This was my blog for ETEC 561. I have decided to continue blogging for awhile. Not really sure what all is going to end up here yet.
Thursday, March 31, 2011
Middle Age is Catching Up with Me
It's finally happened. At 47, middle age has finally caught up with me. I'm old and fat, and officially have to figure out how to lower my blood pressure and cholesterol. Oh, yeah, and get rid of the stress. LOL. It's not fair. I was once skinny like my daughter -- never gained weight in college -- lost all my weight after THREE kids. But here I am 40 pounds heavier and graying. So, I've been on a diet for 2 weeks now. Whole grains, veggies, fruit, yada yada. I've lost maybe a couple pounds, but I feel BETTER. And I'm not hungry all the time. Can I get fit by July?
And now a test of my Amazon Associates Linking....
Section 7: New Directions for Instructional Design and Technology
The last section of your textbook discusses the concepts of distributed learning, reusability, rich media and the future of instructional design. Focus on the following for your post:
From Chapter 28 locate 5 examples of distributed learning. You may pick and choose from the following list.
Corporate distributed learning
Academic distributed learning:
Distributed learning in post-secondary education, particularly graduate-level education, is frequently composed of either completely online classes, or hybrid classes (see definition). Several of my classes at the TAMU-C Mesquite campus have been hybrid classes, while others have been online. All of my master's degree classes have been online, since I am attending Wilkes University in Wilkes-Barre, PA. Without distributed learning, attending this program would be impossible for me due to distance.
Hybrid classes often consist of a combination of meetings or lectures at a physical classroom, as well as online interactions. This is a good option for adults living in close physical proximity to the educational institution, as the online portion allows for schedule flexibility, while the physical meetings allow face-to-face interaction with the instructor and fellow students.
Virtual classes
Distributed learning based at physical locations:
A good example of distributed learning taking place at a physical location is the E2020 program used at our high school for credit recovery. The students access the program at the high school, but the instruction and assessment are delivered over the internet. Often there is a faciliator onhand, but most of the instruction takes place using video-based lectures and online tests.
Many universities are making older courses available for free online as web sites, courseware, or podcast lectures. The Massachusetts Institute of Technology (MIT) is one of the leaders in this field.
Skills-based training entails learning specific skills or tasks. For the types of positions I am seeking, I will need to brush up on my graphics, animation, and video skills. I am looking at a variety of resources offered through Adobe at http://www.adobe.com/communities/.
Knowledge based learning
Chapter 29 discusses the concept of reusability. Think back over the courses you've had over your educational career and identify one with poor reusability characteristics. Explain how the course could be redesigned to improve reusability without changing the underlying content.
I am currently taking a history class which has recently been adapted from a lecture-type class to an online class. It could definitely use some redesign to be used currently and to make it more reusable in the future. First, the content needs to be broken down into more bite-size chunks. The content that we use for reference and the online forum discussions need to be able to be saved, and not be deleted after the assignment is due. This promotes reusability for the learner, who might want to reuse or refer to the content in the future, either as a learner or a teacher. The course is very book-centric, and could use some more open-ended assignments that would promote research using whatever sources are available at the time the course is being reused.
Chapter 30 takes a look at using rich media. Find or create a visual for instruction describing its surface and functional features.
I appreciated the information on p.316 of our textbook regarding transformational graphics. I was surprised to find that transformational graphics with clearcut still images or with arrows can be just as effective as animation or video when it comes to instruction. It's all in the delivery, or functional features of how well it conveys the message. I recently used a tutorial for unlocking and jailbreaking an old iphone. The tutorial is located at http://www.iclarified.com/entry/index.php?enid=1880. At first glance, it is simply screen shots and text. However, the directions are very clear, showing step-by-step what must be done. It was very easy to follow and learn how to do the procedure. I have now rehabilitated an old iPhone and have it running with my T-mobile Sim card. (Take that, Verizon!)
Chapter 31 discusses the future of instructional technologies in the near future from metadata to nanotechnology. Describe how nanotechnology could be used to improve a specific job or task you are familiar with.
The two concepts that seemed most promising to me in the field of education are the use of epaper and wearable storage. I have been using the Kindle and Nook applications on my iPod touch this semester to read my history texts. My daughter has a school-issued laptop from the district she attends with all her textbooks on it. Moving to epaper is the next logical step for textbook adoption. It will be lightweight, and editable. Advancements in e-ink technology will make onscreen reading easier on the eyes, will allow text to be read aloud, and will allow the incorporation of visuals, such as video, animation, charts, graphs, etc.
