Yea, we made it!!

Merry Christmas and Happy New Year!!

 

Click here to see the animated image!! 

I hope everyone enjoys the winter break.  I wanted to share this with you all, I created it using Gimp in one of my other ETEC classes.  

New Directions for Instructional Design and Technology

Distributed Learning Resources

1.      Academic distributed learning - Texas A&M University - Commerce

2.      Hybrid classes - Glendale Community College Hybrid English Class

3.      Virtual classes - Texas Virtual Academy at Southwest

4.      Corporate distributed learning - McKesson Empowering Healthcare

5.       Distributed resource support – Project Share

Reusability

I can think of a couple of courses that I have had with poor reusability characteristics.  The one that stands out the most was one course I felt needed to be revamped from the first day of class.  There were so many different sections that the reader often left the reader confused with where they had left off.  I recall having to read over it several times or highlight sections I had covered, to prevent the chance of me overlooking something.  Everything was written in lengthy instructions and no other delivery method or format was used, which would have been ideal for students with different learning styles. 

Every week there were numerous assignments to be completed, which made the course pretty intensive and after taking the course earlier this year, I only remember a couple of the things from the class.  At times I felt the assignments made little, to no connection, with the overall course or textbook.  Eventually, I felt like I was just going thru the motions of trying to complete the work and retaining little to nothing at all.  After completing all that work, one would think it provided some really good resources for future use but that was not necessarily the case.  Overall, there were only a few things that seemed relevant for future use and the others could have been done without but like I said I don’t recall them now.  As a student, I want to be able to refer back to things I have learned and be able to use them later in my profession.

The class would have been better if the course content had been structured differently to accommodate all learners.  The information could have been presented differently, such as using animation, audio or video clips to relate the requirements of the assignments to help reduce or eliminate errors from overlooking something.  Another idea would be to combine some of the chapters to create several small assignments that also related to the textbook.  In the end, these smaller assignments could have been combined to produce a final project which tied everything together nicely.  This would have left the student with a valuable resource that they could and use or refer back to at a later date.

Rich Media

Surface and Functional features

While reading this chapter, all I could think about was, this is very true.  If I had not seen it for myself, I would probably be a little skeptical and think that animations or videos were better but not necessarily.  I recall a conversation I had with my oldest son who loves building things with K’NEX.  The instructions are all illustrations of how to assemble the pieces to create the final version of the product.  I remember looking at the instructions one day and asking him, how do you even understand this, there aren’t any words, only pictures?  Well he understood better than I did and was able to successfully finish what he was building. 

The surface features for this would be illustrations of the pieces and the functional features would be the way the illustrations are depicted, showing the user how to connect all the pieces to create the final version of the product.  The end result is an effective instruction manual that is able to relate with only illustrations, how to build the design inside providing an opportunity for its users to learn and be creative. 

KNEX Illustration Example
Images from www.knex.com

Nanotechnology

I am sure nanotechnology will have many uses because it seems the possibilities are endless.  In terms of how it could be used to improve a specific job or task, I think it will probably be more beneficial in the medical field.  I think of things like having immediate access to someone’s medical record information that could be stored on an encrypted chip inside their body or finding ways to help patients who are immobile.  The thought of it being used to open doors and having a computer to speak to you, made me think how incredible something like this would be for a young student or anyone in general, who is in a wheel chair, no longer having to struggle to open doors that are not easily accessible.  I am curious if this technology will potentially be used for people who may need, a life saving operation, treatment for an incurable disease such as cancer, or prosthetic limbs (creating a way for them to either keep their own or create ones that are similar to theirs).  Like I said, the possibilities are endless and I could go on and on, but it truly is amazing to think how far we have come in terms of technology. 

Direction of the field

Broad and Inclusive

While I was glad to see that both roads overlap in some areas, I feel I identify more with the broad and inclusive road.  I do agree with a few of the points on the strait and narrow road but it just seems so closed off and I can relate more to expanding the field to allow ideas and input from a range of professionals, especially in an area that is rapidly changing like technology.  In the long run I welcome change and feel this way of thinking keeps the field fresh and allows for continuous growth.  I believe there will always be some who will desire to stay focused on the narrow IDT road only, and their thoughts and expertise will also be needed. 

