Instructional Design

Practice of creating “instructional experiences which make the acquisition of knowledge and skill more efficient, effective, and appealing” -from Reclaiming Instructional Design (Merrill et. al.)

What does modern instructional design look like? How does a teacher facilitate an optimal learning environment for all students in their class? How can a teacher design a skills-based learning environment that both challenges and supports?  To begin with, it is important to understand, there is no one way to accomplish curricular goals. Each instructor brings a different set of talents, pedagogical strategies, and outlooks to the endeavor.  However, with a few key axioms, one can work from an instructional playbook that ensures creating a successful learning environment.

  1. Positive and safe place where learning can occur
  2. Active participant environment (hands-on and fun)
  3. Objectives clearly defined
  4. Sound strategies employed
  5. Enrichment activities that promote deeper understanding
  6. Modeling and practice of skillful behavior
  7. Assessment and feedback
  8. Portfolios that showcase learned skills
More and more, course development relies on the ever-changing formats of the LMS.

For adult instruction and professional development, a more practical approach to planning instruction is the ADDIE model, which includes the stages of : analysis, design, development, implementation, and evaluation.  Each of these elements exists in the secondary classroom as well.  Unlike the days of old, the teacher planner is now the Learning Management System (LMS).  The LMS has completely transformed the teacher’s workflow allowing more freedom, flexibility, and the ability to cull more resources in a smaller window of time.

Using a database, the modern LMS offers instructors a variety of ways to present content to participants, to assess their progress and understanding of the content, to communicate both synchronously and asynchronously, and more. With dynamic calendars that share information with social media and online calendars, the LMS offers a suite of tools that is a one-stop-shop for the twenty-first century instructor.

PNN students and ENL students both create productions in the PNN Studio. Such productions create great opportunities for teamwork.

For student instruction, a project-based learning environment produces great yields in student learning. The PNN Studio is a place where high school students can use curriculum, skills, and technology to create mass media messages that they broadcast over various channels. Radio & TV classes are electives, but ENL classes prescribed for students with developing English Language skills.

Using the broadcast studio is beneficial for both sets of students. Each realizes voice and capability, and a project based learning environment is a fundamental motivator for production.

Collaboration is a key element to production.  Teamwork begins in the newsroom where students develop show concepts and scripts. It extends to the studio and field where students complete necessary production in a lab-type situation. Finally, students work together to finish the product, to see it all the way through to completion.

Students fulfill a variety of roles in a typical production.

That sharing of the work is essential, but it does not happen without understanding how to do it.  Even though “digital natives” are heralded as saavier than their elders, they still lack understanding of how to accomplish their goals, how to organize their work digitally, and often, how to create and distribute products with purpose.

The PNN Staff Manual is our means of bringing young producers into the the pool of knowledge we cultivate in the PNN Studio and Newsroom.

The PNN Staff Manual is a clearinghouse of information for students who wish to create mass media messages in the PNN Studio.