As much as I consider myself a technology-loving geek, I am not the least bit anxious to put technology inside my body. Wearing a flash drive around my neck on a lanyard is a great convenience. Incorporating storage or access into clothing,jewelry, or your cell phone would be great, but I don't think I necessarily want it under my skin or wired into my head.
More Fashion-based video
More Tech-based, longer video
And finally! Chapter 32 provides two points of view on the direction of the field - the straight and narrow road and the broad and inclusive road. Which point of view do you agree with and why?
I think that the broad and inclusive road is the way to go, because things are constantly changing, and when it comes to instruction, education, and technology, the rate at which that change is taking place is increasingly accelerating. Right now I think media studies and systems thinking are two vary effective approaches. I think the marriage of gaming and virtual worlds technology with instructional technology is one area in which we will see big changes toward more effective instruction.
Section 6: Getting an IDT Position and Succeeding at It
Chapter 24 takes a look at lessons learned from the chapter's author for obtaining a position in instructional design. Take a look at a few of the sources provided for job openings from lesson 1 and search for at least 3 positions that are of interest to you. Describe the general nature of the positions and list the skills required for the job. Do you have these skills?
Since I’m originally from Indiana and might like to move back there one day, I took a look at the site from Indiana University at http://www.indiana.edu/~ist/students/jobs/joblink.html. I was surprised to find out their listings cover position all over the country in academic, corporate, and non-profit sectors. However, I was surprised to find very little listed at the K-12 level.
The one job that sounded the most interesting to me was a summer job seeking Technology Instructors for a summer camp program. These camps are held at 60 different university locations around the country. The position consists of teaching students ages 7-18 Video Games, iPhone®, iPad® and Android Apps, Programming, Robotics, Web Design & Flash® Animation, Graphic Arts, Digital Video Editing, Digital Photography, 3D Character Modeling and much more. The desired candidate would also have a background working with kids and teens. Camp experience is highly recommended. In addition, the candidate must
demonstrate the following:
- Flexibility (You may be asked to teach at various locations or learn courses outside your
area of expertise. We are looking for individuals who embrace such challenges.)
- Positive attitude and sense of humor
- Leadership abilities and strong communication skills
- Lots of energy and a team playing attitude
- Creative ideas on how to create an engaging and hands on learning environment
Even though this job is probably aimed at undergrads (and therefore, probably doesn’t pay much), it sounds just like what I want to do. I have the technical hardware and software knowledge and I have camp experience through CampFire USA. Perhaps a management/instructional design position in this type of educational program would be a more permanent, financially-rewarding position.
The second position I looked at I found through www.careerbuilder.com. I did not find anything that really appealed to me in the Dallas area. But in Indianapolis, I found a 6-month contract position for an Instructional Designer for Pearson Education. Here are the some of the job requirements listed:
• Minimum of 2 years instructional design work in professional/educational environment.
• Project management experience (project scope, planning, proposals, and follow-up) required.
• College degree or equivalent years of education and successful work experience in
• Instructional Design/Technology or another closely related field. A Master's degree in
• Instructional Design/Technology or another closely related field a definite plus.
• Technical aptitude and ability to visualize and conceptualize.
• Superlative writing, creative and imaginative with an artistic flair.
• Strong interpersonal skills and ability to work remotely with subject matter experts required.
• Familiarity with adult learning pedagogical principles is necessary.
• Knowledge of visual display and message design principles, and familiarity with relevant computer programs and course delivery platforms is a plus (e.g., Visio, Flash,
• general LMS knowledge, Articulate, Lectora).
• Demonstrated ability to handle multiple projects simultaneously and work within a collaborative environment and aggressive timeframes is essential. High level of flexibility and dependability.
• Demonstrated experience with all Microsoft Office products. Solid project planning and management skills.
• Determine the proper blend of learning by participating in development of curriculum and assessment for multiple modalities, including: traditional classroom, distance and online learning environments.
• Analyze target learners, competencies and learning outcomes to plan, design, and develop course goals and objectives.
• Design and develop various materials ensuring instructional integrity of course development projects through systematic design and clear writing using ISD theories, methods, and practices.
• Write and edit descriptions, topics, and objectives, and create quantitative and qualitative measurement tools.
