how other people feel about you. Assertive behaviour in a person listens and shows respect to others, tries to solve problems, aiming that no one needs to lose, negotiating (come to an agreement) with others and maintaining a clear, calm voice. An assertive person is able to: * Understand the situation they are in. * Control their personal emotions and remaining calm. * Use the right non-verbal assertive behaviour including varied eye contact, relaxed facial muscles, looking in control, keeping hands and arms by their side. Use the right words and statements in any situation. If a care worker were to act aggressive, this is where they somehow threaten someone, put them down or make them feel inferior to you. This type of behaviour has long and short term affects; the short term affects are that you are releasing some emotions that have been building up or getting some sense of power. Whereas the long term affects may lead to you feeling guilty a nd over apologetic, and you blame others for your behaviour. This will all result in people mistrusting you which will make you feel isolated from others and will contribute in high blood pressure. Being aggressive not only affects you but it also affects others as they may feel hurt, angry or humiliated and therefore retaliate or they may stop being in your company. Some people are aggressive whereas others are indirectly aggressive; this means storing your aggression to be released later or onto someone not related to your aggression. Again this affects you long and short term, short term being that you are able to let off steam onto someone else, you have less anxiety because you are not confronting the cause for your aggression directly, you get what you want and enjoy working behind the scenes. The long term affects is that you could lose control of your aggression, suffer from stress and stop being honest with yourself. Others are also affected as they may feel unfairly criticised by you and come to distrust and distance themselves from you. This is why it is important for care workers to learn assertive skills by watching other professionals and doing the same, as being assertive will help to resolve and problems. Vulnerable people need to be empowered to control their lives, whilst rights and responsibilities also need to be thought through. Assertive behaviour from a member of staff in a care setting will lead to effective communication, as assertive skills. . References Books Portch, T. (1999). Communication and Interpersonal Skills. Great Britain: Hodder and Stoughton