Towards the Conceptualization of a Nonâ€Linear ISD Model

Towards the Conceptualization of a Non–Linear ISD Model Introduction Over the years, a multiplicity of instructional design models have been suggested, and many of these models have been incorporated into mainstream educational institutions for purposes of aiding instruction and directing the learning process. In their study on developing a multimedia package for teaching qualitative research, Colon et al (2000), noted that over 200 instructional design models have been proposed and indeed published in some of the widely read educational literature.Advertising We will write a custom research paper sample on Towards the Conceptualization of a Non–Linear ISD Model specifically for you for only $16.05 $11/page Learn More Many of the models, however, are oriented towards behaviorist and constructivist theories of learning, leading to accusations and counter-accusations by a number of leading scholars that the models impede the true nature and scope of learning not only due to their behaviorist point of referen ce, but also due to their signature top-down linear and sequential processes (Colon et al., 2000). In the light of the above and other accusations, this paper aims to demonstrate how a non-liner instructional systems design (ISD) model can be conceptualized for instruction. Why a Non-Linear ISD Model Existing literature demonstrates that employing an ISD model can be helpful to instructional designers in assisting them to systematically identify what is to be taught, establish the best teaching methodologies that can be used, and appraise the instruction to determine its effectiveness in fulfilling the tasks and objectives for which it is intended (Kanuka Anderson, 1999). The Instructional Systems Design Model developed in 1996 by Dick and Carey has indeed proved to be popular among instructional designers in providing a framework through which instruction is provided to learners. This particular model is solidly â€Å"†¦based on one form of systems theory, as well as behavio ral and information processing theories of learning† (Colon et al., 2000, para. 12). However, due to the convergence of technology, changes in the education system, and new and unique needs projected by learners, this and other linear models for instruction design continue to attract criticism from various quarters. According to Gayeski (1998), inadequacies and ineffectiveness exhibited by these models, especially in learning and performance improvement environments has called their practicability into question.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Critics have also faulted the sequential, systematic, teacher-led, and top-down approach employed by linear ISD models largely due to the fact that they relegate learners to the role of passive participants, not mentioning the fact that most of these models do not provide room for innovation and active feedback (Colon et al, 2000). While it is critically important for educators to clearly identify the learning objectives and systematically sequence them from least complex to the most complex (Kanuka Anderson, 1999), the linear approach employed locks out many students from applying the knowledge learnt to solve contemporary practical solutions by virtue of the fact that learning objectives exist irrespective of the contributions made by the learner. The models are further criticized for assuming an overly behaviorist and constructivist orientation in instruction and ignoring other methodologies that can effectively be used to transfer knowledge (Mergel, 1998). There is, therefore, a compelling need to devise non-linear ISD models to ensure optimal transfer of practical knowledge from the educator to the student. Model Phases and Linkages The conceptualized ISD model heavily relies on R2D2 model developed in 1995 by Willis and Merrill’s First Principles of Instruction developed by David Merr ill (Colon et al., 2000; Merrill, 2002). The model has 6 phases, namely, problem identification, recursion, reflection, activation, participatory application, and integration. The problem-centered ISD model first identifies the problem and develops a set of objectives used to solve the problem. The set of objectives developed in this model are likely to change depending on the needs of individual learners, hence the need to create a link between the problem identification and the recursion and reflection phases (see appendix 1). According to Merrill (2002), â€Å"†¦learning is activated when learners are engaged in solving real-world problems† (p. 43). The recursion phase will aim to specifically allow instruction designers and learners to revisit any phase included in the model to make refinements, corrections, and revisions as deemed necessary. This will actively promote the learning process in addition to ensuring holistic integration of new knowledge by the learners. This phase is also linked to problem identification phase, reflection phase and integration phase.Advertising We will write a custom research paper sample on Towards the Conceptualization of a Non–Linear ISD Model specifically for you for only $16.05 $11/page Learn More The next phase – reflection – is intended to emphasize the need for the instruction designers to considerately inquire about feedback and other arising notions from other sources, including the learners’ own perceptions, worldviews and level of understanding (Cohen et al., 2000). Further on, activation phase will take cognizance of the fact that â€Å"learning is promoted when relevant previous experience is activated† (Merrill, 2002, p. 46). Many learners have had many previous experiences that may relate to the task at hand and, as such, relevant information should be activated by going back to the reflection phase to ensure this information is elicited for use as groundwork for learning new knowledge. The participatory application phase is where real learning takes place. This phase takes note of the fact that it is the learners who will utilize the knowledge transferred by educators, and they must therefore be active participants in the learning process (Cohen et al., 2002). As such, this phase will also be linked with other phases such as problem identification and reflection to guarantee the involvement of learners. In this phase, educators must develop frameworks aimed at ensuring that learning process is consistent with the identified methodologies of solving the problem, and that learners have the capacity to utilize the new knowledge in solving practical problems. The integration phase will focus on ensuring that learners have the capacity to integrate the knowledge transferred by the educators to solve their everyday problems (Merrill, 2002). This phase will also be linked with reflection and recursion phases to ensure all arising queries from the learners are adequately attended to (see appendix 1). Model Outputs The outputs for problem identification phase include the objectives and the methodologies that will be used to solve the underlying problem. The recursion phase will generate problem refinements, corrections, and revisions as may be deemed necessary. The reflection phase will generate feedback from instructors and students, and learners’ perceptions and worldviews concerning the problem at hand.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More The activation phase will aim to come up with quantifiable measures that can be used to evaluate the capacity of learners to grasp and relate to the problem at hand, while the participatory application phase will generate the actual results of the learning process, including how the learner has understood the problem and if there is need to make clarifications. The outputs arising from the integration phase include the practical demonstration by learners on how they can use the knowledge learnt to solve real-life problems, and the capacity by learners to link the knowledge learnt to other life experiences. Structure of Model The model utilizes a non-linear structure to avoid the many problems associated with linear ISD models. This particular model realizes that different problems may call for diverse starting points, and new objectives may indeed emerge over the design process (Cohen et al., 2002). As such, it is important to create mechanisms for adequately address arising issues that are largely ignored in linear models. Conclusion The need to conceptualize and develop a non-linear ISD model is very much informed by the urge to come up with practical solutions to the many challenges facing instruction especially in contemporary times. Learners need to be assisted to solve practical solutions using an instruction strategy that is responsive to their needs, and that realizes their participation is important for effective learning to take place. In addition, the complex nature of modern problems and instruction have rendered most linear ISD models ineffective due to entrenched limitations in scope and practicability in offering an instruction methodology that can assist learners to relate what has been learned to real-life experiences (Merrill, 2002). The conceptualized non-linear ISD model will not only ensure that learners can use new knowledge to solve practical issues, but it will avail platforms for recursion and participatory application. Appendix 1: An Illustration of Non-Linear ISD Model References Colon, B., Taylor, K.N., Willis, J. (2000). Constructivist instructional design: Creating a multimedia package for teaching critical research. The Qualitative Research, 5(1-2). Web. Gayeski, D.M. (1998). Out-of-the box instructional design: Moving from assembly-line models to non-linear performance models. Web. Kanuka, H., Anderson, T. (1999). Using constructivism in Technology-Mediated Learning: Constructing the Order out of the Chaos in the Literature. Web. Mergel, B. (1998). Instructional Design Learning Theory. Web. Merrill, M.D. (2002). First principles of Instruction. ETRD, 50(3), 43-59. Web.

