Section 7 IDT Direction

Carl L. Huff

Distributed or e-learning

I will be teaching at the 9-12 levels.  I have enjoyed earning most of my higher education from e-learning.  I earned an Associate degree in computer science in face-to-face classes.  It soon became clear that I was spending more time on the road than in the classroom.  When I started at TAMU-C my grades improved and I felt that more time was spent on education than on transportation.  I would like to see some high school classes given as e-classes.  The students would have to be monitored with learning test and some may not be mature enough to study on-line. 

By reducing the class load in high schools there would be a tremendous savings on facilities alone.  I am thinking about how to introduce such a program as soon as I am in a position to do so.

Reusable design or Learning objects

Susan Smith Nash (Reiser & Dempsey, p 290, 2012) defines learning objects as building blocks that can be used to construct learning courses, assessments, and instructional materials.   I found this definition to be an excellent way to express technology in learning.  The definition does include any object, such as text and writing materials, as being learning objects but I think it puts the subject of e-learning on track for me.

I hope that I will be able to use learning objects in my classes.  Because my competences are Business and Technology Applications I will most likely get my wish.  I am eager to get into a teaching environment where I will be able to use building blocks to construct my lessons.

Networks or Web 2.0 Technologies

Web 2.0 technologies for teaching and learning agrees with my constructiveness philosophy of teaching.  As an intern I was able to observe and participate in a web design classes where Adobe Photo Shop was being taught.  The problem that I had was the practice of teaching the students minutia information about the application that would not be used by the students because it had been rendered obsolete by new upgrades.

If Web 2.0 and other e-learning techniques are to work, we have to let go of the past.  No one cares how hard things used to be, they want to know how it is today and tomorrow.  If anyone has a problem with letting go of the past it should be me because I entered the computer business in 1977.  I may or may not have learned a lot but I did learn that it is difficult to see the future if you spend all of your time looking back at the past.

What learning goals or objectives could the technologies you selected help learners foster?

A combination of face-to-face and e-learning would make it far more convenient for students to study at home and would lighten the burden on schools.  Parents would be able to spend more time with their children (assuming that they would want to).  We cannot always put dollars before children and I think that e-learning could be a positive improvement for many learners.

Could the technology facilitate attainment of that learning goal better than traditional instruction? Why or why not?

There is always a big “IF” when we discuss any change in a tradition.  The largest issue is how well will the transition will be planned.  Dumping classrooms in one big swoop would be disastrous.  I am sure that technology will be an improvement over traditional instructions but it must be done gradually and with careful monitoring of results.

2. Section IX focuses on issues related to instructional design, rather than new technologies: professional ethics, diversity and accessibility, the nature of design, and providing instructional guidance.

For each of the technologies you selected above, discuss what ethical issues using the technology might present.

1.     Does the technology enhance accessibility and accommodate diverse learning needs?

The social component is not addressed in most discussions about technology in the classroom.  The educational intuitions will have to always maintain the social awareness that a face-to-face class brings into play.  Technology will make education more accessible and some social contact may be possible.  I am very concerned about how the social component will be dealt with in an e-educational world.

2.     How and/or can you design instruction using that technology?

Technology has many features that make it convenient to the teacher as well as the student.  It will be easier to construct learning modules out of existing building blocks.  The teacher must keep the human component in the educational mix.

3.     How much guidance would instruction with that technology require?

Feedback from sampling test of students’ progress would be the best guidance for instructors because it will monitor progress of the learners.  In situations where learning progress is not progressing as expected, the instructors would have a larger pool of experienced instructors to consult for guidance.  E-learning does leave a digital trail in which there would be clues as to why learners are/or are not keeping up with the programs.  Because learning could be built upon common modules that are well known and understood the instructors would have a large knowledge base to draw from.

4.     What kinds of guidance would be necessary?

Full guidance seems to be more effective than less guidance (Reiser & Dempsey, p 369 2012).  While full guidance may be more effective, there will be unavoidable resistance from educators to what would look like dictatorial management.  Instructors will insist on flexibility and if the designs are to work they have to be friendly to the implementer's (instructors).  I would favor close but flexible monitoring of any programs and would proceed with the help of the educators in designing any learning technologies.

References:

Reiser, Robert A. and Dempsey, John V. (2012). Trends and Issues in Instructional Design and Technology, 3td ed. Allyn & Bacon, 501 Boylston street, Boston, Ma, 02116. (pp. 281-382).