Getting an IDT Position and Succeeding at It

Instructional Design and Technology Positions

Learning Technology Support Specialist

Provide support for the delivery of learning technology services in an environment that is available 24/7 with low tolerance for downtime. Respond to, analyze, and resolve learning management systems problems and other learning technology problems.

Requirements - Under general supervision, provides support for campus learning technology services with focus on the learning management system. Supports and trains faculty/staff on the use of campus software and other technology tools. Coordinates and assists with the implementation of new learning technology projects with users and other IT team members.

Qualifications Bachelor's degree required. Additional experience in the support of learning management systems and other learning technologies may substitute for the Bachelor's degree on a year for year basis. Additional consideration may be given to candidates with specific technical certifications related to systems applicable to Angelo State University. 

A minimum of one year of experience in the support of a learning management system/environment and delivery of learning technology services. Strong project management and interpersonal skills are required.

Do you have these skills?
Not quite, I have a Bachelor's degree but do not have the one year minimum experience, only 6 months experience of teaching technology applications course.

Online Course Designer/ Developer

The OC Global Online Course Designer/Developer serves as a course designer/developer for online education at Odessa College.

Requirements - 

*Bachelor's degree in education or related field required.

*A minimum of two years work experience to include instructional design, curriculum development.

*Demonstrated experience working with subject matter experts to develop content.

*Knowledge and application of adult learning theory is preferred

*Effective design abilities.

*Experience with a learning management system (particularly Blackboard).

*Excellent communication and interpersonal skills, and an

*Ability to establish and maintain effective working relationships with students, faculty and staff are essential.

*Ability to adapt to changes in priorities, scheduling and personalities.

*Ability to initiate tasks with little or no direction.

*Strong organizational skills and the ability to meet deadlines, prioritize, and work on multiple projects simultaneously with great efficiency and attention to detail.

PREFERRED QUALIFICATIONS:

*Masters degree in instructional design or related field

*Multi-faceted production experience in a distance education, training, or digital media environment, including experience designing and developing courses using HTML, Flash, video, and graphics.

*Higher Education Experience

Do you have these skills?

Not quite, I have a Bachelor's degree, working on Master's degree, but lack required work experience and learning management system (Blackboard).

Information Processing Consultant

Provide instructional design and support to faculty/clients to facilitate the development of educational materials for delivery in a Web-based environment.

Requirements

• Bachelor's degree in instructional design, educational technology, or related fields required. Master's degree preferred.
• 2-3 year of professional work experience.
• Demonstrated experience of working in a team environment developing instructional learning material.
• Working knowledge of instructional design methods and practices.
• Commitment to or experience with racially diverse populations.
• Excellent written and oral communication skills.

Preferred Qualifications:

• Experience with educational media development.
• Experience in digitized audio and video technologies.
• Experience in effective pedagogical application of technology to teaching and learning, with a strong educational technology background.
• Experienced with Adobe development tools, i.e., eLearning Suite.
• Experience with the design and creation of instructional graphics.
• Ability to maintain high levels of creativity and quality

Do you have these skills?

No, I do not have Bachelor's degree in areas desired or minimum work experience.

Self assessment

What I learned from doing the assessments is that it is best to try more than one.  The first one I tried was the WorkMatrix but I didn’t really care for it.  I felt that it did not provide any additional information.  Even after putting the information in a spreadsheet, I already knew what the final outcome would be.  So then I went to CareerOneStop and tried one of their assessments.  I tried the one that does a profile over a particular job and matches your information according to similar skills needed.  I found that one to be a little more interesting because if provided information about how you matched up with others.  The last assessment I tried, I liked the most, the American Society for Training and Development.  The assessment provided detailed information regarding how your answers matched up with others in the field you selected, mine was entry level specialist.  What I liked most was how it provided detailed results in a PDF format with resources that could help you make improvements in the areas that you may have scored below the average.  Although the resources they listed were at a cost, it was a great idea offering a solution.  Besides, if you decided not to make a purchase, you could still look for an alternate resource on your own.

Based on my results I need to strengthen or improve on designing learning in areas of implementation, management, improving human performance, and collaborating with other design project members.  I am competent in areas of delivering training, personal and interpersonal relationships, measuring and evaluating, and business management. 

