Section 7

Distributed Learning

Distributed Learning is a form of learning that eliminates time as a barrier.  The learner is typically separated by time and space.  5 Examples of Distributed Learning:

Corporate distributed learning

*Online professional development

*Intranet professional developments

*Webinar professional developments

*Video conferences

Academic distributed learning

*Online degree plans

*Online classes

*Online University

Virtual Classes

*Classes help online through the use of Avatars – Student Life

*Online classes

Hybrid Classes

*Offers face to face and online class

*Texas Woman’s University is one example of a school that is trying this method.  They hold their classes through an online discussion board and meeting face to face.

Skills based training

*Less expensive way to effectively train employees

-offered online, employees can train on their own time not during designated training and at their own pace.

Reusability

One Semester during my undergrad I took a class salesmanship class.  We learned about the steps of negotiating and selling a product.  I cannot remember any of the steps to effectively selling or negotiating a sale.  The format of the class included reading the text and slideshows during class restating the text.  At the end we held a negotiation with someone we brought into class.  The problem was I had no idea how to do this, because I had never practiced it and now I don’t remember any of the skills or steps.  I would suggest a class format where students practice each step through posting their own lines and responses to scenarios each week online through a blog forum.  I would have been able to view each of my classmates thoughts and lines, practice my own, and improve each week through learning what works best.  Or even create businesses and the classmates take turns blogging their sales pitches to each business.  The students then as the business owner could select the pitch that was the most effective.  This would help them see why the pitch worked looking at it from the other side. 

Rich Media

Last year I collaborated with the 7^th Grade English Teacher to use Animoto as a rich media source for her students.  The entire class read Walk Two Moons and then had to each select a different book that had one of the many different themes in Walk two Moons; loneliness, abandonment, hope, etc.

Here is an example of an Animoto I made describing this project and rich media and one that a student made while utilizing rich media.   

Create your own video slideshow at animoto.com.

Link to student project:
http://animoto.com/play/DAw5gTN3LX870IH2g7jYrQ?autostart=true

Nanotechnology

The library is coming along with nanotechnology; RFID technology.  We are able to put a RFID label in the back of a book and it can be checked out just by laying on the table (and scanning your card) or checked back in by putting it in the drop box.  To make this faster it would be nice if the patron could be recognized without needing to scan a card. 

Check out this video of a library using RFID technology to check books in and sort the books into sections! 

The Broad and Inclusive Road

I totally agree with the broad and inclusive road.  The broad road offers us to explore and expand our media advances.  I feel the Strait and Narrow would make us more efficient in the short term, but constrictive and less effective in the long run.

Section 6: Getting an IDT Position and Succeeding at It

Instructional Design Job Listings: (My skills are marked by  * )

Listing #1                                                                                                                                                      

Company Mckesson Pharmaceutical

Position: Traning Instructor 2                                                                                                                               

 Location: Westlake TX                   

Listing located at http://www.careerbuilder.com/JobSeeker/Jobs/JobDetails.aspx?IPath=QHKCVGV0A&ff=21&APath=2.21.21.0.0&job_did=J3I4LR67LHRCZXNPKMM                                                                                                                         

Position Description

 Responsible for conducting supervisory, management or non-technical skills training courses for internal staff. Interfaces with functional organizations to develop specifications for content of courses. Prepares lesson plans including the method, media and documentation to be presented. Instructs participants in classroom lectures and/or group sessions. Conducts follow up to determine applicability of course material.

 Requirements:

·  8+ years experience in delivering training content

·  5+ years experience in instructional design (bring work samples of course content, job aids, and instructor and participant guides to any in-person interview)

·  Demonstrated experience with ADDIE course design model (bring course design samples to any in-person interview)

·  Demonstrated experience in Adobe Captivate (bring work samples to any in-person interview)

·  Existing skills in MS Office 2003, Adobe FrameMaker 8, and TechSmith SnagIt

·  Experience with SAP implementations and SAP training

*Strong computer skills using MS XP 2003

·  Experience delivering training using LiveMeeting or other synchronous training method

·  Preferred excellent oral, written, and interpersonal communication skills, including effectively communicating technical solutions in a non-technical way

·  Preferred exceptional listening and analytical skills

·  Preferred demonstrated success collaborating with subject matter experts and team members

·  Preferred demonstrated ability to work well in a team environment

·  Preferred dedication to providing exceptional customer service

* Preferred ability to work in a fast-paced, multi-task environment that demands initiative and responsiveness

Education:  

*4-year degree in human resources, business or related field or equivalent experience

Listing #2
Company: the Mergis Group
Job Title: Instrucitonal Designer
Location: Dallas TX

Listing located at www.jobfox.com/web/seeker/landing/appjobdetails.aspx?appjobld=8a816199-28a0-42d9-80c4-59e8164ef2c8&source=careerjet1

Job Description:
The instructional Designer is responsible for assessment, design, development, implementation, and evaluaiton of best in class new hire, professional development, leadership, corporate initiatives, and performance improvement solutions that lead to demonstrated ROI.

