Section 7 New Directions in Instructional Design and Technology

Section 7 New Directions in Instructional Design and Technology

 

This section of the textbook addresses new directions and emerging technologies for IDT. For your final post, reflect on how you might apply each of the following in your current or future position in the IDT field:

1. Distributed or e-learning environments
2. Reusable design or learning objects
3. Rich media
4. Emerging instructional technologies, such as artificial intelligence, cybernetics, web 2.0, virtual worlds, electronic games, etc.

Distributed Learning:

Distributed learning is any educational or training experience that uses a variety of means, including technology, to enable learning.  It can provide for intentional and incidental learning outcomes and may be separated by time, distance, or both.  Distributed learning includes, but is not limited to distance learning and online learning.

E-Learning in the library will include:

·         Microsoft Office Suite 2010

·         Wikispaces

·         Glogster

·         Pathfinders

·         Online journals

·         Electronic book collections

·         Encyclopedia

I plan to collaborate with teachers in the use of technology.  Student will be provided with:

Reusable Design or Learning Objects

Reusability is defined as the ability to use the resource multiple times in multiple ways and in multiple contexts.  Reusability also encompasses the ability of developers to use a resource as a building block in their own work.

I had an opportunity to take a technology course this past spring semester.  During this class we had to visit a website entitled classroom 2.0.  I enjoyed the various lessons on 2.0 tools. However, I am carious on how to create my own lessons for a web 2.0 section.  Because I am a librarian would create book talks and book trailers for incoming, new books.  Also, I will create many pathfinders for teachers.  This resource can be used year to year.

 

Rich Media

Rich media is defined as learning products that incorporate high-end media such as video animation, sound, and simulation.

I would like to collaborate with teachers on creating media-rich lesson plans.  These lesson plans can include simulations, modeling, and real world experiences.

Emerging instructional technologies, such as artificial intelligence, cybernetics, web 2.0, virtual worlds, electronic games, etc.

Web 2.0 is the term given to describe a second generation of the World Wide Web that is focused on the ability for people to collaborate and share information online. Web 2.0 basically refers to the transition from static HTML Web pages to a more dynamic Web that is more organized and is based on serving Web applications to users. Other improved functionality of Web 2.0 includes open communication with an emphasis on Web-based communities of users, and more open sharing of information. Over time Web 2.0 has been used more as a marketing term than a computer-science-based term. Blogs, wikis, and Web services are all seen as components of Web 2.0.  Link:  http://www.webopedia.com/TERM/W/Web_2_point_0.html

I found this great site with 35 Web 2.0 sites.  Link:  http://edudemic.com/2010/07/the-35-best-web-2-0-classroom-tools-chosen-by-you/

 I would collaborate with teachers and use the following web 2.0 tools:

1. Glogster:  Poster maker; great for social studies lessons, reading, and science classes.
2. Edmodo:  Social learning environment and one of the best ways to teach with technology.
3. Wallwisher:  An online notice board
4. Animoto:  Make movies from your photos.
5. Blabberize: Make imges talk.
6. Weebly:  Create your own website.
7. Flickr:  Download photos.

 Image Link

Getting an IDT Position and Succeeding at It

Begin your post for this week with some background: what is your current job, what program are you enrolled in, what brings you to that program, and what do you expect when you graduate (change jobs? obtain a promotion?). 

 

I am currently employed as an elementary librarian in with Fort Worth Independent School District.  I am working on my Master’s Degree in Library and Information Science.  After graduation I plan to continue in the library profession.

Next, describe the kind of work that you want to do and the type of organization or institution in which you want to work. Use the WorkMatrixTM in the chapter titled “Getting a Job in Business and Industry” to help organize your thoughts. Do you most desire first, second, third, or fourth level service? Or would you rather design or develop instruction? What features of work are important to you? What economic sector do you want to work in?

I would like to work as a librarian on the middle school or high school level.

Type of Work – Order of Importance

1.      Teaching, delivering and training:  I prefer teaching technology applications or tools.

2.      Develop instruction:  I prefer to create effective lessons.

3.      Create basic knowledge to inform designers of instructional models:  I prefer to field-test lessons or do the research.

4.      Train trainers:  I am not interested in training trainers.

 

Features of Word – Order of Importance

1.      Geographic location is important

2.      High promotion opportunity

 

Economic Sector – Order of Importance

1.      Education

2.      Government

3.      Other/Church

4.      Knowledge Industry

 My highest job requirement is that I enjoy going to work.