Section 6: Getting an IDT Position and Succeeding at It

This section of your textbook focuses on jobs in the profession of instructional design and technology: lessons and tips on how to get one and organizations that can support the job search and continued learning in the IDT field. Many of you already have a job in the field or in a related field; however, based on this week’s readings, you’ll reflect on where you are, where you want to go, and what you need to learn or do to get there. Begin your post for this week with some background: what is your current job, what program are you enrolled in, what brings you to that program, and what do you expect when you graduate (change jobs? obtain a promotion)

     I am very interested in the field of instructional design and to that end I am enrolled in the Master of Education Tech/Leadership program at TAMU-C.  I should have my degree by June, 2015.  I do understand that without experience in the field I will have to start in a minor position and work my way up.  I am earning my teacher certificate and will only need to do my internship in the spring of 2015.

I am not interested in classroom teaching but I do understand that I will need a teaching certificate to qualify for some Instructional Design jobs.

     I realize that most of the people in the programs that I am taking do wish to be classroom teachers and I don’t necessarily dislike the idea; it is just that I think I will fit into instructional design better.  I expect that relocation is possible and that the pay may not be very good at first.  Because I have planned for this new career choice, I have resources to carry me through for as long as it takes.

  Next, describe the kind of work that you want to do and the type of organization or institution in which you want to work. Use the WorkMatrix in the chapter titled “Getting a Job in Business and Industry” to help organize your thoughts. Do you most desire first, second, third, or fourth level service? Or would you rather design or develop instruction? What features of work are important to you? What economic sector do you want to work in? Based on these intentions, explain what you need to learn. What skills and qualifications do you need? Will you obtain the skills you need in the required courses in your program? What electives might you need to take to help you develop skills specific to your aspirations?

     My first choice would be designing and/or redesigning classes using technology as part of the learning experience.  I would be comfortable in any field that would hire me as an instructional designer.  I have an MBA and that may help me to get a job in business.  I cannot see how I would survive as a consultant before getting some work experience.  I have worked as a consultant in the computer field and I know that customers who are paying high fees are not patient with inexperienced consultants.  My personal business experience and recent education should get me into the door of some corporation. 

Finally, what organizations would best support your continued learning after you graduate? Do you think you would benefit from joining those organizations before graduating? Explain why or why not?

     Organizations like ATD (Association for Talent Development) that have continuing education and news about the industry would be my first choices.  I did join ATD when I looked it up today.  The site looks good and has the type of information that I am interested in.

     After graduating I may have a lot on my plate and would rather not be doing things that could have been taken care already.  I will be looking at other organizations that have blogs and employment opportunities listed.  I have had very good experiences with being a member of professional organizations in the past.

Trends & Issues Various Settings - Section 5

Trends & Issues Various Settings

Section #5

1. Chapters in Section V identify trends and issues in IDT in various contexts: business & industry; military; health care education; P-12 education; and post-secondary education. Select at least 3 of these 5 contexts and compare/contrast the IDT trends and issues. Then explain how they are similar or different from the IDT trends and issues in the context in which you work.

Business & Industry

Instruction designers in industry my find themselves in small teams or large multinational teams on global projects (Reiser & Dempsey, pp 178-184, 2012).  Because the IDT team leader may find himself in a virtual global team with multicultural members as well as a go-between the corporation and outsourced consultants.  As a secondary teacher in a local high school I would not be as concerned with multinational issues as I would be with a global business.  However, I do have many students from various cultures.  I cannot take it for granted that my students are aware of all of the local customs of our community.  Just by looking at the verity of surnames in my 150+ students you would find that many of them are first generation Americans with many different cultures at home.

Military

The military is made up of individuals from many diverse cultures.  Because the military has to operate within certain financial constrictions, it must be as efficient with its training dollars as possible.  The military would not be training its solders for future jobs as much as it would be concentrating on current military needs.  I, as a teacher of business, would be emphasizing the economy and jobs available after graduation from high school.  I have more time to spend with my students than the military because I am not preparing them for emergencies in the very near future.  The military does train solders in skill sets that will be useful in civilian life but that is only a useful consequence of the military’s major goals of supporting military missions.

Health-care

The health care industry is very broad and the students should be concentrating on a very narrow area of medical care (Reiser & Dempsey, pp 197-201, 2012).  There is a great risk in the health industry will involve lifesaving or threatening consequences (Reiser & Dempsey, p 200, 2012).  The health care person must keep current on all innovations in their field.  The cost of a health care education is usually very substantial because it is in addition to most academic studied.  I will be training my students in high school for college or entry level industrial jobs.  My job is important because it is up to me to instill a love of learning and the necessary skills for obtaining and understanding knowledge.