Job Requirements:
-Minimum 4 years experiance
*Bachelor Degree
-Financial industry experiance
-Experiance using established methodologies in all stages of the instructional design process, inculding assessment, analysis, design, development, implementation, and evaluation
*Project and process management skills and the abilitity to manage multiple projects
-strong background in adult learning practives and  instructional design methodologies
*strong interpersonal and communication skills;
creative, well organized, team player, strong follow through, assertive, abilitiy to deal with ambiguity, willing to learn and teach, facilitation skills

Listing #3

Comapany:  McAfee Inc.

Job Title: Technical Sales Instructional Design

Location: Plano Texas

Listing Located at http://www.americasjobexchange.com/seeker/jobsearch/quick?action=JobSearchViewJob&JobSearch_JobId=542919216&source=carjet&utm_source=careerjet&utm_medium=sponsored

Job Summary:                                                                                                                     

This position will be responsible for working closely with technical subject-matter experts and project teams to define and implement learning outcomes, learner activities, module structure, content scope and presentation strategies. You must be able to demonstrate success in designing and implementing innovative, computer-based instructional materials as well as instructor led materials. Specifically, your experience should include creating activities, simulations and professional looking graphics. Most importantly, you must be committed to delivering high quality experience to our students, in a blended learning environment while working within the constraints of a particular project.

Requirements (Knowledge, Skills & Abilities):
*High energy person, with excellent teamwork skills
.*Self-directed worker who takes responsibility for on-time task completion in a flexible and creative work environment.
-Ability to develop Technology Based Training in accordance with sound design principles which include: a) analysis of the audience and job tasks; b) the development of curriculum maps, storyboards, flowcharts, performance objectives, testing strategies and learning activities.
-Ability to select the most appropriate media for delivering instructional materials.

Required Tool Skills:
-Authoring Tools: Captivate, Flash, Dreamweaver, XML and HTML code
-Graphics & Animation: Adobe Illustrator, Adobe Photoshop, Sound Forge (or equivalent)
-Experience in working with SCORM
*Microsoft Office Suite: (Excel, Word, PowerPoint)
-LMS experience preferred

Education & Experience Requirements:
-The above knowledge, skills and abilities may be demonstrated by 5 years professional training and courseware development experience, with a minimum of 1 year computer based instructional design.
-Ability to understand technical content and communicate well with subject matter experts.*Prefer undergraduate degree in instructional design, education, communication, business, computer science or other discipline requiring mastery of written and verbal communication skills.
-Very strong editing skills, artistic ability and technical expertise are strong pluses

Job Skills Analysis:

Active Learning

Coordination

Critical Thinking

Instructing

Monitoring

Reading Comprehension

Service Orientation

Speaking

Desktop computer Skills:

Presentations

Internet

Navigation

Word Processing

Graphics 

The things I learned from this evaluation was that I consider myself good and skillful at the items selected, but am curious if this is a true correlation or if this is just my perception.  I am interested in taking a form of quiz to find my skills.  I also noticed that I was not able to say that I am skillful at any of the technological aspects mentioned, but I do consider myself technologically skillful. 

Professional Organizations:

ISTE:

http://www.iste.org/welcome.aspx

The International Society for Technology in Education (ISTE®) is the premier membership association for educators and education leaders engaged in improving learning and teaching by advancing the effective use of technology in PK-12 and teacher education.

Membership:

Standard - $10.00 a month

Publications:

Tons of books, 7 webinars, podcasts, and 3 journals

Conferences and Meetings:

Constant webinars and professional development opportunities and yearly conference.

SALT:

www.salt.org

Mission:

“Founded in 1972, membership in the Society for Applied Learning Technology® is oriented to professionals whose work requires knowledge and communication in the field of instructional technology. It is a professional society, designed for individual membership participation with classes of membership keyed to the interest and experience of the individual. The Society provides a means to enhance the knowledge and job performance of an individual by participating in Society sponsored meetings, and through receiving Society sponsored publications. It enables one to achieve knowledge for work in the field of applied learning technology by association with other professionals in conferences sponsored by the Society.”

Membership:

$55.00 per year with and discounts on Society-sponsored journals, conference registration fees and publications.

Publications:

SALT sponsors three professional development journals; Journal of Instruction Delivery Systems, Jpournal of Interactive Instruction Development, and  Journal of Education Technology Systems.

They also send out a weekly email.

Conferences, meetings, and professional development:

SALT offers a yearly conference.

How these organizations benefit me:

Both of these organizations would be a great asset to be members of.  They offer great information regarding technology advances and use, professional developments, and publications. 