• Arrange instructional sequences and review instructional soundness to ensure instructional alignment with defined objectives.
• Communicate frequently and effectively with project teams (course writers and SMEs) and various Project Managers to ensure that goals and objectives of clients are being fulfilled. Provide periodic reports on course development projects.
• Manage multiple design projects using sound project management tools and methodologies.
• Explore new technologies and stay informed of current developments in field.
While I certainly don’t meet all the qualifications for this job today, I think I have a good foundation at one day being qualified for this type of position. My teacher certification training, 20 years experience with computer technology, Bachelor’s Degree in Journalism, and pursuing a Master’s Degree in Educational Instructional Media (Wilkes University) are all good preparation for this type of position. With a little more experience and completion of my graduate education, I would be interested and qualified in a similar position.
Another position I found on CareerBuilder was also located in Indianapolis and was also a contract position for Curriculum Designer/Technical Writer for a Healthcare company. According to the ad, candidates must demonstrate:
• Advanced writing and curriculum experience (this is not an entry level opportunity)
• Curriculum experience writing for EMR applications
• Experience with step-action software guide creation
• Experience with screen capture and editing practices using Snag It or a comparable software solution
• Experience working with Information Mapping or a comparable MS Word template
• Experience with the ADDIE instructional design model
• Experience working with Subject Matters Experts (SMEs)
• Local to - or willing to travel to - Indianapolis weekly for the duration of the contract
I found this interesting because it combined instructional design responsibilities with writing and computer software skills, which are both skills I possess from my Bachelor’s Degree and my current employment experience.
Remember that the field of instructional/educational technology is not just focused on education, but on business and industry as well. Look at the resources provided on page 258 in chapter 25 and select one of these links and complete the self assessment. What did you learn about yourself from the assessment?
http://www.careerinfonet.org/skills/skills_list.aspx
I went to this site and was a little disappointed because I could only find one online assessment you could do for free. When I put in my skills and my experience it came up with NO occupation matches, which I found extremely odd. However, there was another feature where you could compare your skills against those of a particular occupation. When I chose Instructional Coordinator or Secondary Vocational Education Teacher, I got about a 50-50 match on skills I have and skills I didn’t have. Maybe I didn’t fill out the assessment the way I should have. Maybe my confidence level on some of the skills isn’t what it needs to be, or maybe the design of the assessment needs work. It told you to check the skills that most applied; but automatically assumed I was lacking the skills I didn’t check. I’m really not sure, so it didn’t really encourage me. I would like to find a better online self-assessment tool. Maybe something along the lines of the “What Color is Your Parachute?” series. Here’s what the author has listed on his site: http://www.jobhuntersbible.com/counseling/sec_page.php?sub_item=048
Picture Credit: http://go.witnesstoday.org/
Chapter 26 lists several websites for professional organizations and websites for professional publications. Visit 2-3 websites for professional organizations and 2-3 websites for the professional publications and address the following:
http://www.aace.org/
Professional organization: Association for the Advancement of Computing in Education
Mission: Service to the IT in Education / E-Learning Community
Cost of membership: $35 (student) -$315, depending to which journals you subscribe.
Publications: Multiple journals. See link to PDF.
Conferences and meetings: Multiple. See link to PDF. http://www.aace.org/membership/AACEMemBro.pdf
Opportunities for professional development: Seminars and workshops. See http://www.aace.org/globalu/
http://www.iteaconnect.org/
Professional organization: International Technology and Engineering Educators Association
Mission: ITEEA's mission is to advance technological capabilities for all people and to nurture and promote the professionalism of those engaged in these pursuits. ITEEA seeks to meet the professional needs and interests of members as well as to improve public understanding of technology, innovation, design, and engineering education and its contributions.
Cost of membership: Student $40, Professional $80.
Publications: Technology and Engineering Teacher; Children’s Technology and Engineering; Journal of Technology Education.
Conferences and meetings: Yearly annual conference.
Opportunities for professional development: Many links at http://www.iteea.org/Resources/resources.htm
http://ivla.org/
Professional organization: International Visual Literacy Association (IVLA)
Mission: IVLA is a not-for-profit association of researchers, educators, designers, media specialists, and artists dedicated to the principles of visual literacy. IVLA was formed for the purpose of providing a forum for the exchange of information related to visual literacy.
Cost of membership: Student $30, Professional $60.
Publications: Journal of Visual Literacy
Conferences and meetings: Yearly conference.
