Guided Design

Of all the approaches we have looked at so far; guided design, by far, is the one to which I am the most partial. This is due, in part, to my background in Tech. Ed. The guided design approach is one that Tech. Ed. both supports and uses frequently (although not in an online or distance ed. setting). This is a technique that is often found in technology education courses because we are firm believers that design and problem solving are two areas that deserve a great deal of attention. Not only does this approach allow the students to apply the knowledge, but to apply it in a real-world scenario. Answers to divergent problems are not solved by plugging equations or resorting to a one-size-fits-all solution. Divergent problems must be solved through design. Design is rarely done by a single person alone; but, by and large, is done by a group of individuals who all bring a diverse array of expertise and knowledge to the table. This is what guided design teaches and fosters.

 Aside from the obvious benefits of using this approach, it is also a break from monotonous lecture, worksheets, and reading. It is, in some cases, a chance for the students to roll up their sleeves, get their hands dirty, and use their new knowledge. This is a much better method to ensure retention of that knowledge (as opposed to relying on rote memorization, which has been proven to be ineffective). Technology education courses are often-times project based. In a project-based course, this approach is very practical. However; I feel it is both practical and applicable in many other, if not all other, areas as well.

 As pointed out in the courses readings, this approach is not without its faults and barriers. Though many students relish a chance for collaborative projects, there are just as many who would prefer to work alone. I, myself, was one of those students in high school. I preferred to work alone, not because I was not social, but because I wanted full control of the project and its outcome. I eventually grew out of this after entering the TDE program, mainly because I was forced to do so (which I feel was to my benefit). The student who wishes to work alone can benefit from collaborative work even if they do not enjoy the process. After all, our job as educators is not to entertain and make learning seem like recreation (although it helps) but to use sound and effective methods to convey content that will be retained by the mind of the student. Even if this approach is one that all students do not find to be the most enjoyable, that does not imply that it is not an effective approach.

Another thing pointed out in the readings was that guided design can also be used to teach students in a group to discern a division of labor and work professionally just as they would in a future career. Still, it goes without saying that there will be those situations where one or more students are happy to sit back and watch the others do the work. However, with proper classroom management and efforts by the instructor, this is a barrier that can be dissolved.