Professional Publications:

Journal: IJEL

International Journal on E-Learning

http://www.aace.org/pubs/ijel/default.htm  

“This journal provides educators and trainers with unique opportunities to enhance learning and teaching in corporate, government, healthcare, and higher education.”

Submission guidelines:

Original, scientifically accurate, good form editorially, informative, summarizing basic facts, coherence, tutorials should include evaluation sections, controversial topics should be treated with an unbiased manner,  APA, no material may be printed that has been previously published, reviewed by atleast two members of editorial review board – five months, not exceed 30 double spaced pages, no title sheet, abstract must be included, etc.

Peer Reviewed:

This publication is peer reviewed through a double blind review process. 

Journal online:

IJEL has an online database of 26,690 articles.

Journal: JIOL

http://www.ncolr.org/

“The Journal of Interactive Online Learning focuses on providing a venue for manuscripts, critical essays, and reviews that encompass disciplinary and interdisciplinary perspectives in regards to issues related to higher-level learning outcomes.”

Goals:

“Provide a forum for the dissemination of research on  interactive online education, Disseminate ideas that enhance the practical aspects of  interactive online education, Further knowledge and understanding of emerging innovations  in online education, Foster debate about the use and application of online education “

Submission Guidelines:

 Submissions from all disciplines and interdisciplinary perspectives are welcome as long as they conform to basic journal goals. 

Peer Reviewed:

This publication is peer reviewed through a double blind review process by specialist in the field. 

Online Journal:

This is an online peer reviewed journal.

How both of these journals benefit me:

They are both journals with online access, various topics, new technology discussed, and peer reviewed by field specialist. 

Performance Technologist Competencies:

1. Determine project appropriate for instructional development

2. Self assessment

3. Specify instructional strategies

4. Determine instructional resources appropriate (media) instructional activities

5. Create course training packages, and workshop systems

6.  Evaluate instruction/training

7.  Demonstrate appropriate interpersonal, group process, and consulting behaviors

8.  Promote the diffusion and adoption of the instructional development process

  

Section 5: Trends and Issues in Various Settings

Section 5:
Rapid Prototyping:

In trying to understand Rapid Prototyping through our text and searching online, I think this video shows you an example of rapid prototyping.
*The supplier gathers the thoughts of what the stakeholders want
*The supplier creates a prototype for a visual idea of what their wants will result in
*Stakeholders can make changes and more prototypes created
*Once all changes have been made final production can begin
Throughout this entire process stakeholders could see and manipulate the product while it was being created.


I think a way this could be done in education is through a collective research project utilizing a wiki.
*Students create a storyboard of their final paper, assign jobs, and post on wiki
*Students research and post findings on wiki
*Students compile and edit paper
*Throughout the entire process students were able to see the entire project in an idea of what it will look like finished, edit sections as they are written, and compile the final project together online

Military technology scenario:
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?

At each stage of the Full Spectrum diagram, I would suggest that the military supply a mobile technology unit while utilizing cloud technology.  I think scenario three in the book gives us a great look at situations that do not have adequate training facilities, but that through using mobile technology the military is able to train when needed, which is important when time is precious.  I also think it would be beneficial to use cloud technology.  Utilizing cloud technology would allow the military updated lessons immediately no matter where they are located, not just what is saved to that computer or what they have on a flash drive. 

GSTE and Step Up to Excellence professional developments:

GSTE
Phase 1:  I would prepare myself and become an expert over the change agent being brought to the staff and assess campus readiness
Phase 2:  Create a starter team that focuses on understanding the problem and system to put into place
Phase 3:  Starter teams develops into a leadership encompassing representatives from each campus.  The leadership team learns about the change agent  and develops a district wide plan and assess the districts capacity for change
Phase 4:  Leadership team develops district level design teams, which design campus level distribution plan
Phase 5:  Design team carries out implementation of plan prepared under the leadership teams supervision

Step Up To Excellence:
Step 1: SUTE - superintendent one or two administrative subordinates, one principal and one teacher from each campus - this group will redesign the entire school system
Step 2: Cluster - Clusters of groups from all campuses combined will help plan the launching of this redesign
Step 3: Each campus will have a site improvement team member that will ensure that their campus is carrying out the plan created by the cluster
Step 4: Ongoing professional development on the plan and implementing the plan
Step 5: Evaluation

In teaching these I would use the system to create two different teams that help me teach a topic to the staff.    I would then follow up with the description of how I formed the two teams and how I taught them the information from the two teams.

