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

Epistemology (the study of what and how we come to know) is discussed in multiple chapters in this section. Distinguish epistemology from instructional methods or theories. What are the differences between theories, methods, or models of learning and epistemologies or underlying beliefs about ways of knowing?

Epistemology:   A branch of philosophy that investigates the origin, nature, methods, and limits of human knowledge.  (Online)

Behavioral Learning Theory	Learning can be understood, explained, and predicted entirely on the basis of observable events namely, the behavior of the learner along with its environmental experiences and consequences.  Experiences refer to the clues occurring in the environment that signal the suitability of a given behavior.   In other words, learning is an observable change in behavior.  Behaviorist also in feedback.
Cognitive Information Processing Theory	Information processing theory regards the environment as playing an important role in learning.  The theory is based on the idea that students will process the information they receive, rather than merely responding to event. According to the standard information-processing model for mental development, the mind includes attention instruments for bringing information in, working memory for actively processing information, and long term memory for passively holding information so that it can be used in the future.
Gagne’s Theory of Instruction	A main belief in Gagne's theory is that different kinds of learning outcomes have different internal and external conditions that support them. The external conditions are things that the teacher or instructional designer assembles during instruction. The internal conditions are talents and competences that the learner has already mastered.  Gagne introduced nine events of instruction… Gaining attention: To ensure reception of coming instruction, the teacher gives the learners a stimulus. Before the learners can start to process any new information, the instructor must gain the attention of the learners. This might entail using abrupt changes in the instruction. Informing learners of objectives: The teacher tells the learner what they will be able to do because of the instruction. The teacher communicates the desired outcome to the group. Stimulating recall of prior learning: The teacher asks for recall of existing significant knowledge. Presenting the stimulus: The teacher gives emphasis to distinctive features. Providing learning guidance: The teacher helps the students in understanding by providing organization and relevance. Eliciting performance: The teacher asks the learners to respond, demonstrating learning. Providing feedback: The teacher gives informative feedback on the learners' performance. Assessing performance: The teacher requires more learner performance, and gives feedback, to reinforce learning. Enhancing retention and transfer: The teacher provides varied practice to generalize the capability.
Schema Theory	A system of organizing and perceiving new information. This learning theory views organized knowledge as an elaborate network of abstract mental structures which represent one's understanding of the world. (International, 1998)
Cognitive Load Theory	This theory expresses that during complex learning activities the amounts of information and interactions that must be processed concurrently can either under-load or overload the limited amount of working memory one possesses. 
Constructivism	Constructivism is a theory of learning and an approach to education that puts highlight on the ways that people create meaning of the world through a series of individual concepts. 

 as b

Chapters in this section present two contrasting epistemic stances: positivist and relativist. However, a third stance, the contextualist or hermeneutical, is also widely recognized. This stance falls somewhere between the strictly objectivist/positivist beliefs about knowing and the purely subjectivist/relativist stance. While designers and educators with a positivist stance generally apply behaviorist principles to the design and development of instruction, those with either a contextualist or relativist epistemological framework employ constructivist theories and methods. However, relativists ascribe to radical constructivist approaches, while contextualists draw upon social constructivist theories and models. Based on what you’ve read about positivist and relativist epistemologies, as well as behaviorist and constructivist approaches, try to more fully describe a contextualist epistemology. How might it differ from either a relativist or positivist stance, and how might social constructivism differ from either behaviorist or radical constructivist approached to learning and instruction?

Contextualism is a way of explaining an event that, with respect to a single epistemic situation, we sometimes are and sometimes are not willing to ascribe knowledge to the epistemic subject.

Epistemic:  of or pertaining to knowledge or the conditions for acquiring it.

DeRose provides the following example:

Bank Case A. My wife and I are driving home on a Friday afternoon. We plan to stop at the bank on the way home to deposit our paychecks. But as we drive past the bank, we notice that the lines inside are very long, as they are often on Friday afternoons. Although we generally like to deposit our paychecks as soon as possible, it is not especially important in this case that they be deposited right away, so I suggest that we drive straight home and deposit our paychecks on Saturday morning. My wife says, “Maybe the bank won’t be open tomorrow. Lots of banks are closed on Saturdays.” I reply, “No, I know it’ll be open. I was just there two weeks ago on Saturday. It’s open until noon.” 

Bank Case B. My wife and I drive past the bank on a Friday afternoon, as in Case A, and notice the long lines. I again suggest that we deposit our paychecks on Saturday morning, explaining that I was at the bank on Saturday morning only two weeks ago and discovered that it was open until noon. But in this case, we have just written a very large and very important check. If our paychecks are not deposited into our checking account before Monday morning, the important check we wrote will bounce, leaving us in a very bad situation.  And, of course, the bank is not open on Sunday.  My wife reminds me of these facts.  She then says, “Banks do change their hours. Do you know the bank will be open tomorrow?” Remaining as confident as I was before that the bank will be open then, still, I reply, “Well, no. I’d better go in and make sure.” 