Opportunities for professional development: No workshops or seminars listed, but they have literature resources listed.
http://www.citejournal.org/vol10/iss4/
Professional publication: Contemporary Issues in Technology and Teacher Education (CITE Journal)
Focus/Goals of the journal: Current issues and practice. Sponsored by four teacher education associations and SITE. Focuses on general, English, Math, Science, and Social Studies.
Submission guidelines: http://site.aace.org/publish/?fuseaction=Authors.BeginSubmissionCITE
Is this a peer reviewed journal? Yes.
Is the journal online? Yes. “It is an interactive electronic journal, capable of incorporating into its articles video, sound, animated images, and simulations, as well as ongoing dialog about issues that advance the field."
http://www.aace.org/pubs/jemh/
Professional publication: Journal of Educational Multimedia and Hypermedia (JEMH)
Focus/Goals of the journal: “The main goal of the Journal is to contribute to the advancement of the theory and practice of learning and teaching using these powerful and promising technological tools that allow the integration of images, sound, text, and data.”
Submission guidelines: http://www.aace.org/publish/?fuseaction=Authors.BeginSubmission
Is this a peer reviewed journal? Uncertain.
Is the journal online? Table of Contents and abstracts only.
http://thejournal.com/Home.aspx
Professional publication: THE Journal
Focus/Goals of the journal: Transforming Education through Technology
Submission guidelines: Can’t find them on their site, even after searching.
Is this a peer reviewed journal? No.
Is the journal online? Yes.
How is the journal and organization useful to you and your career? Were you aware of the organizations/journals that you researched?
Some of the journals and organizations I was aware of and some I wasn’t. A new one for me was International Technology and Engineering Educators Association. I find it to be of particular interest because I worked in the mechanical, electrical, and plumging engineering field for many years and am interested in the new emphasis being placed on K-12 Engineering Education, alongside Technology Education. I think all of the ones I looked at will be useful. I noticed a few are now offering Facebook pages and I joined those so I can keep up with their news. One I did not look at this time, but have in the past is ISTE.
Chapter 27 looks at competencies for instructional design and technology professionals. If you were responsible for identifying the domains, competencies, and performance statements for a performance technologist, what would they include and why?
I struggled to come up with something for this. Table 27.6 on Page 280 of our textbook has an exhaustive list of competencies and ethical standards set by both the 1988 ibstpi and the 2004 ISPI/ASTD. In looking at the 2004 ISPI/ASTD competencies, it seems to me they could consolidate them a little bit to make them easier to read and remember. I would revise them as follows:
1. Focus and help clients focus on results.
2. Look at situations systematically.
3. Add value to the work.
4. Partner and collaborate with clients and experts.
5. Be systematical in all aspects of the process, including:
Needs assessment.
Work and workplace analysis to identify performance-limiting factors.
Design or specification of the solution and/or its requirements.
Development of all or some of the solution and its elements.
Chapter 18 discusses instructional design in business and industry. Give an example of rapid prototyping and discuss how this could be used in education.
In doing research on rapid prototyping, most of the resources I found on the Internet had to do with rapid prototyping in manufacturing, particularly in creating CAD/CAM type prototypes using “printers” that create prototypes out of wax, paper, or plastic.
I found one site which specifically addressed rapid prototyping in instructional design at http://www-personal.umich.edu/~jmargeru/prototyping/#rapid_prototyping. The web page author references a definition by Wilson, Jonassen, and Cole: Rapid prototyping. In a design process, early development of a small-scale prototype used to test out certain key features of the design. Most useful for large-scale or projects.
This web site also contains several relevant quotes from a journal article. One in particular addresses differences between rapid prototyping and traditional instructional systems design: "many traditional models emphasize early constraining of design decisions, while rapid prototyping follows the pragmatic design principle of minimum commitment, that at each stage in synthesizing a design no commitment is made beyond what is absolutely necessary to solve the problem at hand." (p. 37)
Tripp, S. D., & Bichelmeyer, B. (1990). Rapid protoyping: An alternative instructional design strategy. Educational Technology, Research and Development, 38(1), 31-44.
Building paper airplanes is often used as an analogy for rapid prototyping. The web site mentioned above references an example of developing a software program to tutor ESL students in English grammar. So how can we as educators use rapid prototyping? It's not as difficult as it sounds. One example would be developing a PowerPoint presentation, which can start as a barebones presentation. Both the design and content can then be modified and expanded as it is continuously used. Another example would be a project-based small group activity. A teacher can start with a very basic design for the group-based project, and then modify the materials and/or activities each time until the project design is refined into a more finished product.
