New Directions for Instructional Design and Technology

Distributed Learning:

1. Academic distributed learning-

• training teachers and students
  
• classes
• example: epals

2. Virtual Classes

• online classes
• developed in house
• can be used for training or distant learning
• Region 4 conducts virtual classes
  

3. Skills based training

• can increase productivity, reduce turnover, and improve job satisfaction
• developed in house
• Solar Turbine conducts a few of these classes
  

4. Hybrid classes

• blend of face-to-face and online learning
• nationwide
• Many Universities offer these type of classes

5. Knowledge based learning

• based on knowledge you have and what you will achieve by doing the work
• can work online or in a classroom
• Kaplan College Campuses use this method of learning

Reusability

During my time in college, I have taken many courses. Many of these courses are concerning technology. One course taught how to develop and use many different types of technology. As a student of this course, I learned many things; however, the reusability was low. We would learn so much technology and move at such a fast pace that many of the technologies I learned I can not remember. My desire would be for the technology lessons to either be stretched out or some removed from that particular class and another course added for those. It was a loss to take the class, learn the technology quickly, move on fast, and then loose the knowledge.

Using Rich Media

Nanotechnology

I am a first grade teacher. When thinking about nanotechnology, my first thought was "no way." As I began to read and study about nanotechnology, I discovered that this can be used at any age or level. Nanotechnology can be used in my room. Below is information about nanotechnology that I located at http://www.nnin.org/nnin_educstandards.html

Science Content Standards K–4: At this level, students may not be able to understand the concepts of atoms and molecules, but they are developing the foundation for more advanced understanding of science in middle and high school. Important foundations to be addressed at this level include addressing the following standards:

• Science as Inquiry including ability to do and understand scientific inquiry
• Physical Science including properties of objects and materials, position and motion of objects and light, heat and electricity
• Life Science including organisms and environments.
• Science and Technology including distinguishing between natural and man-made object, ability of technological design, and understanding about science and technology.
• Science in Personal and Social Perspectives including changes in environments and science and technology in local challenges.
• History and Nature of Science including science as a human endeavor

Which road do I choose?

I perfer the Broad and Inclusive Road. This road not only offers the same as the Stait and Narrow Road, it goes beyond. I love the use of flexibility and the methods of sharing. I also believe that the Broad and Inclusive Road requires and incourages higher level thinking.

Getting a IDT Position and Succeeding at it!

3 Instructional design jobs.
I have highlighted the skills I have in red. As you can tell...I will not be applying for any of these jobs!

1. http://www.careerbuilder.com/JobSeeker/Jobs/JobDetails.aspx?IPath=QHKCV0A&ff=21&APath=2.21.0.0.0&job_did=J8C4XD79VNRMFW2G8MF

Posted by the Mergis group in Dallas, Texas.

Position: Instructional Designer.

• The Instructional Designer is responsible for assessment, design, development, implementation, and evaluation of best in class new hire, professional development, leadership, corporate initiatives, and performance improvement solutions that lead to demonstrated ROI.

Skills required:

• Minimum 4 years experience Bachelor degree preferred Financial industry experience preferred

• Experience using established methodologies in all stages of the instructional design process, including needs assessment, analysis, Design, development, implementation, and evaluation.

• Project and process management skills and the ability to manage multiple projects Strong background in adult learning practices and instructional design methodologies Strong interpersonal and communication skills; creative; well organized; team player; strong follow-through; assertive; ability to deal with ambiguity; willing to learn and to teach; facilitation skills

2. http://www.careerbuilder.com/JobSeeker/Jobs/JobDetails.aspx?IPath=QHKCV0B&ff=21&APath=2.21.0.0.0&job_did=J3H1KY75YJ5981YP6K9

Posted by Pinnacle in Irving, Texas

Postition: Instructional Designer

• Contract Designers will be required to evaluate existing leader-led course material for appropriate conversion to eLearning.
• Solid front-end and task analysis skills will be employed to determine appropriate design plans for each project.
• High-end eLearning skills are required for the design and development tasks of converting course material.
• Excellent work ethic, self-starter, attention to details and attendance are crucial.
• Must have excellent project management skills and be able to work in an atmosphere of ambiguity and with little supervision.
• Must follow directions and use existing instructional design standards and processes.

