EDID6501
Without the very basic core presented by EDID6501, how would any design project take off? I took the course on my third semester with UWI-Open Campus, and I wondered then if I had made a mistake. I had been going through work on EDID6502 and EDID6503 without taking on the basics of EDID6501.
It was the first time I had really looked at educational and instructional theories. I did not have a formal teaching background. My forte was in the arts, with some programming on the side. I was supposed to become a 3D animator, but circumstances had made it impossible to be so. For some reason I found myself in the academe right after a graduated from my 4-year undergraduate course (Digital Illustration and Animation) in 2006. Teaching college students was easier because I was just passing on a skill. I used a computer with a projector to show what I was doing on the software. The students followed the steps. The Engage part of Gagné’s Nine Events of Instruction had been made too easy for me. These students already enjoyed what they were doing.
Fast forward a few years and I found myself teaching a second grade class. This was were I should be more aware that although Behaviorism is a bonafide instructional theory, it may not translate as well to the 21st century. I still follow this whenever I have drills and practice with my students. Gagné’s Nine Events of Instruction, which I had used in its full extent in my design project, was also largely associated with it. Constructivism became a challenge. I wanted to apply it. So, I tried to put in as many experiments and projects, wherein the children can learn better. The projects part worked for the most avid students. For others, the parents found themselves doing most of the work. Whatever the case may be, EDID6501 is a core subject because it made me more aware of what I was doing, instruction-wise.
Without the very basic core presented by EDID6501, how would any design project take off? I took the course on my third semester with UWI-Open Campus, and I wondered then if I had made a mistake. I had been going through work on EDID6502 and EDID6503 without taking on the basics of EDID6501.
It was the first time I had really looked at educational and instructional theories. I did not have a formal teaching background. My forte was in the arts, with some programming on the side. I was supposed to become a 3D animator, but circumstances had made it impossible to be so. For some reason I found myself in the academe right after a graduated from my 4-year undergraduate course (Digital Illustration and Animation) in 2006. Teaching college students was easier because I was just passing on a skill. I used a computer with a projector to show what I was doing on the software. The students followed the steps. The Engage part of Gagné’s Nine Events of Instruction had been made too easy for me. These students already enjoyed what they were doing.
Fast forward a few years and I found myself teaching a second grade class. This was were I should be more aware that although Behaviorism is a bonafide instructional theory, it may not translate as well to the 21st century. I still follow this whenever I have drills and practice with my students. Gagné’s Nine Events of Instruction, which I had used in its full extent in my design project, was also largely associated with it. Constructivism became a challenge. I wanted to apply it. So, I tried to put in as many experiments and projects, wherein the children can learn better. The projects part worked for the most avid students. For others, the parents found themselves doing most of the work. Whatever the case may be, EDID6501 is a core subject because it made me more aware of what I was doing, instruction-wise.