Based on these intentions, explain what you need to learn. What skills and qualifications do you need? Will you obtain the skills you need in the required courses in your program? What electives might you need to take to help you develop skills specific to your aspirations?

Based on my intentions, I need to learn proper interview techniques as I would like to move to the middle school level as a librarian. The skills I need has a librarian is in the area of mini lessons.  We have much to cover in 30 minutes.  I can take more electives in technology.  I enjoy teaching technology.

 Finally, carefully examine the professional organizations and conferences listed in the chapter titled "Professional Organizations and Publications in IDT." What organizations would best support your continued learning after you graduate? Do you think you would benefit from joining those organizations before graduating? Explain why or why not? What conferences or annual meetings do you think it would be helpful to you to attend? Select at least two and tell what you could learn from attending.

I would like to join the American Educational Research Association.  This organization is concerned with improving education.  It also disseminates the information from research results.  I would to also join the Association for Educational Communications and Technology.  This organization promotes the use of educational technology and its application to learning. I believe I can join the organization before graduating.  I can receive valuable information on technology applications.  I would like to attend AECT’s annual conference.  However, it will be in Singapore this year.  I believe I would learn how to improve instruction through technology.  Secondly, I would like to attend the Association for Applied Interactive Multimedia.  I looked this organization on the internet and I could not find a site.  I would like to attend the International Technology Education Association’s conference.  This organization is devoted to enhancing technology experiences in K-12 schools.  They also publish a magazine – Journal of Technology Education.  I would gain knowledge on how to improve technology literacy in K-12 schools.
 

 

Trends and Issues in Various Settings

The chapters in this section identify trends and issues with instructional design and technology in a variety of settings: military, health care, P-12, higher education, and around the world. In this week’s blog post, tell which setting you are working in or intend to work in. Then identify one thing that you learned from reading about each of the other settings and explain how that concept, idea, or approach could be adapted to your setting.

 

I am currently working as an elementary librarian.  This is my first year.  I plan to move up to the middle school or high school level next year.  While I was working in the middle school and high school level, parents would request homework or assignments for students who would be out of class for an extended period of time. Also, many girls are out of school due to pregnancy.  As I was reading about the instructional design setting for the military, I thought it would be great to employ e-School for the middle and high school students.  Students can attend class through Skype or attend an online course designed specifically for the course objectives.  This eSchool would generate new jobs.  Teachers would have to train in the development of online instruction modules.  This method would also eliminate the need to send out home tutors.  One of the major cons would be internet access.  Some families do not have internet access.  I think eSchool will be introduced to public schools in the near future.

Below is a video from a military student who is working on his MBA through eArmyU. 

 

 

Second Setting:

 

FWISD Board Members

As I mentioned previously, I am a first year librarian.  In my district we do not have a standard curriculum for librarians.  Therefore, there is much confusion.  Librarians are not defining their roles.  Librarians are allowing principals to define their role in the school.  The solution is to create a standard curriculum for Pre-K through 5^th grade.  This curriculum should be available through Curriculum Frameworks and approved by the Board.



I Michael Eisenberg’s article “This Man Wants to Change your Job,” defines the role of the Library Media Program as follows:

The mission statement from Information Power (ALA, 1998) sums it up perfectly: The library media program ensures that students "are effective users of ideas and information."  

I am a new librarian.  However, I am willing to assist in developing a curriculum for the district.    For this task, I would use Guidance System for Transforming Education.  This model can be used to transform Library Media Services within the district.  The GSTE does not provide any indication of what changes should be made in the district.  Rather it provides the facilitator with guidance about the process in which the school district and its community should engage for systemic change to occur successfully.

Phase I	Facilitators are hired.
Phase II	Facilitators and Superintendent form the Starter Team.  This team may consist of the Director of Library Media Services, librarians, and public librarian, and community leaders.  During this time librarian can explain the role of the librarian.
Phase III	The teams develop the mission, vision and core values of library media services.  The team also identifies current recent change efforts.
Phase IV	Create a curriculum and have curriculum adopted and approved by the board.
Phase V	Implement curriculum.

 



 

Human Performance Technology

Chapter 14 discusses the concept and evolution of human performance improvement. Several sections of chapter 14 present a variety of non-instructional solutions to performance problems. Identify a performance problem in your area of work and identify non-instructional solutions that may help solve the problem.