2. Chapters in Section VI discuss global trends and issues in IDT. As the world’s population grows exponentially, we face unprecedented challenges that have implications for learning. How and can we prepare our youth to address the problems of living in a world with 9 billion people when the earth’s resources cannot sustain that many? Does our current education system, curriculum, and instructional practices help learners foster the complex problem-solving skills necessary to tackle these issues? Are there methods and practices used in European and Asian countries that we should use here in the US? Why or why not? 

While I don’t think EDT addresses the world’s population problems it could be affected by the ever increasing cost of face-to-face education in the United States.  In chapter 24 of Trends and Issues in Instructional… ( Reiser & Dempsey, pp 244-245, 2012) we are told about advances in IDT in Japan and Korea that are taking root.  Universities in the United States is using e-learning in upper education with very good results.  I would not be able to attend a face-to-face class while earning my Master’s degree at TAMU-C.  I am only finishing college by the grace of e-learning.  I think our high schools could use e-learning for some subjects in order to shorten the number of hour at school.  Because many parents of children in the K-9 students work it would be difficult for them to arrange child care for the younger children.  I would like to see at least a trial project for e-learning in high school.  The first thing that would have to be accomplished would be getting the state education agencies to agree to certify the e-classes.  If student could do at least half of their classes at home it would immediately reduce the number of teachers and classroom needed.  I intend to champion e-classes at the high school level when I earn my Masters in Education Technology Leadership.  We could see more students graduating and a reduction in the cost per student be reduced.  I personally have seem little that would ever convince me that Europe has any advantage over the United States in the area of education.

 References

Reiser, Robert A. and Dempsey, John V. (2012). Trends and Issues in Instructional Design and Technology, 3td ed. Allyn & Bacon, 501 Boylston street, Boston, Ma, 02116. (pp. 178-255).

Section #4 Assignment

Chapter 14

   I am an intern in a high school and a member of the school board visited the school and noticed that the students were using cell phones and playing games on school computers and IPads.  This generated an e-mail to all instructors banning the use of cell phones in halls and classes while also banning playing computer games on school equipment at any time.  During the next few days I monitored the students and asked them to not play games on the computers.  The students are complying but I can only guess about how long it will last.

There were very few details in the new orders and many questions were not answered.  Could the instructors use an exception to the game playing rule to give the students and incentive to finish work promptly?  That has been the practice in the past.  Students can, and do, sync with the computers to do work in the class room and at home.  Should this also be banned?  I seriously doubt if any teachers will be approaching management with questions before parents start showing up at the front door.

Chapter 15

Performance support systems supply support to workers,

with information about how to perform task(s),

1. Acts as a broker to find information,  
2. Provides an internal data base,
3. Provides access to certain outside data bases,
4. And the support may be manuals located in the work space (Reiser & Dempsey, pp 148-149, 2012).

The above issue would have been softened if there had been some call for input from the faculty.  This could have come in the form of a blog, available only to people concerned) in which the instructors could have discussed the issues.  By not having this very simple Web 2.0 feature available to instructors and management, a possible crisis could have been avoided.  Faculty and staff only have a very short e-mail to justify abruptly stopping a practice that has been in effect for several years.

Chapter 16

According to the Reiser & Dempsey (pp 158-159, 2012) most organizations usually have only four kinds of knowledge.  These four kinds of knowledge consist of:

1. Explicit knowledge is usually considered to be text documents, web sites, and manuals.
2. Tacit knowledge is knowledge that you can see. Many times this knowledge is not documented.
3. Common knowledge that is known by all those who need to know about it.
4. Undiscovered knowledge is the grates challenge and is a very big problem for business.  This is customer, market, and competitor information that they do not have yet.

I learned another definition of knowledge in business management class and it is “Knowledge is actionable data (source unknown).”

To have an effective knowledge management system the knowledge has to be accessible, peer-to-peer sharing of data, and the information has to be collected and codified.  To be most effective the knowledge would most likely have to be partnered with a support system.  Without a way to access the knowledge, the knowledge would be useless.

In the case of my issue with misunderstood directives and vague policy statements, a knowledge base would have to be continually available and updated with new information.  There is a web site with policy and rules but it is not updated on a regular basis.  The faculty would be helped if they could point to a web site with up to date information.

Chapter 17

One type of learning is to visit locations were practices are being performed that you want to learn about.  Go to vineyard to learn about grape growing and wine making.  Learn about recreation by visiting parks and playgrounds.  Googling is one way to learn about the world, but is also important to see life yourself.  In the class room it is possible to let the students, with some direction, do research on subjects in groups. 