How to highlight transferable skills in a resume or cover letter

How to highlight transferable skills in a resume or cover letter If you’re currently considering a career change, you’re probably finding that the gap between where you are and where you want to be feels more like a gaping chasm. And you’re no doubt wondering how on earth you’re going to prove to an employer that you’re a good fit for a role you’re under-qualified for (at least on paper). Fortunately, there’s a way to shrink that gap: by drawing recruiters’ attention to your transferable skills. These are strengths and abilities honed in previous jobs that can also be applied to other (distinct) positions – skills like time management, problem-solving and research.To make these softer competencies work for you, it’s important that you build a resume and cover letter that clearly calls them out. In other words, you need to do the work of making the connections between your background and the job at hand for hiring managers.Here’s how to put together a job application thatà ¢â‚¬â„¢ll support a successful career jump.Identify your relevant transferable skillsFor every position you apply for, first carefully consider which of your transferable skills are most worth highlighting. Start by examining the job description and picking out required competencies listed there that you feel confident you possess. Ask yourself, â€Å"Which of the skills that I developed in job/industry A will be useful in job/industry B?† Think about strengths you’ve gained from side gigs and hobbies too – these are equally valuable.Use applicant tracking systems (ATS) to your advantageWhen choosing words to describe your transferable skills, bear in mind that the ATSs that many companies use to screen resumes rely heavily on keywords. If you match your wording to the language used in the job ad precisely, you improve your chances of being identified as a match and potentially landing an interview.Consider how best to demonstrate your skillsIt’s all well and good to say you’re an analytical thinker or team player, but you need to convince employers of this claim. How? By quantifying your transferable skills and illustrating how you’ve applied them previously. Think about past accomplishments and objectives you met in former roles, and express these in numbers as proof that you can do what you say you can. The idea is to impress employers enough to shift attention away from your inadequate employment record.Give your transferable skills a leading role in your resumeThere are a number of ways you can draw attention to transferable skills in your resume. Pick the route that feels right for you.Change up your resume formatOne way to make sure your relevant strengths are noticed is to create a combination resume, which first lists your key transferable skills, backed by accomplishments, and only then details your work history in reverse chronological order. Alternatively, you could opt for a nonchronological functional res ume, which sorts competencies into categories, with examples, achievements, and experience listed as bullet points below each header. It’s a good way to keep the focus off your career path, but be warned- the absence of specific details might frustrate recruiters.Separate out your relevant skills and experienceIf you’re concerned your transferable skills might get lost on your resume, then give them their own sub-section. Divide ‘Key Skills’ into ‘Related Skills’ and ‘Other Skills’ and, similarly, split up ‘Work Experience’ into ‘Related Experience’ and ‘Additional Experience.Start with an objective statementInstead of a summary statement, kick off your resume with an objective statement that explicitly addresses the fact that you’re changing careers and highlights how your skills will travel well into this new industry. A statement like this should positively impact the lens through which re cruiters read the rest of your resume. While the resume objective statement is for the most part dead, the one time it’s okay to is in a career shift situation.Shift the focus of your cover letterGood news is, if you’re battling to communicate how well your skills translate in your resume, you have another chance to do so in your cover letter. Just remember the following:Concentrate on the skills you do haveIt may feel necessary to acknowledge your lack of industry experience in your cover letter, but rather than focusing on the negatives, use this precious space to highlight the value you can bring. Show how confident you are about your ability to do the job by getting straight to those invaluable transferable skills of yours.Use a format that gives prominence to your transferable skillsWhile most candidates will opt for a more traditional letter format that outlines their work history, if you’re changing careers, it makes more sense to structure the letter aro und your relevant abilities. Pick three or four key transferable skills you possess and organize the body of your cover letter around them – you could even dedicate a paragraph to each and call them out with bolded subheadings.Author Bio:LiveCareer offers assistance to job seekers at every step of the journey. Access free  resume templates  and  resume examples, plus a  cover letter builder  and advice on how to answer  interview questions  of all stripes.