Chapter 19 discusses instructional design opportunities in military education and training environments. I had the opportunity to work two summers in Orlando on a faculty fellowship in the advanced distributed learning lab (ADL) discussed in the book and saw first hand some of the constraints placed on some of the tools that could be used for learning. Pretend you are hired as a consultant for the military. They want to use technology in its training, but electronic access is not always available. Using the Full Spectrum diagram, what alternatives could you suggest for a successful program?
The Marine Corps solution (on p. 194 of our textbook) could be modified by using a similar setup with rugged laptops loaded with standalone software that could be modified by the instructor, and infrared or bluetooth connectivity between laptops so that instructor could transfer modified documents to users. This could be implemented simply using word processing and/or CAD software and Adobe Acrobat.
Without any electronic access, the trainers could use a paper-based 3-ring system. This could be similar to notebooks we used for engineering specifications at a company where I used to work. When MasterSpec issued quarterly updates, they shipped only the pages that were changed or added, along with specific instructions on where and how to delete pages, add pages, or substitute pages. Trainers could use a similar system with individual pieces of equipment or procedures organized into sections that could be easily removed or replaced as needed.
Chapter 21 looks at radical educational change in P-12 settings. I visited the Chugach School District in Alaska and know Richard DeLorenzo very well. I can assure you that this change can occur in our schools. Review the Step-Up-To-Excellence methodology and the GSTE. Outline a staff development activity that will introduce both methodologies to your colleagues.
I am very familiar with Decatur MSD in Indianapolis which is highlighted in the GSTE design because my nieces attended there, and it has a very good reputation in the area.
In setting up a staff development activity to introduce GSTE and SUTE, I would first introduce some of these success stories. It would be very effective is maybe a video interview could be obtained highlighting the results attained through these programs.
I would try to use something visual to outline the GSTE, such as a PowerPoint and/or concept mapping the GSTE. When it comes to discussing the core values I would maybe give a few examples, but not an exhaustive list. Instead, after introducing the other components, such as revised discrete events and continuous events, I would have participants come up with their own core value lists in small groups.
After introducing the five steps of SUTE, I would have participants brainstorm of possible cluster and site improvement teams which would work for their district or campus. I would also get their ideas on what types of things OLN and/or on-track seminars should address
Navigating through the ranks of a faculty member in higher education can be tricky. A good institution has support for its faculty and provides faculty development opportunities to grow and learn. Research three different university offices for faculty development. Answer the following questions for each office:
What are the different names used for faculty development?
What division is it under?
What services does it offer?
How often are programs given and what specifically are they?
Chapter 14 discusses the concept of the 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 provide a non instructional solution to solve the problem.
In 2005-2006, I worked as a Reading Intervention Aide with grades K-2. I was working with small groups of children in a closet (literally, with storage stacked all around our little table) . We were provided with very little instructional materials. Many of the students did not want to be there, and did not want to behave during the reading remediation exercises. I came up with two low-cost solutions, which helped as an incentive for the students to do their work and to behave properly in our tiny little workspace. One could be considered partially an instructional and partially a non-instructional solution. I purchased some inexpensive reading games and colorful letter sound flash cards from a teacher supply store (The games were a word bingo game and one that matched letter sounds with brightly colored game pieces). If the students completed their "boring" work (worksheets, etc.), they could work with the games. They were learning the same content as with the other materials, but these materials were colorful manipulatives and were presented as a "game" instead of "work". The second non-instructional solution was just plain bribery (or, ahem, "incentives"). I created a prize bucket with colorful pencils, stickers, and other low-cost toys. The students could earn marks for good behavior, but could also lose marks for misbehaving or not finishing their work. I gave them a small margin of error so that they would not be discouraged by failure early in the week. On Friday, if they had the appropriate number of good marks, each student could pick something from the prize bucket to take home. It cost me less than $5 a week, dramatically improved student behavior, and I had other students asking if they could be in my "class" so they too could play games and earn prizes.
Chapter 15 presents several definitions of electronic performance support systems. In addition to these definitions, locate a few more and indicate your preference explaining why you prefer it. Additionally, describe why you believe EPSS have not been widely used and if they are more likely be become more prevalent in the future.