Faculty Development from three different Universities

Texas A&M College Station:
*Faculty development is located under Employee and Organizational Development
*It offers workshops in over 50 topics
*They offer workshops on request and have a schedule of workshops
*They offer technology training and professional development classes about twice to three times a month

Baylor
*Professional and Organizational Development
*Offer new employee development, lunches with learning opportunities, grants, library of books for reference
*They have multiple workshops each month covering various topics from supervisory to general topics

Gonzaga University
*GU Training and Professional Development is located through the Human Resources department and the Technology Education Services
*They offer a variety of professional development topics - employee skill development, supervisory and management skills, leadership development, diversity awareness and customized consultations
*A schedule of professional developments is offered once you log in 

Section 4: Human Performance Technology

A Non Instructional Solution to a Performance Problem:

A problem I have been encountering at our school is that teachers are not utilizing our databases for research.  After reading the text and reviewing the HPT model of the International Society for Performance Improvement, my solution involves many different variables.  Through a cause analysis I see that teachers lack; incentives, research skills or knowledge of how to teach it, lack of knowledge of what a database is and its value, lack of skills and knowledge to perform research.  Our school district offers an amazing array of databases for teachers and students to utilize in research.  Unfortunately, many of our teachers don’t teach the correct methods of research and do not know what resources our school has available to them and students.  As an intervention I feel that we need to implement education, training, and value. 

Education:

In doing this I have began discussing the issue with my supervisor.  We have discovered that many teachers do not understand how to teach research skills and are all teaching different research methods.  So, we are working on researching and adopting a uniform research method and together we are going to create a research professional development to be taught to teachers during our back to school professional development next year.  I think that surveying teachers to discover what methods they use would be beneficial to our research.  This will help implement education and training to teachers.  . 

Training:

I will also be available throughout the year to come to teacher’s classrooms and help them teach research strategies and use of our databases, books, and the internet in research to students.  Our school district also has professional developments each Wednesday after school.  Technology/Library has about eight professional developments, which can be utilized to problem shoot or remind teachers about how to use our databases or the steps in research.  I have also created a teacher website that lists all of our databases, an explanation of the database, and a jing project video explaining how to access and use the databases.  I did this so that teachers can access this information when it is most convenient for them.  I presented this website to the teachers this year and through online surveys I found that many of them find this very helpful!  Unfortunately, I think it is only useful to those that understand the value and need of research. 

Value:

Value must be taught and discovered throughout each of these steps and to the children.  If the teachers and children do not see value in the research steps or the databases, then they will not use them. 

Evaluation:

Evaluation must be performed; to discover if teachers are using the research method, if it is effective, if teachers are using databases, if they are effective and much more valuable information. 

EPSS:
What is an EPSS?  A few definitions I found include one from Gloria Gery who is mentioned in our text frequently: “A system that provides electronic task guidance and support to the user at the moment of need. EPSS can provide application help, reference information, guided instructions and/or tutorials, subject matter expert advice and hints on how to perform a task more efficiently. An EPSS can combine various technologies to present the desired information. The information can be in the form of text, graphical displays, sound, and video presentations.” .   This definition was found at http://encyclopedia2.thefreedictionary.com/electronic+performance+support+system . 
In addition to the definition above wikipedia also offered two more definitions:
Barry Raybould:  "A computer-based system that improves worker productivity by providing on-the-job access to integrated information, advice, and learning experiences."
William Bezanson:  "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 like Gery’s definition the best.  I feel it is comprehensive and fully explains what an EPSS is and what it can do.  For remembering and conveying the idea of what an EPSS is I would prefer to use Barry Raybould’s definition.  I feel that it is clear, understandable, and summarizes Gery’s definition above.

Our text mentions a few reasons why EPSS is not widely used; lack of awareness, cost, time required, resistance to change, etc.  I agree with all of these and I also feel that it is not widely used because it is self led, may not be user friendly or enjoyable.  The scenario of the first day at work mentioned in the text sounded great!  You have all the tools you need to get to work immediately.  After reading it I was impressed, but after putting myself in the situation, I didn’t like the idea as much.  I love working with people, brainstorming, learning from them, teaching them, collaborating, etc.  I am a people person.  Having no interaction with someone to lead me through my job training would be disheartening for me, but employees who do not need that interaction would do great with this first day set up.  I also might find it hard to learn all about the company, its policies, my sales route, etc. from reading online.  I enjoy interaction, hearing how other employees do their sales, where they are at, their success’ and failures, etc. 

I agree with the text in that EPSS can be useful, but when used in conjunction with people.  From a library standpoint, I love the idea of having all of our help, documents, tutorials, and statistics/analysis online for our staff to access on an as needed bases.  The library staff would love this! I do not think it can replace me verbally directing or showing my staff how to do everything.  I think businesses will also still use or begin to use EPSS for this, but in a collaboration venue.  There are so many video conferencing and web 2.0 technologies available for people to work together on projects.  Collaborating, brainstorming, and working with people makes the company stronger and better.  For example, businesses can use watchitoo to have video conferences with each other while sharing websites, files, widgets, etc.  I think it is beneficial and needed to have all of the information available because there are times you will need to access it, but not utilizing EPSS as your main system of information or planning. 

Blended Learning Approach and Knowledge Management:
Problem: Teachers need to know what databases we have available, how to use them, and how to log in. 