I am currently the Technology Integration Educator for Versia Williams Elementary School. I was also the TIE for Williams James Middle School in Fort Worth, Texas.   The district has installed Promethean Boards in each classroom.  Each school also has an extensive amount of ActiVotes.  ActiVote is a hand-held wireless Learner Response System with a simple 6-button, A-to-F interface. Teachers poll students at any time during class to assess progress and, based on responses, customize lessons to create a more personalized learning environment that is tailored to individual student needs.    However, in each school there is a lack of use of the ActiVotes in the classroom.  I think the problem lies in the setup time and lesson creation time.  Teachers do not want to spend the time with the setup and lesson planning.  In Fort Worth ISD we have the TIE and an Instructional Specialist assigned to each school.  Recently our Instructional Specialist visited each teacher’s classroom and assisted the ActiVote setup.  The ActiVotes are still not being used.  Our principal also said she will make each teacher do a lesson with the ActiVotes and check to see if the teacher is using the ActiVotes.  As you can see, there is problem.  Checking on one lesson will not sustain the use of the ActiVotes.  Teachers will only use the ActiVotes one time for the evaluation.  What is the solution to this problem? What will motivate teachers to use the ActiVotes throughout year?  By the way, once the ActiVotes are setup, they remain setup.  We must find a non-instructional solution!  At Versia Williams, the principal has initialized an Eagle Pass.  If a teacher completes a task, he/she will receive time off.  This keeps the teacher from using his/her days.  For example, I had to have my driver’s license renewed; I used an hour and a half of my time earned to leave early for the appointment.  I earned my time by completing a video on blood borne pathogen training and attending a wellness meeting.  I think we can also transfer the Eagle Pass the ActiVote Usage.  Each time a teacher incorporates the ActiVotes into his/her lesson, they will receive 30 minutes time.  This is a good incentive.

Link:  http://www.prometheanworld.com/en-us/education/products/learner-response-systems/activote

Below is an excellent video on Performance Improvement - More Than Just a Change in Behavior

Chapter 15 presents performance support systems. Define performance support systems and explain how a performance support system might (or might not) help solve the problem you identified above.

Definition I:  Performance Support Systems is defined as the integration of different tools to help the user perform a task.

Definition II:  An Electronic Performance Support System (EPSS) is any computer software program or component that improves user performance.

Electronic performance support systems can help an organization to reduce the cost of training staff while increasing productivity and performance. It can empower employees to perform tasks with a minimum amount of external intervention or training. By using this type of system an employee, especially a new employee, will not only be able to complete his or her work more quickly and accurately, but, as a secondary benefit, will also learn more about the job and the employer's business.

Link:  http://en.wikipedia.org/wiki/Electronic_performance_support_systems
Link:  http://www2.gsu.edu/~wwwitr/docs/nextgen/index.html

The solution to the ActiVote issue is to have teachers refer to FWISD Educational Technology online tutorials.  The district has tutorials for the Promethean Board.   Also, teachers can obtain additional resources from Promethean Planet.  Pre-made flipcharts are available on Promethean Planet. 

Below is the video on Learning via Electronic Performance Support System (EPSS).

 

Chapter 16 explains knowledge management: the way we manage information, share that information, and use it to solve organization problems. Organizations, such as schools, accumulate a great deal of information/data, which must be organized in a way that we can make sense of it in order to use for making decisions. What knowledge would help solve the problem you identified above and how would that knowledge need to be collected and managed to help facilitate problem solving?

 

Steps to solve problem of ActiVotes usage throughout the district:

1.      Survey should be given throughout the district to ascertain the number of teachers integrating ActiVotes into lessons.   I am sure this problem is a district problem.

2.      After the information is collected, the district/schools should create committees to discuss solutions to the ActiVote problem.

3.      After the collaboration, the district/schools can create a solution that can motivate all teachers to use ActiVotes. 

 

 

 

   

 

Chapter 17 describes types of informal learning.

 

What informal learning experiences have you participated in at your organization? Could those informal learning experiences be shared with others?

 I just completed my first Book Fair through Scholastic Book Fairs.  It was a success.  I went to the formal training.  However, the hands-on informal training provided me with the experience.

 

Could the knowledge gained in those settings be codified and managed?  Yes, the knowledge could be codified.  Other librarians can use these tips: 

A.    Place expensive books on the top shelves – kids usually do not buy the most expensive books.

B.     To keep kids from stealing, tape small gadgets on a poster board with the price.  They can request to buy the item from behind the cashier’s table.