(Electronic Performance Support System) A computer system that provides quick assistance and information without requiring prior training to use it. It may incorporate all forms of multimedia delivery as well as AI techniques such as expert systems and natural language recognition.
In Electronic Performance Support Systems, published in 1991, Gloria Gery defined EPSS as:
an integrated electronic environment that is available to and easily accessible by each employee and is structured to provide immediate, individualized on-line access to the full range of information, software, guidance, advice and assistance, data, images, tools, and assessment and monitoring systems to permit job performance with minimal support and intervention by others.
Also in 1991, Barry Raybould gave a shorter definition:
a computer-based system that improves worker productivity by providing on-the-job access to integrated information, advice, and learning experiences.
From a business perspective, a former Nortel Networks executive, William Bezanson (2002) provides a definition linked to application usability and organizational results:
A performance support system provides just-in-time, just enough training, information, tools, and help for users of a product or work environment, to enable optimum performance by those users when and where needed, thereby also enhancing the performance of the overall business.
I think one of the reasons that EPSS systems have not been widely adopted yet is because it takes a great deal of time to collect, organize and synthesize the information that will be included. It also takes time to design the interface of how the information will be accessed. I have been working as a computer tech for my district for five years. However, we have absolutely NO written record of procedures or information. I used to jot down notes as I learned things by word of mouth and trial and error. I am currently working those notes into Google Documents, which I am now sharing with the other techs. This is a very rudimentary form of EPSS, but I hope that this will be the basis for an EPSS system that would aid computer technical support and assure that we are all following the same procedures (in many cases, we are not).
Knowledge management is the way we manage information, share that information, and use it.
Organizations, such as schools, are full of information/data and we must organize that data in a way that we can make sense of it. We use data to make decisions and good data=good decision making. Identify a real or hypothetical problem in your line of work. How might a blended learning approach, including the use of a knowledge management system, be use to solve the problem?
I believe that our Instructional Technologists (with whom I work closely) are developing a blended solution to knowledge management when it comes to training our teachers to use the various programs and technologies the district implements. They offer in-person one-on-one and small group training, but they are also creating Sites through our Google Apps which link to the training materials which were used in the in-person training, as well as to supplemental materials for further exploration. This is a real help to our training issues, because many times there is a gap between when the training occurs and when the programs are implemented, and so there is a loss of knowledge. Of course, teachers tend to misplace hard copy handouts as well. Having this information readily accessible in an electronic format supplements and enhances the training.
Describe the types of informal learning you have been exposed to in your adult life. What was the purpose? What was the experience like? Was it engaging? Social? What role did you play? What role did the instructor play?
As I was reading the chapter about informal learning, I was repeatedly reminded of the Indianapolis Children's Museum. My mother and I homeschooled my two older boys for a couple of years, and we made many, many trips to the museum. We continued to visit the museum when we lived in Indianapolis, even when my boys went back to public school, and brought their cousins and younger sister. My kids loved the Children's Museum so much that they still ask to visit every time we go back to Indianapolis (both my boys are college-age now). So, at first I thought maybe this is not a great example of informal learning in MY adult life…but then on second thought, I think it is. At the Children's Museum, not only my children, but also my mother and I (as the homeschool "teachers") could consult with experts and direct my boys to presentations in science, history, art, etc. The information available was colorful, engaging, hands-on and interesting for both children and adults. Each exhibit could be enjoyed on a surface level, but could also be explored in detail. The museum had in-depth resources available for almost everything, including working science labs and an on-site branch of the Marion County Public Library. There were also other homeschool parents, public and private school teachers on field trips with their classes, and museum interpreters to interact with informally during our visits. http://www.youtube.com/watch?v=gklMLu91RPA
ScienceWorks at the Indianapolis Children's Museum in the 90s
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.
The Input/Process/Output Model was developed in 1990 by David S. Bushnell. It is considered to be a process-driven training evaluation model, related to the CIPP model. It was adopted in 2000 by IBM as their corporate education strategy. It first looks at input factors, “such as trainee qualifications, program design, instructor quality and qualifications, materials quality, facilities, and equipment”.
It then examines training planning, development and delivery. It then looks at the outcomes, both short-term and long-term.
The Training Validation Systems Model was developed in 1994 by Jac Fitz-Enz. Its four components are Situation, Intervention, Impact and Value.
Situation: Ascertain current levels of performance and define desired future levels.