Professional organizations

• Professional organization: Society for Applied Learning Technology (SALT)
• Mission – professional society, designed for individual membership participation with classes of membership keyed to the interest and experience of the individual.  Provides a means to enhance the knowledge and job performance of an individual through meetings and publications.  Enables one to achieve knowledge for work in the field of applied learning technology by association with other professionals in conferences.
• Cost of membership - $55.00 per year
• Publications – Journal of Instruction Delivery Systems (JIDS), Journal of Interactive Instruction Development(JIID) and Journal of Education Technology Systems(JETS)
• Conferences and meetings – sponsors conferences which are educational and cover areas such as elearning, web-based training, mobile learning, interactive multimedia in education and training, learning management systems, instructional systems design and performance support systems
• Opportunities for professional development – Provide resources related to Applied Learning Technology and conferences during the year

• Professional organization: Society for Information Technology and Teacher Education
• Mission – international association of individual teacher educators and affiliated organization of teacher educators in all disciplines interested in the creation and dissemination of knowledge about the use o information technology in teacher education and faculty/staff development. 

The Society seeks to promote research, scholarship, collaboration, exchange, and support among its membership, and to actively foster the development of new national organizations where a need emerges. SITE is the only organization that has as its sole focus the integration of instructional technologies into teacher education programs.

• Cost of membership – Professional $115, Student $35
• Publications - Journal of Technology and Teacher Education(JTATE) and Contemporary Issues in Technology and Teacher Education (CITE)
• Conferences and meetings – has yearly conferences that are about a week long, also offers virtual presentations
• Opportunities for professional development – participates in Special Interest Groups, offers several presentation types, collaboration with peers and other organizations, leadership and mentoring opportunities

Professional publications

• Professional publications: Learning and Leading with Technology (L&L)
• Focus/Goals of the journal -
• Submission guidelines – A query must first be submitted that includes a brief description of your article idea and why you think the information would be useful to their audience.  After approval has been received from the editor manuscripts should be in first person and writing should be lively and engaging.  Identify all adults mentioned in examples or as sources of information by first and last name, position and/or job title, school or district, and city and state/province, and/or country.  Identify minors by first name only unless written permission has been given to use their full name.  Any hypothetical situations should be referenced as such.  No more than two authors, reference list not required but include a list of resources mentioned in the article.  Types of articles accepted include: Learning Connections articles, Reviews, Tips, and Supplementary Materials.
• Is this a peer reviewed journal? - No
• Is the journal online? Yes

• Professional publications: International Journal of Instructional Media(IJIM)
• Focus/Goals of the journal – source of research and commentary on all forms of instructional media used in instruction and training such as computer technology, distance learning and media research.  Bridges the gap between theory and practice.
• Submission guidelines – Electronic and hard copy submissions accepted, hard copies must be mailed in triplicate and printed on 8 ½” by 11” white paper one side only, double spaced and accompanied by a CD_R disc in MS Word format, no longer than 15 pages, original articles only, abstracts of 100 to 150 words required to introduce each article, footnotes places at end of article under works cited, figures referenced in text to appear in numerical sequence starting with Figure 1, tables must be cited in text with numerical sequence starting with Table 1.
• Is this a peer reviewed journal? - Yes
• Is the journal online? - Yes

The journals and organizations are useful to me and my career because they provide a current resource for what is happening in my field and provides a way for me to stay an active learner and participant.  These organizations offer an opportunity to network with others by attending conferences, seminars and/or workshops, and by providing current job information or openings. 

Most of them were new to me except SITE, I had heard of it before but never really looked that much into it.  I have researched other organizations on my own just to see what was available.  Most of the ones I found leaned more toward technology teachers in Texas.  I also have a few other organizations that I follow on Facebook or their website.

Performance technologist

Domains -

1.     Analysis

2.     Development

3.     Management

4.     Evaluation

Competencies –

1.     Use partnerships or collaborate with clients and other experts as required.

2.     Manage an environment that fosters learning and performance.

3.     Design instructions that reflect an understanding of the diversity of learners and groups of learners.

4.     Use media and technology to enhance learning and performance.

5.     Look at situations systematically, taking into consideration the larger context including competing pressures, resource constraints and anticipated change.