Skills required:

• Web-based training design & development Expert Required
• MS Office Suite Expert Required
• Graphic Design Expert Required
• Instructional Design Theory/Application Expert Required
• Writing skills Expert Required
• Paint Shop Pro/Photoshop Expert Required
• Flash Expert Required
• Captivate Expert Required
• Lectora Intermediate Required

3. http://www.careerbuilder.com/JobSeeker/Jobs/JobDetails.aspx?IPath=QHKCV0C&ff=21&APath=2.21.0.0.0&job_did=J8E4B078NKNF8HR72NV

Posted by Collabera in Irving, Texas

Position: Instructional Designer

• Designers will be required to evaluate existing leader-led course material for appropriate conversion to eLearning; or for design of new courses from references and Subject Matter Expert (SME) input.

• Solid front-end and task analysis skills will be employed to determine appropriate design plans for each project.
• High-end eLearning experience is required for the design and development tasks of converting course material.
• Excellent work ethic, self-starter, attention to details and attendance are crucial.
• Candidate must have experience with Adobe Presenter, Captivate and Flash.
• Must be able to work in a fast-paced environment with minimal supervision and have the ability to manage several projects at once.

Skills required:

• Web-based training design & development
• MS Office Suite Expert Required
• Info Map/DocuTools/Theory/Concept Expert
  
• Required Instructional Design Theory/Application Expert
• Writing skills
• Paint Shop Pro/Photoshop
• Adobe Presenter
• Captivate

Self-assessment: Completed one on http://www.careeronestop.org

Your Skills
The skills you have listed, with your ratings of your ability

Active Learning	Higher than Average
Active Listening	Higher than Average
Complex Problem Solving	Higher than Average
Coordination	Higher than Average
Critical Thinking	Higher than Average
Instructing	Higher than Average
Learning Strategies	Higher than Average
Management of Material Resources	Higher than Average
Management of Personnel Resources	Higher than Average
Monitoring	Higher than Average
Negotiation	Higher than Average
Persuasion	Higher than Average
Reading Comprehension	Higher than Average
Science	Higher than Average
Service Orientation	Higher than Average
Social Perceptiveness	Higher than Average
Speaking	Higher than Average
Time Management	Higher than Average

Desktop computer skills
Spreadsheets
Internet
Navigation
Word Processing
Graphics
Databases

Job types that are a good match for your skills
These job types match your skills (and skills level)

No Matched Occupations Found

Job types that are a good match for your work activities These job types match activities you have done in the past

I am very thankful I have a job right now. The self-assessment showed me how much I need to learn.

Professional Organizations

Organization: Association for Educational Communications and Technology (AECT)
Mission: The mission of the Association for Educational Communications and Technology is to provide international leadership by promoting scholarship and best practices in the creation, use, and management of technologies for effective teaching and learning in a wide range of settings
Cost of membership: $75-$400
Publications: they have many publications
Conferences and meetings: yes
Opportunities for professional development: no
How is it useful to me and education: This would be a great resource to promote, learn, and incorporate technology in my classroom

Organization: American Educational Research Association (AERA)
Mission: The American Educational Research Association (AERA), a national research society, strives to advance knowledge about education, to encourage scholarly inquiry related to education, and to promote the use of research to improve education and serve the public good.
Cost of membership: $40-$150
Publications: yes
Conferences and meetings: yes
Opportunities for professional development: no
How is it useful to me and education: This would be a great resource for me when I become a librarian.

Professional Publications

Publication: elearn magazine
Focus/Goals of the journal: eLearn Magazine is where e-learning professionals turn to produce more innovative and effective online education and training. We strive to be the leading source of high-quality information on technology for corporate training and higher education.
Submission Guidelines: none seen
Is this a peer reviewed journal? no
Is the journal online? yes
How is it useful to me and education: This would also be a great resource as a librarian.

Publication: Electronic Journal for the Integration of Technology in Education
Focus/Goals of the journal: The journal features research findings, practical articles, book and software reviews, and commentary on topics of interest to those educators and others. The online format allows for the inclusion of multimedia elements as well. For more information, see the author guidelines page.
Submission Guidelines: none seen
Is this a peer reviewed journal? no
Is the journal online? yes
How is it useful to me and education: This would be a great resource to gather information about technology.

Instructional design and technology professionals

Domains: Design, Development, Utilization, Management, Evaluation

• I would choose these because it incorporates all aspects of a program curriculum

Competencies:

1. conduct needs assessment
2. write statement of learner outcome
3. specify instructional strategies
4. determine instructional resources
5. create course, training package, and workshop systems
6. plan and monitor instructional development projects
7. communicate
8. demonstrate appropriate behaviors
9. promote the fiffusion adn adoption of the instructional development process
   

Trends and Issues in Various Settings

Rapid Prototyping
To better understand rapid prototyping I googled it. My understanding of rapid prototyping is the use of software that can quickly develop a product design. Easily put...it is a way to create an object, building, etc...without actually building it. The designer can see the product before the building begins.
To use this in education would be a tremendous enhancement of learning. Rapid prototyping would be most appropriate in middle school and then in high school. Students could create prototypes and then use them in their presentations. Not only would this enhance their learning and presentations, it would better prepare students for the "real world."