Intervention: Examine the reasons for the gap between current and future levels of performance and determine if training is the solution
Impact: Evaluate the difference between pre-training and post-training performance.
Value: “measuring differences in quality, productivity, service, or sales, all of which can be expressed in terms of dollars.”
Note: Several different practice-oriented and process-driven training evaluation models are highlighted in this excerpt.
Eseryel, D.. (2002). Approaches to Evaluation of Training: Theory & Practice. In Educational Technology & Society 5 (2) 2002 Retrieved February 9, 2011, from http://www.ifets.info/journals/5_2/eseryel.html.
Note: This is a scholarly work comparing Kirkpatrick, CIPP, IPO and TVS models. Has a helpful table showing the four side by side.
Note: The bottom of Page 3 has a flow chart illustrating the IPO model.
I don't have a lot of experience in designing or evaluating my instruction yet. But I think the gist of what both these models boils down is similar to planning a road trip (which I've done many times!) You have to figure out where you (and your students are), where you want to go, and what's the best way to get there. Then afterwards, you assess to figure out whether you got there in a timely manner, and if not, why not? Was there construction, unexpected weather, route too boring? Then I think you go back and figure out a better route for next time, and if maybe you should take the van instead of the compact car. :)
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?
Our district recently transitioned (and is actually still in the process of transitioning) from using Novell Groupwise (a network-based email system) to using Google Mail (a web-based email system). The biggest hurdle I encountered as a tech support person in the district is that users expected the system to be hard and unfriendly to use, and the transition to be difficult and filled with technical nightmares. Once people were trained and actually began to use the system, they were pleasantly surprised and relieved. However, I had many users who actually insisted that I sit with them while they attempted to sign in and retrieve their e-mail or send an e-mail (not because they had tried and failed, but because they were afraid to try it without backup tech support). The culture of the district and past experience created an expectation that this was going to be difficult and unwieldy, when in fact, the new system is easier and less complicated for users, who were pleasantly surprised.
Chapters 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?
Three Factors affecting Situational Leadership
1. The amount of guidance and direction a leader gives
2. The amount of socio-emotional support a leader provides
3. The readiness level followers exhibit in performing a specific task, function or objective.
Four Phases of Situational Leadership
1. Directive, detailed and supervisory without being overbearing or demanding
2. Explain and clarify decisions and reward improvements (secure buy-in of process and product)
3. Focusing on results and making sure your team is rewarded for effort and production
4. Less as director and more as monitor. Step back and let team work.
Two things that I think are very important pieces of Situational Leadership are actually Phases 2 and 3. Phase 2 is about securing buy-in of the process and product. I think for any learners, but especially with teachers who would be participating in a professional development session, it is important for them to see WHY it is worth their effort to learn or use the technology, and HOW it is going to help them professionally (or help them help their students). When it comes to Phase 3, sometimes “simple bribery” will get you everywhere and rewards participants for their efforts. I have worked very closely with the Instructional Technologists in our district, and I know sometimes they will provide coffee and snacks or a little giveaways, such as a flash drive or package of software templates, to those who come and participate in the training sessions. That helps the training session be more enjoyable, and that little bit seems to motivate teachers to come and to have a good attitude. That is important when many of them are already overwhelmed and overworked.
Identify a specific learning goal and how you would incorporate two learning theories highlighted in Chapter 4 to achieve this goal:
The specific learning goal I will be addressing is in the context of a Career and Technology class called Computer Technician.This particular goal is to teach students how to upgrade the RAM in a desktop computer. The two learning theories I have chosen to concentrate on are Cognitive Information Processing and Situated Learning.
In Cognitive Learning Processing, there are three important steps in order for learning to occur:Attention, Encoding and Retrieval.The first would be to get the students’ attention.I would illustrate with either two real desktop computers, or by using a video, the difference in speed and performance that a RAM upgrade can effect.I would probably illustrate that using a graphics-based game or multimedia presentation. I think the application of the second theory (as described below) could be aligned with the encoding step, where students actually perform the activity, first in guided practice, and then in unassisted practice.The retrieval step would be to have the students be able to perform the task without either verbal or written cues.
The second theory of Situated Learning incorporates the idea of Communities of Practice, or a mentor-apprentice typed of learning environment.I would utilize this by first showing the students how to change out the RAM, then allowing them to do it themselves with guided verbal or written instruction, and then finally allow them to perform the operation unaided.