Assume that in both cases the bank will be open on Saturday and that there is nothing unusual about either case that has not been included in my description.  It seems to me that (1) when I claim to know that the bank will be open on  Saturday in case A, I am saying something true. But it also seems that (2) I am saying something true in case B when I concede that I don’t know that the bank will be open on Saturday. (DeRose 1992, p. 913–14)   

With respect to the same epistemic situation, DeRose claims, “S knows that p” may be true in one context of utterance and false in another. To resolve the apparent conflict, contextualists propose the semantic thesis that knowledge ascriptions are context-sensitive.  (Freitag, 2011)

Truth in contextualism is only true according to the environment of the situation.   In the classroom setting of the contextualist, learning is not controlled and predicted as compared to the positivist view.  Rather it aims to create an environment in which understanding and conversation with the past and each other can be pursued.  As the substance of our experience, beliefs, and practices are mediated through culture and language, hermeneutics teaches us to open ourselves to other perspectives in order to learn from them and test/revise our own assumptions (Richardson, 2002).  (Wiley, 2009)   Positivists believe knowledge is acquired through actual experience.  On the education design aspect, knowledge is transferred to the learner from the outside to the inside.  The teacher determines the goals for the lesson.  The lessons are teacher centered, objectives are defined and assessments are designed by the teacher.  Whereas in contextualisum the student determines knowledge and collaborate with others to obtain knowledge.

Differing epistemic stances lead to differing approaches to learning and instruction, and ultimately to problem-solving.  Explain differences in problem-solving when approached from behaviorist and constructivist perspectives.  How do the approaches differ in both the nature of the problem to be solved and in facilitating the problem solving process?  Finally, what effect might these differences have on learner motivation? 

The theories of Constructivism are founded on the belief that “the child, at first directly assimilating the external environment to his own activity, later, in order to extend this assimilation, forms an increasing number of schemata which are both more mobile and better able to inter-coordinate” (Piaget, 1955).   Led by Piaget’s theory, Constructivists that currently practice education believe more in learning by doing.   If a child is able to experiment for himself, the learning will be more profound.  Constructivists then focus on a different aspect of education than Behaviorists, as Behaviorists focus more on how students respond to positive and negative reinforcement provided through an educator’s planned system of data presentation rather than on letting students be presented with stimuli and seeing how students learn on their own. (Ebert) 

In the Constructist classroom the focus is learner centered and the teacher is the facilitator.  To solve problems, student work together, independently or with a partner.  In the behaviorist classroom problem-solving is evaluated be the teacher.  Students work independently and the correct answer is the goal.

(1950s?) Old-School Classroom	Constructivist Classroom
Teacher directed (didactic dissemination of information)	Learner-centered. Teacher as facilitator – students construct knowledge through critical thinking, manipulatives, primary resources, and hands-on activities.
Student works independently.	Student works collaboratively in groups, independently or in partners.
Small parts first. Big idea at the end.	Big idea first. All parts support big idea.
Correct answers are the goal.	Thinking and support of thinking are the goals.
Assessments are tests; separate from learning task.	Assessments are observation, conferences, daily work, portfolios and included in learning tasks.
Worksheets, workbooks, basal readers.	Books, journals, real-world situations, workshop approach.
Teacher evaluator.	Self-reflection, student evaluator and teacher evaluator.
Product based learning: All students will learn on demand the same thing at the same time aka. One-size-fits-all approach.	Process based learning: Learners create meaning and context by exploring new ideas and experiences, generating hypotheses, problem solving.
Teacher talks to (at) students; students expected to listen and absorb knowledge.	Teacher-student dialogue through conferring, questioning, and wondering.
Teacher makes all the decisions.	Shared responsibility and decision making.
Students answer questions. Empowered teacher.	Students ask questions. Empowered learner.
Individual learners.	Community of learners.

Link

Ebert, A. K. (n.d.). Theories of Educational Technology. Retrieved November 08, 2012, from Boeise State Ed Tech Opportunity Realzed: https://sites.google.com/a/boisestate.edu/edtechtheories/Home

Freitag, W. (2011). Spistemic Contextualism & Knowability Problem. Academic Search Complete , 273-284.

International, S. (1998, July 02). Schema Theory Learning. Retrieved Noember 08, 2012, from Schema Theory Learning: This learning theory views organized knowledge as an elaborate network of abstract mental structures which represent one's understanding of the world.

Online, D. (n.d.). Dictionary Online. Retrieved from Dictionary Online: http://dictionary.reference.com/

Wiley, B. S. (2009). Psychologism and Instructional Technology. Academic Research Complete , 26.