Full Spectrum
If the military wants to be able to train at all times there has to be a way for them to train no matter where they are.


Training has to be able to take place:

• in the classroom
  
• on base
• while deployed

Solution

• technology on wheels (this includes a printer, server, network switch, and laptop stations)

GSTE and Step-Up-To-Excellence-staff development about the Promethean boards

GSTE

• Make sure that I am trained and ready to teach the staff. I will also make

certain that the district is ready for this change.

• Develop a starter team-this can be the grade level chair or at least one person per

grade level. Meet with this team regularly and train them on the Promethean boards.

• Use the starter team to develop a leadership team. This team will be dispursed among

the campuses and will be in charge of overseeing the training and implementation of the Promethean boards.

• The leadership teams will begin to implement the training and monitoring of each campus they oversee.

Step-Up-To-Excellence

• The superintendent and subordinates plan the implementation of the Promethean boards.
• The superintendent and subordinates create a strategic leadership team. This team will include teachers, principles, technology experts, and other peers.
• This team will help plan the launching of the Promethean boards and the coordination of training.
• The leadership team will begin to train campuses on the Promethean board. They will train and monitor the progress.
• The leadership team and the superintendent will evaluate the performance of the implementation of the Promethian board.

Faculty Development

Baylor University has faculty development. It is under the Executive Vice Presidents office.

It provides a faculty mentoring program, a summer institute, presentations, teaching development grants, fellowship program, and seminars. Currently there are no seminars being held.

University of Texas in Austin has faculty development. It is under the Vice President's office.

It provides seminars to the faculty. There is one in April for tenured faculty and one in August for assistant professors.

Stephen F. Austin has faculty development. It is under the Vice President's office.

It provides seminars and new faculty orientation. There was currently no seminars scheduled.

Human Performance Technology

Gilbert's Behavior Engineering Model:

Currently our campus is wanting to increase our scores in  TPRI.  To achieve this, our school if encouraging teachers to go the extra distance for the students.  One way to enhance performance would be to use the Gilbert's Behavior Model...

Cell 1:  As a grade level look at the scores from the beginning of the year screening.  Based on the scores, teachers will identify what skills the students are struggling in.  The grade level will discuss their findings with the campus instructional leader.

Cell 2:  Together the teachers and instructional leader will locate, create, and/or borrow the appropriate materials needed to assist their students in learning the skills they are lacking.  

Cell 3:  Goals will be set for improvement.  If needed, staff development opportunities will be looked into.  

Cell 4:  At this stage we will begin to work with the students on the skills that they are needing to develop.  If any teacher is having difficulty with a students progress than we will meet again to assist him/her with strategies.  

Cell 5:  As the teaching continues, we will move students around in groups.  Some students may attend another teachers training, if there is a connection made or if the need arises.  

Cell 6:  The students will be assessed again and the scores will be reviewed.  Teachers and students will be recognized for their work and for any progress that was made.

Electronic Performance Support Systems:

Electronic Performance Support Systems (EPSS) has many definitions, below are a few that I found from Wikipedea:  

Electronic Performance Support Systems, published in 1991, Gloria Gery defined EPSS as:

an integrated electronic environment that is available to and easily accessible by each employee and is structured to provide immediate, individualized on-line access to the full range of information, software, guidance, advice and assistance, data, images, tools, and assessment and monitoring systems to permit job performance with minimal support and intervention by others.

Also in 1991, Barry Raybould gave a shorter definition:

a computer-based system that improves worker productivity by providing on-the-job access to integrated information, advice, and learning experiences.

From a business perspective, a former Nortel Networks executive, William Bezanson (2002) provides a definition linked to application usability and organizational results:

A performance support system provides just-in-time, just enough training, information, tools, and help for users of a product or work environment, to enable optimum performance by those users when and where needed, thereby also enhancing the performance of the overall business.

When reading them all, I would agree most with Gloria Gery's definition.  I feel that EPSS is intended for us to use and learn from with minimal support.  I can not totally agree with the others because I do not believe that it always can improve productivity or that it provides just enough training.  Many times, I have a difficult time using EPSS.

Why has EPSS not been widely used?  