Find a reference (other than the book) that describes Gagne’s Nine Events of Instruction.The create a table or chart that compares and contrasts those events with the first principles described in Chapter 7 and describe how you would apply each of the first principles to the goal you’ve developed from the first activity in this reflection.
Gagne’s Nine Events of Instruction, (with Examples for using Kidspiration software)
The steps and goals I described above would nicely align with the first principles.First, the activity is problem-centered:how to improve the computer’s performance by upgrading the RAM.The activation and demonstration would be very closely aligned for this particular task, with a general description and demonstration of the task to be performed.The integration would involve students performing the task with either verbal or visual cueing, and then finally performing the task on their own.
Develop a new goal or using the one you’ve already developed, briefly describe how you might use the whole-task approach, scaffolding, and mathemagenic methods to help students learn to perform a task.
Thegoal I would use for this particular scenario would be one of troubleshooting video problems in a computer and peripheral device, which would be a common one for the Computer Technician class.This would lend itself very well to the Mathemagenic model.I liked the examples on p. 76 involving training and troubleshooting a multitude of malfunctions in randomized order.This is a very effective strategy because it mimics real-life situations that computer technicians would encounter.The whole task would be to restore the computer to working condition.Scaffolding could occur as the instructor helps the students investigate the possible causes and solutions for the video problem (cable, monitor, video card, power supply, driver….)
You have been hired to design a course for a topic in your area of specialization.Using Table 9.2 as a template, what would you incorporate into each subcategory to motivate learners?
For this activity, I decided to integrate another content area (Social Studies or History) in with Technology Applications.
Sally Morris
ETEC 561
Learning Activity:Students will create a video interview with a “historic personality”.
ATTENTION
Perceptual Arousal:
What can I do to capture their interest?
Teacher will show students two examples of student-created videos.
Ask students if they would like to create a similar project and what would they need to accomplish it?
Have students come up with ideas for personalities to interview.
Inquiry Arousal:
How can I stimulate an attitude of inquiry?
Variability:
How can I use a variety of tactics to maintain their attention?
RELEVANCE
Goal Orientation:
How can I best meet my learner’s needs? (Do I know their needs?)
Students will be assigned to groups and will decide which responsibilities each group member will have: writing, directing, costumes, filming, etc.
Teacher will find out which students have experience using a video camera and have them serve as peer tutors.Teacher will also review use of built-in camera on computers if not enough video cameras are available.
Teacher will let students experiment briefly using video before filming their projects and will assist where necessary.
Motive Matching:
How and when can I provide my learners with appropriate choices, responsibilities, and influences?
Familiarity:
How can I tie the instruction to the learners’ experiences?
CONFIDENCE
Learning Requirements:
How can I assist in building a positive expectation for success?
Teacher will provide students with a checklist for duty assignments, production process, etc.
Teacher will stress importance of research planning and help students assess their progress.
Success Opportunities:
How will the learning experience support or enhance the students’ beliefs in their competence?
Personal Control:
How will the learners clearly know their success is based upon their efforts and abilities?
SATISFACTION
Intrinsic Reinforcement:
How can I provide meaningful opportunities for learners to use their newly acquired knowledge/skill?
Students will receive a DVD with the final performances of each group to take home and share with their family.
Students will be encouraged to come up with ideas on how they could use this “video report” technique in other classes and subjects.
Extrinsic Rewards:
What will provide reinforcement to the learners’ successes?
Equity:
How can I assist the students in anchoring a positive feeling about their accomplishments?
Finally, after completing these activities, discuss the benefits of engaging in design research:
Participating in design research helps educators to prepare learning content that helps to motivate learners by getting their Attention, giving them Confidence, showing them Relevance, and helping them to feel Satisfaction at accomplishing the goal.I think that Relevance is one of the most important parts of this puzzle, especially for secondary students.If they can see how the lesson or activity ties in with something they will encounter in the future in college or the workplace, it definitely increases their interest and motivation.Conversely, if they do not see any relevance in the task or activity, they are not likely to be interested, even if you get their attention, and try to encourage confidence and satisfaction.
Extras:
The parts of cognitive information processing include attention, encoding, and retrieval.All three of these pieces are very difficult for students with ADHD.This article talks extensively about working memory and executive function.
Another resource on situated learning details of Communities of Practices, which bring the mentor/apprenticeship relationship back into learning and teaching.