6.     Identify and resolve ethical and legal implications.

7.     Provide clarification and feedback.

Performance statements-

1.     Protect the privacy, candidness and confidentiality of client information and communications

2.     Use the highest professional standards of ethics, honesty, and integrity in all facets of their work

3.     Use PT only in support of humane, socially responsible, and life-fulfilling ends for both the individual and organization

4.     Share skills and knowledge with other professionals

5.     Give and get support and professional aid from colleagues

These domains, competencies and performance statements provide a guideline to help promote optimal standards for performance technologists.  They reflect a responsibility to the profession, society, the learner and others.  They also encourage a high moral and ethical standard along with skills necessary in this environment.

Trends and Issues in Various Settings

Rapid prototyping

While I was reading about rapid prototyping, the one thing that kept coming to my mind was making a clay sculpture or piece, especially when it talked about it being a shell that demonstrates the projected appearance of the product.  One example for using rapid prototyping would be to develop a 3 dimensional design that could be used as a virtual model in almost any subject area.  Rapid prototyping could be used to create a 3D replica of the solar system.  This would allow the student to have a working model that provides a visual of what they are creating.  It also allows for them to make changes where needed before the final version is produced.  











This video shows a prototype being built.  

Program alternatives for military

If I were hired as a consultant I would suggest developing recorded lessons similar to an audio book and/or DVD and access to a laptop in order to work on assignments.  This would allow them the ability to carry the information with them and complete it at their own pace.  The computers would provide a way to complete assignments and once they get access to a computer network they could submit and receive assignments.  During this time they could also ask questions and gather feedback. 

Staff development activity 

In order to introduce Guidance System for Transforming Education (GSTE) and Step-Up-To-Excellence (SUTE):

First I would break everyone up into groups and do role playing activities.  I would have the groups randomly select about 4 to 5 of the core values terms and create a wall with definitions of the terms from each group and how it relates to the educational future of children.  

Then I would have groups develop 2 skits.  The first skit would be based on various types of classrooms, for example, high performing, low performing, etc.  The second skit would explain how they would implement a plan to change the educational structure of that classroom based on the core values that were earlier defined and a provided list of continuous events in the GSTE.  Each team would be provided set guidelines for the task and would have about 1 - 2 hours to complete the activity. 

Next the groups would perform their skits.  Once every group has had a chance to do their presentation a discussion would be done to explain the reason for the activity and how the activity was conducted to provide participants with an introduction to Guidance System for Transforming Education and Step-Up-To-Excellence methodologies.

Faculty development opportunities

1. University of North Texas - Denton

   

What are the different names used for faculty development?

Training and Development Programs

What division is it under?

University Human Resources Department

What services does it offer?

(a)    In-Service Training Program

(b)   Out-of-Agency Staff Development Program

(c)    College Degree Program

(d)   Internship Training Program

How often are programs given and what specifically are they?

                        The University provides faculty and staff training and development opportunities within the availability of funds and as authorized under the State Employees Training Act of 1969. Such development shall be aimed at the needs of the individual employee and the University. Education and training will be offered to improve personal and professional skills and to prepare for assuming jobs of greater responsibility.

2. Midwestern State University

What are the different names used for faculty development?

Personnel Training and Development

What division is it under?

Human Resources Department

What services does it offer?

a)      EEOC / Sexual Harassment Training

b)      MSU Safety Training

c)       Procurement Card Training

d)      Supervisor Training for Staff Performance Management

e)      The State of Texas Ethics Training

f)       Telephone Etiquette

How often are programs given and what specifically are they?

                        Within 30 days of employment and some are every two years.  The range is  from sexual harassment and EEOC discrimination to ethics training.

3.Tarrant County College District

What are the different names used for faculty development?

Professional Development of Faculty

What division is it under?

Human Resources Department

What services does it offer?

a)      Virtual Classroom Conversion and Development

b)      Distance Learning Faculty Focus Groups

c)       Internet Faculty Training Program

d)      National Institute for Staff and Organizational Development

How often are programs given and what specifically are they?

                       Faculty development programs are held the week prior to the start of the fall and spring semester.  These programs are designed to educate faculty on a broad range of topics related to instruction and classroom management. Faculty provides input on planning the professional development programs and often serve as facilitators or presenters.