I believe this is the case for two reasons.  First, many people do not know about EPSS.  Many companies do not advertise or train their employers on it.  Second, it seems harder to look for the assistance that to ask someone for it.  I can quickly get assistance from a co-worker or from the technology department rather than trying to locate the help on my computer.  If I decide to use the EPSS, I have to make sure I know what exactly I need assistance with and the terminology I will need to use to locate it.  For these reasons, I do not believe EPSS will become more prevalent in the future.  

Blended Learning Approach and Knowledge Management:

Problem:  Communication with parents is down.  Many parents do not involved or knowledgeable about what is expected of their children.

Solution:  The teacher created a class website, blog, wiki, etc...  The site would include information for parents, assignments for students, upcoming information, and links for assistance.  The  parents can comment on information and get assistance when needed.  The teacher can also add online training for assistance on some learning skills.

Result:  Happy teachers, students, and parents (well, most of the time)

Informal Learning:

Informal Learning	Purpose	Experience	Engaging	Role I played	Role Instructor played
Online Instruction	To instruct me about what I was learning.	I have watched about 5 online instructions for my college courses.	It was not engaging.  I simply watched it.	I watched the online instruction, took notes, and then completed the assignment.	He created the online instructions, made it available to us, and then graded our work.
Video Conferencing	To interact with each other over a live video stream	I took an ESL certification class and the instructor taught us via live video stream.	Yes	I listened, took notes, and asked questions.	The instructor set up the video stream, taught the material, and was available for questions.
Electronic College	To take college classes online	My entire Master’s work has been completed from online classes.	Some classes have been more than others.	I have participated in discussions and the online community.  I have also completed the required work and submitted it online.	To set up the materials and resources.  To be available for questions and concerns. To create an online community.

Evaluating, Implementing, and Managing Instructional Programs

Evaluation Models:

Besides CIPP and Kirkpatrick evaluation models, there are also the Flashlight Model by Ehrmann and the Goals Oriented/Objective Based Evaluation model by Tyler.  Both of these models will assist teachers in evaluating the effectiveness of their instruction.  

Flashlight Model:

1.  Decide on what technology you will use.  

Ask: Are my students and I trained on this technology?

2.  Evaluate the technology.

Ask:  Did the technology enable the students to ...?

3.  Determine what steps you will follow.

4.  Interaction of actions and outcomes

Ask:  Did the activity help the students accomplish...?

5. Outcomes:

Ask students questions about the learning

Goals-Oriented/Objectives-Based:

This model has four steps:

1.  Objective

What am I wanting to teach?

2.  Choice

What do I know and what am I going to use to teach the objective?

3.  Organization

The teacher will organize the learning.

4.  Evaluation

How will we know our objective has been met?

With each of these models the key is knowing what I am teaching, know my students, have a plan, and evaluate what I have taught and what the students know.  Each model is similar and help the teacher remember to focus on the evaluation.  The key is finding one that suits you, your district, and your students learning.

New Technological Innovation:

In my district, we have implemented an online Power Teacher Gradebook.  With this new program, teachers can enter grades, create reports, locate student information, and have the assurance that report cards are being calculated while you enter the grades.  Parents and students can go online and review grades, assignments, and teacher comments.  To help my campus learn this program, I took the lead position.  I attended training, issued training, and am available for questions or problems.  Let me say, before this program came everyone was very excited about the potentials and the "easiness" of it.  As I attended training, I was very impressed and felt very confident about training my peers and participating as well.  Then it came...the training went very well.  There are always "those teachers" who do not like any technology.  They were easy to ignore and assist when needed.  The problem was the glitches. Teachers would not be able to locate their class or the grades.  All of us also had to manually override some grades because the program was not working properly.  This created many questions for me, lots of phone calls to the technology help desk, and many frustrating conversations concerning it.  Good news, things have gotten better.  The system seems to be operating better and the users are getting familiar with the program.  The important things I learned...don't try to fool anyone (there is almost always glitches), be ready for the worst, and always keep a positive attitude (even when you want to hurt the one teacher who takes out his/her frustration on you).  

Situational Leadership:

 Let's pretend I am going to teach a professional development session about technology use in the classroom.  I am going to use the situational leadership style to develop my session.  Below is my outline for my session.

1.  I will learn my group.  

• If they do not know about technology, than I would be very detailed and give a lot of supervision.  
  
• If they do know some things about technology, than I would start where the majority is and build upon it.

2.  As my group learns more, I will make sure to offer support and rewards. 

• I want my group to "buy in" to what I am teaching.
  