Solution: I created a database website.  The website lists all the databases with descriptions, links, and usernames and passwords.  I have also included jing project videos describing how to login and use each database as well. 

Result:  Teachers no longer have to email me asking what the login is to databases, the databases websites, what each database offers etc.  Teachers are also able to explore and learn how to use the databases on their own time, not through a professional development after school. 

Informal Learning:
Last year I was involved in an informal online learning experience.  I attended an online workshop on how to use Capestone’s Collection Wiz. 
Purpose: To learn how to use the Collection Wiz to analyze my library collection; genre, topics, age, etc.

Experience: It was informative, short, and enjoyable. 

Engaging:  The live video showed how to operate the Collection Wiz step by step on the computer.  This session took place in a forum similar to Elluminate, so people could ask questions throughout the session by typing them and there a question and answer session at the end. 

Social: We did sign in and were able to ask question throughout the session via text. 

My Role: I watched the demonstration and listened to the benefits of the program.  I evaluated the parts I wanted to use. 

Instructors Role:  The instructor gave concise information and built value into the system through demonstrating how to use the wiz to its fullest potential.  The instructor also insured our understanding and answered questions written in by participants. 

Section 3: Evaluating, Implementing and Managing Instructional Programs and Projects

Evaluation Models:
There are many different evaluation models available for instructional design.  Two alternatives to Kirkpatrick's Four-Level and the CIPP is the Flashlight Model and the Spiral Instructional Model.

Flashlight Model: 
1. Technology:  Decide which technology you are going to use.
2. Interaction of technology and activity:  Did this technology allow you to accomplish your goal?
3. Activity:  What are the students going to do?
4. Interaction of Activity and Outcomes:  Did the activity help you accomplish the goal?
5. Outcomes: What students learned, their satisfaction and what changes would the students make?

The Spiral instructional design by Barry Boehm, edited and simplified by Cenammo and Kalk for instructional design purposes is an iterative design.  Iterative design is an instructional design that builds upon itself, constantly editing and building upon past knowledge and experiences.  Information I have read mentions that this instructional design follows the storyboard concept, where editing occurs constantly, like working in a circle or spiral. Each step of the spiral method calls for an instructional picture to be drawn, evaluated, and edited then repeated.  Through this method formative evaluation is taking place throughout the entire process. 

Source:  This picture is located at  http://www.instructionaldesign.org/models/spiral_model.html.  Click the link for more information regarding spiral instructional design. 

There are so many models available for you to use when planning and implementing your lessons.  Evaluation is key!  Using formative and summative evaluation, evaluating your materials, your presentation, and your students are all important factors in creating and implementing your lessons.  Our school district follows Gagne's method of instructional design which features evaluation tools within the design.  I like the idea of using the spiral method in conjunction with Gagne's, by evaluating your lesson and plan throughout each step. 

Technological Innovation:

Last year I created a blog for the high school library reviewing new books.  I was pumped about introducing it to the students, when my professor pointed out that students can click the next blog button at the top of the screen and go to a random persons blog, could be good or it could be bad!  This bothered me because I do not want to put any of my students in harms way.  I mentioned the problem to the technology director and he informed me that we could blog through our website next year!  Whoo hoo!  The new year is here and we have a blog through our website!! Whoo hoo!!  I love this idea!  The blog is very safe;  sstudents are not able to see other blogs from random people from this site, responses are monitored, I can edit the page easily, and it is connected to my website.  When the feature opened this year, it was easy to understand and worked just like the other pages available in our website system.  I created a new blog and was ready to go!    The only downside as mentioned above is that there is no RSS feed.  I wanted RSS feed because we just started a facebook page for the library and would love to link our RSS feed from our blog to our facebook page.  Good News!  I do believe that our next update of our website includes an RSS feed feature!  Now the only problem is managing my time to blog and update facebook! :)

Situational Leadership:

This assignment hits close to home!  The technology director and I are working together to create a series of professional developments for teachers implementing educational technology in the classroom.  How will I use Situational Leadership to facilitate this project? 

I think that teaching teachers is one of the hardest tasks!  Especially in implementing and learning new skills! 

* Building Interest:  I would first begin by introducing the new material to the teachers stressing the value and need for the educational technology being taught.  I think that through building interest in the technology, teachers may see how it can benefit them and how they need to know how to use it. 

*Assessing technology abilities:  Evaluating my audience's technological abilities would take place before any instruction began!  This will help me know how to instruct the teachers.  If they have no knowledge of the technology, I will need to be detailed and directive, but if they have knowledge of the technology I can move at a little faster pace and guide them rather than direct them. 

*Value:  Next I would build value into the technology being used through the successes of use and reward teachers improvements.  When teachers are successful at using the technology and feel good about using it, they are more likely to use it in their classrooms. 