Human Performance Technology

Noninstructional solution to solve a performance problem  

During my son’s first year in school, he had picked up some less than desirable behaviors from other students.  As a result, his behavior took a turn for the worse.  In order to correct the negative behavior I implemented a behavior chart.  The chart would record his behavior for the month and if his behavior for the day at school was good he would receive a star, if it was okay he would receive a smiley face and if it was in need of improvement he would receive a sad face.  At the end of the week he would receive 2 stickers if he had no sad faces, 1 sticker for 1 to 2 sad faces and no stickers for anything over 2 sad faces.  He tried really hard to get his stickers at the end of the week and as the year progressed the negative behavior eventually declined.

 

Electronic performance support systems

An electronic performance support system (EPSS) may also be known as electronic performance support, automated job aids, electronic performance support tools, electronic coaches, intelligent online help, performance centered design, embedded support, or enriched learning environments. Defined by Susan Mullen, Technical Communications Project Manager, Write on the Edge, Inc.

Gloria Gery, in 1991, defined EPPS as “the use of technology to provide on-demand access to integrated information, guidance, advice, assistance, training, and tools to enable high-level job performance with a minimum of support from other people” (Snodgrass, 1998, p. 298

An electronic performance support system is, according to Barry Raybould (1991), "a computer-based system that improves worker productivity by providing on-the-job access to integrated information, advice, and learning experiences." 

I like the definition by Susan Mullen because it appears to have a broader perspective than the other definitions.  I think that electronic performance support systems have not been widely used because of the time it may take to train individuals on how to use, lack of support or unwilling to learn and the cost aspect.  I think in the long run as companies seek ways to cut costs, they may begin to look toward using EPPS more.  I also think as more young people enter the work force there may be a push to move more in this direction.

Blended learning and knowledge management system

What immediately came to mind after reading this section was web enhanced courses.  I remember one of the first classes I attended was a web enhanced class and I had no clue what that was.  I later learned that it was a face to face class that utilized some online course features.  I have taken several classes in this format but there is only one that really stands out in my mind as being very effective, which was an accounting class.  I felt our class discussions along with our online assignments actually helped improve the learning experience for me.  I was able to have an immediate response for any errors found on my homework and allowed the opportunity to go back over the problem again before submitting for a grade.  I also liked the fact that if there were any problems that I could not solve on my own, I had the chance to ask about it in the next class and to understand what I was doing wrong before our test. 

Informal learning exposure

Over the years, I have been exposed to several types of informal learning.  I have engaged in discussions with people knowledgeable in different areas that I am interested in.  I often seek information from others especially when trying or learning something new or different.  I have also found myself searching for information over the Internet, especially when it comes to finding an answer to a problem that I may be having with equipment or wanting to learn how to use a technology that is new to me.  I remember when I first started watching YouTube for instructional purposes because of all the how to videos that are available.  I learned how to create my own video along with how to convert a video file.  It was a long process since I had no clue what I was doing, but after asking other people questions, watching videos online and reading information on the Internet I learned how to do it myself and became a little more knowledgeable about the terminology and software that is used to create videos.

Evaluating, Implementing and Managing Instructional Programs and Projects

1.   Chapter 10 discusses evaluation in instructional design and provides you with two evaluation models, the CIPP and Kirkpatrick models for evaluation. Search for at least two other models used for evaluation and summarize these models. Describe how you would use them to evaluate your instruction. 

Extensive Program Development

This model was created by Claude F. Bennett and suggests that programs go through seven steps or phases.  Evaluation evidence can be collected at any one of these levels. The evaluator need not use evidence from every level but rather from levels of interest and concern to decision-makers. The "Levels of Evidence" are:

Inputs - resources expenditures

Program activities - meetings, workshops, and program events.

People involvement - program participants

Reactions - participants responses

Knowledge, Attitude, Skills or Aspiration Change (KASA change) - degree of change that occurs regarding new knowledge, changing one's attitude or feelings, gaining new skills, or changing what might be done 

Practice Change - making a lasting change in one's life, tends to occur after a previous change in knowledge, attitudes, skills or aspirations.

