My Peer Work And Friend Report About This Trip

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I went to the IST Conference with my classmates, from 6am to 6pm. We met Dr. Phillip Harris during the conference, who kindly allocated between one to two hours to discuss and explain topics related to the Association for Educational Communication & Technology (AECT). I have attached a recording of the conference and Dr. Harris's explanation along with information from the AECT website. For this report, I listened to the recording and reviewed the conference details to reflect on my experience and learning outcomes.

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The IST Conference provided a valuable learning experience that broadened my understanding of current trends and research in instructional design and technology (IDT). Throughout the day, I attended six presentations on diverse topics, each offering insight into innovative practices, theoretical perspectives, and effective instructional strategies. The presentations collectively contributed to my academic growth and professional development as an aspiring IDT specialist.

The first presentation, titled "Teacher as a Designer: Deconstructing the Design Process in K-12 Online Learning," led by Khendum Gyabak, focused on the role of teachers in designing effective online learning environments. It emphasized the importance of viewing teachers as designers who construct engaging and meaningful online experiences tailored to student needs. The presenter highlighted the importance of design thinking, reflective practice, and iterative processes in creating successful digital learning experiences.

The second presentation, "Transfer of Teaching Presence Between Classroom and Online MBA Learning Environments," presented by John E. Wisneski, examined how the concept of teaching presence can be adapted across traditional and virtual settings. The presenter discussed strategies for maintaining instructor visibility and engagement in online courses and explored the implications for student satisfaction and learning outcomes. This reinforced the critical role of instructor presence in creating an effective learning environment, aligning with Garrison et al.’s (2000) Community of Inquiry framework.

In the third session, "Discovering Factors Affecting Instructional Media Design," Kei Tomita and Megan Harris explored various factors influencing the effectiveness of media used in instruction. They discussed cognitive load theory and multimedia principles, stressing that well-designed media should enhance comprehension without overwhelming learners. Their insights highlighted the importance of user-centered design in instructional media development.

The fourth presentation, "Effects of Feedback on Learner Motivation and Performance" by Serdar Abaci, investigated how different feedback strategies influence learners’ motivation and achievements. It showed that timely, specific, and constructive feedback can significantly boost learner confidence and performance. This aligns with principles from motivational theories such as self-determination and expectancy-value theories, emphasizing feedback as a motivational tool in IDT.

The fifth presentation, "A Cut Above: Designing Engaging Safety Training," presented by Alicia Ostermeier and Kristen Hewett, focused on creating compelling safety training modules. Their approach integrated storytelling, gamification, and scenario-based assessments to enhance learner engagement and retention. This presentation demonstrated the importance of immersive and contextually relevant training design, especially in workplace safety applications.

Finally, the session titled "Design Judgments in Instructional Design Practice," with multiple presenters including Megan Harris and Elizabeth Boling, examined the decision-making processes behind instructional design. It emphasized reflective judgment and the importance of considering contextual factors, learner characteristics, and technological constraints during the design process. This presentation underscored that effective instructional design involves critical thinking and adaptive problem-solving.

What I appreciated most was Dr. Allison Rossett’s engaging presentation on Mobile Learning & Performance. Her dynamic delivery and insightful content about mobile learning innovations and their impact on Performance support truly inspired me. It was a fresh perspective that expanded my understanding of how mobile technologies can be leveraged for learning and performance improvement. However, the limitation I found was the brief duration of each presentation, which constrained deeper engagement and discussion on complex topics.

Attending this conference has been highly beneficial in my journey toward becoming a professional in the field of instructional design and technology. Although this was my first conference, I gained exposure to cutting-edge research, practical strategies, and emerging trends. Interaction with presenters and fellow attendees has made me aware of diverse viewpoints and the importance of professional networking. These interactions foster a richer understanding of the field and highlight ongoing challenges and opportunities that I aspire to contribute to.

Furthermore, the conference emphasized that continuous learning and participation in professional communities are essential in keeping up with technological advances and pedagogical best practices. Observing the practical application of theories discussed in readings such as Garrison et al. (2000), Mayer (2009), and Reigeluth (1999) reinforced the value of integrating theory with practice. It also underscored that becoming a proficient IDT professional involves staying curious, adaptable, and collaborative in exploring innovative solutions for educational challenges.

Overall, the IST Conference experience has motivated me to deepen my engagement with the field, stay current with new research, and refine my instructional design skills. It demonstrated that the professional growth in IDT depends significantly on active participation in conferences, workshops, and professional dialogues. By continually expanding my knowledge base and network, I can better contribute to the development of impactful learning experiences for diverse learners.

References

  • Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education. The internet and higher education, 2(2-3), 87-105.
  • Mayer, R. E. (2009). Multimedia Learning (2nd ed.). Cambridge University Press.
  • Reigeluth, C. M. (1999). What Is Instructional Design? In C. M. Reigeluth (Ed.), Instructional-Design Theories and Models: A New Paradigm of Instructional Theory (pp. 3-29). Lawrence Erlbaum Associates.
  • Garrison, D. R., et al. (2010). The Community of Inquiry Framework. In D. Keegan (Ed.), Fundamentals of Distance Education (pp. 89-103). Routledge.
  • Means, B., et al. (2014). Learning Online: What Research Tells Us about whether, When and How. John Wiley & Sons.
  • Bransford, J., et al. (2000). How People Learn: Brain, Mind, Experience, and School. National Academy Press.
  • Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81-112.
  • Osterman, K. F., & Kottkamp, R. B. (1993). Reflective Practice for Educators. Sage Publications.
  • Reiser, R. A. (2001). Designing Instruction for Your Curriculum. Allyn and Bacon.
  • Brown, J. S., & Duguid, P. (2000). The Social Life of Information. Harvard Business School Press.

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