*Results:  Now that they are making strides and are improving, I can ask them to create a product.  I would ask them to create a product and display it to a wiki for all to see.  (I loved this in one of my grad classes)  It is fun to see what others have created and gain new ideas and thoughts regarding the technology used.  I would then let the teachers brainstorm about a project that this technology can be used in to enhance student learning.  (making sure it is not based on the technology but the need)

*Monitor:  The project is up and running!  All the classrooms are working together using the technology!  I would be sure that I am there for support, encouragement and help! 

Instructional Design Research

A Specific Learning Goal and Two theories used to teach the goal:

Pre-Kindergarteners are a ball of fun!  Having the opportunity to teach Pre-K for three years was very exciting and interesting.  I have so many wonderful memories of the funniest things they would say or do in my class.  They were eager to learn and wanted to explore the world we live in!  In my classroom I would regularly use two learning theories to teach different goals.  I used the Behavioral Learning Theory to reinforce good behavior and desired behavior.  I also used this in encouraging and motivating my students to keep working to get to the goal being taught.  Cognitive Information Processing Theory was also important, because everything is new for Pre-K students.  I had to work hard to help them relate material to previous knowledge or create events that would help them attach the sensory activity to new information being taught.  For example, the goal is to teach our students about bears throughout a week long unit.  Most students know what bears are and what they look like, but hibernation is a really big word and an action that is not familiar at all to them.  So to begin the lesson I would implement the Cognitive Information Process Theory to first grab student’s attention.  Pre-K students love song and play, so to begin the lesson I would first set up an anticipatory set to help students connect past experience or knowledge to what is about to be taught through a game.  I would begin by playing a guessing game.  A sound track of various bear sounds would be played for the students.  The students will be asked to listen to the track carefully and try to think of what the sounds are portraying.  We would then take a poll to see what animal they think is making the noise.  This would lead us into our current knowledge on bears.  We would then make a picture chart of all the things we know about bears and what things we would like to learn.  We would then replay the sounds and act out what we think the bear may be doing. (growling, rustling through leaves, fishing in water, sniffing for berries, etc.)  Throughout the whole week we will be working on encoding information or creating sensory events to begin new information to be stored.  To show retrieval in the lesson, an activity conducted on the last day of the unit is very important and fun.  We would have the students create a bear habitat in our room.  We make a bear cave out of a trashcan, we tear up brown butcher paper to create leaves, and we pretend to eat!  A stuffed bear in our classroom, is pre-stuffed to look like he is overflowing with food in his tummy.  We then place him nicely in his cozy den for hibernation.  In the spring the will go on a bear hunt (song and book) and discover that their classroom bear has awoke from his slumber and is slim.  Through this lesson we fill in the learned section of our chart made earlier to recall what we know about bears and to check for understanding.  We also recall knowledge daily through different activities and crafts reflecting the material taught.  This lesson could almost fall under the Situated Learning Theory as well.  Students are working as a community in learning, acting out and learning through hands on activities.  Students are also acting as an organization throughout winter because they check on the bear in its habitat during centers and try not to disturb it while it sleeps.  We do not include others in our activity though.  The second learning theory used is behavioral learning theory.  In Pre-K this theory seems to work well.  Students respond to antecedents and instruction is broken into extremely small steps, so that failure is not an option. 

Gagne’s Nine Events of Instruction and First Principles of Design:

My school district loves the Gagne’s Nine Events of Instruction.  Each year during new teacher introduction week, the Director of Special Programs presents a similar set of nine events to the teachers as a good example of how to construct a lesson.  I guess you could say that it is our districts adopted instruction method.  A website that you can check out regarding Gagne's Nine Events of Instruction is http://ide.ed.psu.edu/idde/9events.htm. 

There are many methods of instruction developed for teachers to follow, so many teachers can become overwhelmed and confused about which one to follow.  I love the First Principles Design developed by the authors and presented in chapter 7. (Reiser, Dempsey) The outline they created offers five steps that are included in a number of instructional methods studied by the authors.   I think this is a great reference to a comprehensive view of how a lesson should be formed and taught.  Below it is where I believe the Gagne’s Nine Events of Instruction fits into each category of the First Principles of Design.  One through nine are numbered and noted on the chart.  I felt that each number could fit under a category.  For example, one is getting the students attention, in our district we use an anticipatory set to gain the students attention and to draw on previous knowledge that connects to the new knowledge being taught.  This would fall under Activation.  Two is Informing the learner of the objective, which would fall under Problem in the First Principles chart.  The First Principles chart does not specifically follow the same flow as Gagne’s Nine Events, but all of the nine events can be found in at least one of the First Principles categories.  