I would like to see photo design classes work as partners to learn Photo Shop.  It is very boring to listen to the detailed instruction for how to modify a still life photo.  Students are very interested in using the computer and it would be good to let them try to learn more on their own.

References:

Reiser, Robert A. and Dempsey, John V. (2012). Trends and Issues in Instructional Design and Technology, 3td ed. Allyn & Bacon, 501 Boylston street, Boston, Ma, 02116. (pp. 96-102).

Section 3 Evaluation, Implementing & Mang. Inst. Prog. & Projects

Stufflebeam’s CIPP Evaluation Model - is comprised of four distinct evaluation models that could each stand alone, According to Reiser & Dempsey (p 96, 2012). The four segments are:

1.                    Context – The determine the environment in which the evaluation will be given also called a needs assessment

2.                      Input – Answer such questions as what resources will be used? What people, funds and other recourses will be available?

3.                      Process – Is the ways and means of developing a program and monitoring program as they are developed and implemented?

4.                      Product Evaluation - Focusses on the fidelity of the produced product with the original evaluation plan.  Summations of results would be provided to interested parties.

Rossi’s Five-Domain Evaluation Model - according Reiser & Dempsey (p98, 2012) five domains are:

1.     Needs Assessment – Evaluating learners’ needs and attitudes through the use of anonymous questionnaires.  With the results from questionnaires and input from instructors, knowledge about the effectiveness of training could be determined.

2.                Theory Assessment – Is the program planed in a manner that will work?

3.                Implementation Assessment – Answers the question of did this model work or not.

4.                Impact Assessment – Tests for the intended impact on the target learner group.

5.                Efficiency Assessment – Tests for the cost effectiveness of the program.

Kirkpatrick’s Training Evaluation Model – There are four levels, according to Reiser & Dempsey (p99, 2012) to Kirkpatrick’s Model and they are:

1.     Reaction – Anonymous questionnaires given to participants ask questions about how they perceived their learning experience.

2.     Learning – Testing for changed attitudes, skills, and knowledge to judge the effectiveness of the program.

3.                 Behavior (Transfer of Training) – Test and/or observe the participant’s change in behavior on the job or at the task that was being taught.

4.                  Results – A measure is made of the change in the participants’ behavior or skill but does the change profit the sponsor of the training model.

Patton’s Utilization-Focused Evaluation (U-FE) – Patton’s evaluation focusses on doing evaluations with a focus on its being used (Reiser & Dempsey, p 102 2012).  The text goes on to describe the nine major steps in conducting a U-FE evaluation.   The nine steps include includes conducting a situational analysis and determining the political context and stakeholder context.   The U-FE evaluation has such a broad scope that it would be very costly and time consuming.  Unless the organization was extremely large or has vast resources it does not seem possible that such a detailed evaluation could be justified.

I agree with Kirkpatrick in that the decision makers have to be on board with the results of the evaluation, no matter what they may be.  If I did not know the decision makers and the stakeholders before the evaluation, I would not do the evaluation.  If the powers-that-be are not on board the train will not move.

 Situational Leadership

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

I would pick a team consisting of at least one decision maker and the rest would be people involved in the technology department.  Find out who knows what is needed and if they have a list with quantities and prices.  Compare the list of “wants” to an inventory of “got that’s” in order to get an idea of what is wanted/needed.  Have a brainstorming session about what is obsolete and what is just old.   Review software and ask the question “is Microsoft the only option for software?”

Continually pole the decision makers and stakeholders for their opinions about costs and feasibility.  If they are not on-board, change the plan.

References:

Reiser, Robert A. and Dempsey, John V. (2012). Trends and Issues in Instructional Design and Technology, 3td ed. Allyn & Bacon, 501 Boylston street, Boston, Ma, 02116. (pp. 96-102).

ETEC 561: Theories and Models of Learning and Instruction

1.      Epistemology (Reiser & Dempsey, 2012, p 46) is a philosophy that looks at what we know and how we know it.  Additionally, it challenges our assumptions of how knowledge is acquired and how to judge the way we judge the truthfulness of our knowledge.  Instructional methods and theories concern themselves mostly with how the instructions are presented to the learner, not so much as how the teacher knows the truth of the presentations.

2.     My personal teaching philosophy is contextualist constructionist.  My content areas are business and technology in education.  In the case of business I feel that there has to be theory and real world examples combined at the same time.  Teaching the future value of money has no meaning without specific instances of how it affects the students throughout their whole lives.  The other content area, Technology in education, is developing methods for combining technology in other content areas to further enhance learning.