3.  Now time for results.  This is when I would give a "homework" assignment.  

• The group takes what they learned and applies it in their classroom.
  
• I will make sure I am there for support
  

4.  I would take on the director or monitor role.

• I would check on them regularly and be there for support
  

Theories and Models of Learning and Instruction

The Schema Theory and Constructivism

Currently, there are many learning theories.  They are all similar to each other and can be very helpful for teachers to know.  By knowing each one, teachers have a variety of ways to teach their students.  Two learning theories that I will discuss today are the Schema theory and the Constructivism theory.  

When using the Schema theory the "knowledge is represented in long-term memory as packets of information called schemata."  The teacher presents the information in an organized and grouped way.  If I was teaching money, I would organize the learning into coins, dollars, where we spend money, and what we purchase with our money.  I would also provide experiences, such as, a classroom store.

When using the Constructivism theory, the learning goes from the "inside out."  If I was teaching money, I would first provide the foundation of what money is.  I would start with the experiences.  The students would participate in the classroom store, work together using money, discuss their experiences, make goals for what they want to spend and how they will spend it, and then reflect on their learning.  

When reflecting on these two theories, there is no right or wrong way to teach.  The most important thing to consider is...are my students learning?  The great thing about choices, is that if one does not work for you or your students, than you can go to another one!

Gagne's Nine Events of Instruction

http://ide.ed.psu.edu/idde/9events.htm is a reference on Gagne's Nine Events of Instruction.

Gagne’s Nine Events of Instruction *gain attention *taxanomy of learning outcomes:  cognitive, affective, and psychomotor *5 categories of learning: verbal, intellectual, cognitive, attitude, and motor skills *you can lose sight of the overall context while dealing with all the details of instruction

Both *recall information *demonstrate or elicit new knowledge *apply the learning *integrate or enhance learning *consistency *state the goal *practice and apply new learning *assessment *feedback

First Principles *4 phase cycle *real world problems *goals are not specific *relevance of learning *instructional media is used to enhance learning *collaboration encouraged *integrated

When using the first principles when teaching money I would follow the 4 phases of effective instruction:

1.  Activation-Bubble map what we know about money

2.  Demonstration-Sort coins, talk about their worth, and add up money

3.  Application-Students will purchase items from the classroom store using their coins

4.  Integration-Students will use real coins to purchase something from the lunchroom

Whole Task, Scaffolding, and mathemagenic methods:

When teaching time I can use whole task, scaffolding, and mathemagenic methods.

• Whole task-have students use the things they do during the day to tell time.  Determine what time we eat lunch, go to P.E.... use clocks to make the times.
• Scaffolding-extend the learning of time to what time they do things outside of school.  For example, go to practice, watch a T.V. show, go to bed.  Use the clocks to make the time and write the times
• Mathemagenic-talk about the parts of a clock.  Use the clock to make times that we do things.

Motivating learners to learn fractions

• Attention-bring in a pizza (not sliced) ask...How do I slice this pizza so that everyone can get a piece (perceptual and inquiry)
• Relevance-bring in cookies and talk about how to divide them between 2, 3, 4 and so on students (goal, motive, familiariety)
• Confidence-make sure I work with groups and partners to provide guidance and feedback.  Keep the lesson student led.
• Satisfaction-the food and feedback will keep the students engaged and positive about their work

The Benefits of Engaging in Design Research

• teacher training
• curriculum development
• used by teachers and students
• starts with a "thought experiment"
• support
• scaffolding
• succession of learning tasks
• independent class activities
• feedback
• real class setting
• learning related activities
• collects data

The Field

My definition of instructional technology - the use of any form of technology (hardware or software) that can be used to enhance the teaching and learning of either teachers or students.

The Dick, Carey and Carey model of instructional 

design is a very useful tool for everyone.  This model gives a clear step-by-step way of teaching instructional design.  Below I have added some details to clarify the steps and indicated how this design includes the six characteristics of Instructional Design.  Simply click on the image below to enlarge it.

Technology has come along way over time.  I remember being in school and the only technology we had was the T.V., our VCR, the overhead, and a tape player.  I also remember learning how to type on a typewriter when I was in high school.  Now that I am teaching, we use computers, the Internet, ELMO, projectors. and an array of software to enhance the learning of our students.  As technology improves, I see classrooms being virtual and teachers being mandated to use blogs, wikis, and websites so that the communication can be realtime for students and parents.  With the use of technology, our learning and teaching has endless opportunities and boundaries.  Students can stay engaged and can choose to work in a numerous of ways.