First Principles of Design and Gagne's Nine Events of Instruction

The goal mentioned in the first lesson earlier in this post was to teach my students about bears.  (habitats, food, shelter, sound they make, mammal, etc.)  If I follow Gagne’s Nine Events, each of the first principles will be covered.  Beginning with activation, the students draw on prior knowledge through the game and chart created at the beginning of the week.  Students demonstrate the knowledge to be learned through weekly activities portraying bears in their natural habitats.( live zoo web cams, books, videos, creating a bear habitat, etc)  Application comes throughout the week as students create art and crafts depicting the information learned. For example they may paint a polar bear black and then add white cotton balls to the black polar bear. (polar bears skin is black under the white fur, interesting huh, I never knew this until I taught Pre-K : )  Student will integrate their learning throughout the class year as they check in on the hibernating bear and are quiet around his den, being sure not to wake the sleeping bear.  

Whole task approach, Scaffolding, and Mathemagenic methods:

After Thanksgiving the library is collaborating with the teachers K-5 on a Holidays Around the World Lesson.  Students will use whole task approach, scaffolding, and mathemagenic. 

*Whole Task – Students will discuss their holiday traditions and traditions around the world.

*Scaffolding – Each grade level will select and research in detail a specific countries holiday traditions.

*Mathemagenic- We are hoping to set up a Skype or web conference with a classroom or people from each country selected to discuss their holidays traditions and make a travel brochure highlighting the traditions of that country. 

ARCS Model and categories, ideas to motivate learners:

Goal: Teaching Pre-K students about like and different 

*Attention              Perceptual Arousal and Inquiry arousal

Pre-K students love games so I would begin by playing a game.  I would have a variety of mittens in a circle, one for each student.  We would play music and march around the circle and when the music stopped the students would have to sit down on the mitten they were closest to.  We would then take turns coming up to the front to draw mittens out of a bag.  The students would have to say if the mitten was the same or different. 

*Relevance            Familiarity

The game and  the bag include familiar objects that they have at home that are important on cold winter days.

*Confidence           Learning Requirements and Success Opportunities

We would take turns coming up to the front to draw mittens out of a bag.  The students would have to say if the mitten was the same or different.  They would be encouraged and helped by the teacher.

* Satisfaction          Extrinsic Rewards

Students that demonstrate their knowledge of similar objects throughout the day will receive a small prize from our daily prize aprons and each student would receive a matching pair of mittens that they match during center time.  Mittens are needed and students can do this at home with socks or mittens.  

  

Benefits to design research:

I think the human learning process is so interesting!  Everyone is different and we all learn and teach in a different way.  I think it is enjoyable and beneficial to research design because we can better understand how some people think and we can also learn to plan lessons that are more effective and reach more learning styles.  I really liked reading about the First Principles of Design because it is a compilation of theories.  It can become information overload, because there are so many different views and theories to read.  It is nice to have someone compile the similarities of many into a chart that is easy to follow and understand.  It is a nice summary to how we should be designing lessons according to many theories. 

                             

So, What is Instructional Technology?

Hello and welcome to my first official professional blog!  I have a blog for our high school library, but have not ever taken the time to create my own personal/professional blog.  I have been collaborating with many teachers and have worked very hard at educating teachers about technology and how to utilize it effectively in their classrooms.  This blog will be a great way for me to learn how to continue my communication with teachers, not just through my website or monthly professional developments, but through RSS feeds that they can view when they want and I can post as soon as I see something I think would benefit them.  I look forward to blogging this semester about instructional technology! 


So, what is instructional technology? There are so many definitions our text mentions for what instructional technology is, and there has been numerous definitions since the beginning of education and technology.  Instructional technology has been called educational technology, audiovisual instruction, audiovisual communication, etc. Beginning with pictures and charts for students to use to utilizing films, lantern slides, to the television set, computer, and the Internet. Throughout history the definition of what instructional technology is has evolved.

The names and definitions keep changing but there are a few common and consistent threads. Instructional technology is defined by our text with two key components; “the use of media for instructional purposes and the use of systematic instructional design procedures”. Due to the various definitions and thoughts of what instructional technology is, the text suggests that a better term may be “Instructional Design and Technology”. This is a learner centered systematic instructional design using media for instruction. This is not to be confused with instructional media, the physical means that instruction is presented. Instructional design and technology in my own words is a lesson plan created by the teacher that is student focused and created to reach a student centered goal. Through the planning of this lesson the teacher evaluates and implements the best needed technology to reach the student centered goal. Why should a teacher use instructional design and technology? I think that we should use tools in teaching that are most effective at enhancing student learning.  There a many lessons that can be developed that utilize technology appropriately as the most effective means for enhancing student learning. 

I think an epidemic that is occurring in our schools is that teachers think that by using hardware, or instructional media they are implementing instructional technology. Unfortunately, if the teacher did not plan a lesson that enabled the student to use technology to critically think, the teacher did not use technology instructionally. It is not the technology that makes the students critically think, but the lessons that teachers create utilizing the technology that leads students to critically think.