3.     The approaches differ in both the nature of the problem to be solved and in facilitating the problem solving process between behaviorist and constructivist perspectives.  Constructivism is a theory that explains how we know what we know (A U, 2014);  People learn by doing and learn by discovering the consequences for what they are doing.  Behaviorism , according to Cherry (2014) teaching by using specific stimulus to get learners to absorb knowledge.  I think that in a constructivism class the students would be encouraged to learn and participate.  In a behaviorist class the student’s wants and needs would be second to the institutions wants and needs.

References:

Reiser, Robert A. and Dempsey, John V. (2012). Trends and Issues in Instructional Design and Technology, 3td ed. Allyn & Bacon, 501 Boylston Street, Boston, Ma, 02116. (pp. 1-34).

Author Unknown, (2014), Learning Theory: Constructivist Approach, American College of Education, viewed at http://education.stateuniversity.com/pages/2174/Learning-Theory-CONSTRUCTIVIST-APPROACH.html

Cherry, Kendra (2014), What is Behaviorism?, about education, Viewed at http://psychology.about.com/od/behavioralpsychology/f/behaviorism.htm

Section 1: Defining the IDT Field

1.     How do the definitions in the first chapter compare to your own definition of instructional or educational technology?  What experiences or other influences have shaped your definition? How has your definition changed from examining the definitions in the first chapter of this book?

     I am new to teaching but I have had many years of experience with computer technology in the business world.  Until the age of the internet, the computer was only a glorified calculator or data storage unit.  With the onset of the internet and the wide usage of computers by the general population people understood that devices could be combined for applications that had been impossible before.

     I was very interested in the 2008 AECT committee definition of educational technology that appears in their book  AECT Definition and Terminology Committee, 2008 (Reiser & Dempsey, 2012, pp 1-5). The books definition of technology includes improving learning performance by not only creating and using appropriate technological processes but also includes the managing of the technologies as well.  In this instance we see that technology is not just the applications of media to present data, it is augmenting the teaching process with newly developed processes that are adapted to the specific learning situation.  I interpret the above to mean that the instructor does not just pull out a video or technological tool to throw at the students, the teacher would scrutinize the students and develop a combination of technological tools that would best suited to the student’s needs and abilities.

     Reiser & Dempsey (2012, p 7) tell us that they prefer instructional design and technology as a better definition of the areas of instructional media, instructional design, and performance improvement.

     I would not say that this reading assignment has changed my opinion about technology in teaching. I would say that it has given me a name for thoughts that I already had about technology.  I now have an answer for “what is educational technology?”

2.     Next, think of a lesson or unit of instruction that you have developed. Or if you haven’t ever taught or developed instruction, think of one that you have received. How does that lesson adhere or fail to adhere to the six characteristics of instructional design? How would you redesign it to better adhere to the six characteristics.

All of the eCollege courses that I have taken at TAMU-C do seem to adhere to the six Characteristics of Instructional Design. 

      1.     The classes are student centered and all courses are designed to lead to a certain scholastic goal(s).
2.     All of the various departments have definite goals. 
3.     Meaningful performance is evaluated at regular intervals.
4.     Instructional design is evaluated at the student level.
5.     Student participate in course evaluations to give feedback and self-correcting
6.     The departments are a team effort between instructors and counselors.
 

3.     In the 3^rd chapter, Reiser distinguishes instructional media from instructional design, excluding teachers, chalkboards, and textbooks from the definition of instructional media. Why? Would you consider teachers, chalkboards, and textbooks instructional media? Is the purpose of instructional design to incorporate media into instruction?

     Teachers, chalkboards, and textbooks are instructional media because they are used in the teaching process.  The label Instructional Design and Technology is not necessarily considers all the instruments in instructions as instructional media.

Reference:

Reiser, Robert A. and Dempsey, John V. (2012). Trends and Issues in Instructional Design and Technology, 3td ed. Allyn & Bacon, 501 Boylston street, Boston, Ma, 02116. (pp. 1-34).

Just started blogger

First Week of Internship at Midway High School

I just started my first day of internship at Midway High School.  Tuesday, the first day of class, was a little bit hectic.  Which is like saying that a hurricane is a little windy.  The students were very friendly and respectful (laughed with me not at me).  I have a lot of computer and business experiences but the students only glazed over when I mentioned any details.

Personal experiences about my farm got the best reactions from the students.  A picture of my guard dog (Booger) is being used temporarily as my personal photo on this blog page.  Booger guards the farm with a stray (Loretta) that we adopted.

I did some time as an observer in the same classes last semester and it was not nearly as bad as starting a new year.

God willing and the creek don't rise, I will be a teacher by January, 2015.