C.     Do not allow large backpacks in the shopping area.

D.    To create a fabulous book display covers some book boxes with tablecloths.

 

And should it be managed or should the informal experiences be replicated or broadened to include others?

I think the experience should be duplicated and shared with others.  The above tips will help other librarians be a success.

 

 

Below is a great video on informal learning in the workplace.

 

 



 

Happy Thanksgiving

Give Thanks

 

 



Evaluating, Implementing, and Managing Instructional Programs

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.

My first evaluation model is Goals-Oriented/Objectives-Based (Ralph Tyler, 1949).  The goals-orientated objective is as follows: (Unknown)

1.      Establish comprehensive goals or objectives.

2.      Classify the goals or objectives.

3.      Define objectives in behavioral terms.

4.      Find situations in which achievement if objectives can be shown.

5.      Develop or select measurement techniques.

6.      Collect performance data.

7.      Compare performance data with behaviorally stated objectives.
 

I taught a course called Business Computer Information Systems I.  During this class students created various charts to include a line chart, a bar chart, a column chart, and a pie chart.  I will use the goals-oriented evaluation model to evaluate students understanding of traditional percentage math concepts and creation of a pie chart using Excel.  Students at this point are familiar with Excel Spreadsheets.  We will also create a pie chart manually as they (students) do in a traditional math class.  A flow is my evaluation is below. 

My second evaluation model will be the Adversary/Judicial Model:

With this model two teams of evaluators representing two views of the program’s effects argue their case based on the data gathered.  Then, a judge or a panel of judges decides which side made a better case and makes a ruling. The question this type of evaluation addresses is, “What are the arguments for and against the program?”

My instruction:

I would use this model to evaluate the effectiveness of the iPad in the classroom.  I would create one reading lesson.   The purpose of the lesson is monitor students’ comprehension.  Usually on the elementary level, the teacher reads the story out aloud and asks questions.  However, to determine if there is a difference in teacher-read stories or reading apps, an extensive study will be conducted to weigh the pros and cons of traditional reading verses student centered reading activity using the iPad.  I would consider such questions:

A.     Will the reading app hold the student’s attention?

B.     Will app induce student curiosity and suspense?

C.     Will student recognize the main character?

D.     Is the reading app challenging?

E.      Does the reading app appeal the reluctant reader?

I will conduct this lesson for six weeks and incorporate other reading apps.  At the end of the six weeks, I compare data collected (traditional vs. ipad apps).  I will judge the effectiveness of the iPad in a reading class.  I had experience about a month ago.  A master teacher came into the library for an evaluation and I was showing the kids the Rainbow Fish.  This was a required reading by the district.  I did not have the book in my collection.  The master teacher was not too happy with the online version of the book.  However, the kids answered all the questions related to the story.  I will use the model again.

Reflect on what other questions that instructional design evaluation should address besides whether the instructional design leads to comparable amounts of learning and learner satisfaction as traditional methods. What else would be useful to know?

Evaluators should want to know the following:

a.     What outcome is expected of students or program at the end of the session?

b.     How is data collected for evaluation?

c.    Is the lesson/program age appropriate?

d.     Is the program challenging?

e.      Does it provide a reflection time?

f.    Does the program create higher level thinking activities?

g.    Are assignments are applicable to the unit and test students’ knowledge?

h.       Is program/course content consistent with the course objectives?

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 during a time of economic decline. How will you use Situational Leadership to facilitate this project and manage scarce resources?

Due to the economic decline, I’ve chosen to develop a session on Amazing Web 2.0 projects for the classroom.

 

Phase I	Phase II	Phase III	Phase IV
Give teachers history of Web 2.0 tools. Ascertain if they are already integrating web 2.0 tools in the classroom. Show examples of how tools can be used across the curriculum.	Web 2.0 tools are introduced.  Teachers are given a list of possible Web 2.0 tools to use.  Teachers brainstorm on how a lesson can be enhanced with the Web 2.0 tool.	Teachers create rigorous and exciting lessons utilizing Web 2.0 tools. Teachers teach a lesson with the web tools. Teachers return for a time of reflection and more brainstorming.	Teachers return to class and create additional lessons using Web 2.0 tools.  I will visit the classroom to encourage continued use of the tools.  Teachers will receive additional Web 2.0 tools to use.
Supervisory	Team-Buy In	Reward	Monitor