I really do like the idea of calling instructional technology, Instructional design and technology. I think the name places an emphasis on design. Design meaning using a systematic approach to creating lessons. I kind of look at this like the communication process. It is a process that good teachers already use naturally without realizing it or breaking it down. Five key factors mentioned in the text for instructional design are analysis of student need, designing objectives, developing materials needed, implementing the lesson, evaluating the lesson through formative and summative evaluation, and revising the lesson. One thing I did think was interesting is that the text did mention that these are interchangeable, they do not have to be completed in the exact order they are listed in due to formative evaluation. The left brain part of me as a teacher wants to follow these five step by step, but I realize that this would not be beneficial to the overall creation of an effective lesson. It is crucial that the steps be formatively evaluated and revised throughout each step of the lesson. I see how I do this while planning lessons. Sometimes the perfectionist in me lends itself to recreating steps repeatedly until I get the lesson just right to meet the goal set. Each step is important to the design because, first of all it has to be student focused! Each formative evaluation should bring up the question; is this meeting the needs of my students? Through evaluation, you can change and edit as you plan, flip flopping between each step as needed. Below is a chart originally designed by W. Dick, Carey & J. Cary, 2005. I have edited it show my evaluation of how instructional design should flow. I felt like this was a pretty good example of how instructional design can work, I added a few parts that I felt were left out. I thought that this example did not show how you can work between each step interchangeably as needed. Revisions were noted, but it wasn’t very clear that you were able to go back and forth between each step. I also noted that it mentioned creating a formative evaluation at the end of the system. I feel like this should take place between each step, so that you can revise and edit as you plan. So, I have moved that section up to the front of the model. I also thought that the formative evaluation should be focused on three main features, is it meeting the goal set, is it measurable, and is it student need focused? Through formatively evaluating these key features at each step you can better plan and receive a better outcome. I did not see implementation on the chart, so I added implementation and finally wrapped it up with a summative review and needed changes to keep in mind for the next lesson. Through these changes, the students are center thought and the lesson is goal oriented through initial set up and formative evaluation, meaningful performance is set through the goal and objectives, outcomes that can be measured are created in the instructional strategy in accordance with assessment instruments, and the system is self correcting. The last question pending is was it a team effort? I think this can come in many different stages. As mentioned above, while planning things change and as you are planning you will see your needs and build a team of people as you go or you can know what you need in the beginning as the goal is created.

Original image found at www.http://en.wikipedia.org/wiki/Instructional_design


I think the instructional design and technology is beginning to develop in our schools. I think that we have come a long way in using technology in the classroom, but still have a long way to go. Based on what I have seen at a K-12 level, I think technology is typically viewed as instructional media. I feel that many teachers find it difficult to create a lesson that challenges students to critically think utilizing technology. I think they use the instructional design, like the model above, daily to create amazing lessons in their classrooms, but lack the knowledge needed to create lessons challenging students while utilizing technology. I think a lot of the problem stems from a lack of how software or web applications work. I have spoken and worked with many teachers who are open to new technology and see how it enhances student learning when used appropriately and effectively with quality lessons pushing students to critically think. I  think that in the future teachers will need to learn about various technologies so that they can create critical thinking lessons and know what technology best fits the goal set.

With adult education and higher education, I have had experience with online classes.  I absolutely love my online classes! I have loved blogging and chatting with all of my classmates over the past two years. I have also loved using elluminate. Taking all of what I have learned back to teachers has been wonderful and challenging. Many are hesitant or don’t know how to create lessons maximizing student achievement utilizing the technology unless I walk them through it or offer to teach them how to use the technology first. Which is totally understandable, but I have had rave reviews on the lessons we have collaborated on and executed. I think that it will be a process for K-12 teachers, but that they know it is inevitable that technology is apart of their schools, lessons, and student's attention. I think that higher education will be the leading force in pushing technology into the K-12 classrooms.  They will be educating the new teachers how to utilize technology correctly and they are on the forefront of using technology now.  A compliment to TAMU Commerce; I was at the Texas Library Conference last year and my staff and I were attending many different technology workshops when my staff began saying that I needed to teach many of these workshops and that they already know the topics being taught.  They thanked me for teaching them all I have learned from TAMU Commerce.  :) 

I think that many teachers are looking for ways to utilize technology and want to learn how. The technology director and I are working together to educate our teachers over various technologies and how to create lessons utilizing technology to enhance student learning. Last year I began working with our High School English teacher on creating a class blog and they were going to blog weekly over their class novel. They were reading Fast Food Nation, so you can imagine what an interesting blog that would be. She also had them keep a journal of their food intake, which would have made for interesting blog as well.  I do think that technology is a great way to enhance student learning and that it will continue to be a driving force in our classrooms and within our lessons through online databases, online textbooks, the thousands of web 2.0 applications, social media, etc. I feel that currently my main task  is to collaborate with teachers and help teach them about how to effectively plan a lesson utilizing technology appropriately and to slowly educate them on the wonderful technologies available for them to use.