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.