End Results - ultimate objectives such as social, economic, environmental or individual consequences that occur after a certain number of practice changes have been made

(http://www.tc.umn.edu/~rkrueger/evaluation_lm.html)

 

I would use this evaluation method if I were doing a group project.  I could make evaluations regarding the program activities and people involvement such as, was it appropriate for lesson being taught and did it keep the students on engaged or on task.  I could do an assessment once the project is complete to determine if the objectives have been met and gain insight to the level of knowledge and/ or skills learned as a result of the project and make necessary revisions based on the results.

Laurillard's Conversational Model

Laurillard developed a model of teaching to be primarily for the use of technology in higher education.  Learning at the higher education is what she calls ``second order'' experiences of the world.  Learning involves mapping between experiences of the world relating knowledge to experience and theory to practice.  From this she suggests that learning should be a dialogue between teacher and student.

(http://www.macs.hw.ac.uk/~rjr/dolweb/docs/laurillardmoddoc.htm)

The Process of the Learning Conversation

In Laurillard's view, the pattern of the conversation needs to be:

1. The Teacher can set the task goal

2. The Teacher can describe her conception of the subject (or that aspect of it being taught)

3. The Learner can describe his conception of it

4. The Teacher can re-describe in the light of the Learner's conception or action

5. The Learner can re-describe in the light of the Teacher's re-description or Learner's action

6. The Teacher can adapt the task goal in the light of the Learner's description or action.

(based on Laurillard 1993)

This requires the following features of the teaching-learning system

1. The Teacher can set the task goal

2. The Learner can act to achieve the task goal

3. The Teacher can "set up the world" (i.e. control the learning environment) to give intrinsic feedback on actions

4. The Learner can modify his action in the light of feedback

5. The Learner can modify his action in the light of the Teacher's description or his (the Learner's) re-description

6. The Learner can reflect on interaction to modify re-description

7. The Teacher can reflect on the Learner's action to modify re-description

(based on Laurillard, 1993: 119

note that this has been slightly modified in the 2nd [2002] edition)

ATHERTON, J. S. (2010) Learning and Teaching; Conversational learning theory; Pask and Laurillard [On-line] UK: Available: http://www.learningandteaching.info/learning/pask.htm

I would use this evaluation method in a distance learning format which makes use of technology.  I could do a lesson that required students to briefly research a topic and present their point of view and how it relates to any real world experiences they have had.  I would provide feedback that would prompt additional discussion based on differences or similarities from our point of view and generate conversation similar to being face to face in a classroom.

 

2.   Think about a technological innovation within your social system that was recently introduced (social system = place of work, home, etc.). Any innovation has what is known as perceived attributes - relative advantage, compatibility, complexity, trialability, and observability. Describe these attributes of the innovation and which of the attributes assisted and/or hindered adoption of the innovation. For example, was it not compatible with the existing beliefs of the system or was it overly complex to use or understand?

Last year in my seminar class, our instructors introduced a Classroom Performance System as a way to take attendance, answer group quizzes, and analyze the results of respondents.  Since it was recently implemented it was a learning experience for all of us.  As a class we were able to sign ourselves in (verify attendance) for seminar.  During class we were given quizzes and I thought it was interesting that you could get instant feedback and see what the class results were because it provided instant data.  From what I have seen, the system is compatible with other software and has exporting capabilities.  The idea of being able to use something like this in my own classroom is exciting because it would allow for participation by all students without them having to identify who answered a question wrong.  I think in that aspect it allows the teacher to see which students are struggling and need additional help or if the students are on the right track.  With anything new there will always be some user error but I think with a little time for trial and error it would be more of an asset.  I actually liked the idea of using the system and feel it would be a great tool for the classroom.  In fact, there are some schools already using this technology.

3.   Chapter's 12 & 13 focus on project management and how to manage projects when resources are scarce.  You have been assigned to develop a series of professional development sessions focusing on technology use in the classroom for teachers.  How will you use Situational Leadership to facilitate this project?

I would use Situational Leadership to clearly present the objectives of the project and the direction that the project should go in based on our target audience.  In the beginning, I would take the time to ask questions to make sure everyone shared the same understanding.  I would then assign each person a part to work on, along with a projected completion date and scheduled follow up time to see everyone’s progress.  As the project progresses, everyone should be comfortable with their assigned roles.  I would continue to provide support and feedback for my team in order to keep them motivated and on task.  Later, I would take a less directive approach and move into the role of monitor to allow team members a chance to work together in order to complete the final project.