Section 7: New Directions for Instructional Design and Technology

progressyoureducation.com

The last section of your textbook discusses the concepts of distributed learning, reusability, rich media and the future of instructional design. Focus on the following for your post:

From Chapter 28 locate 5 examples of distributed learning. You may pick and choose from the following list.  

 Hybrid classes

learnkey.com

 Last year when I was teaching Adobe Photoshop and Flash classes, I used a hybrid approach.  We were lucky enough to have a subscription to LearnKey, which is an online instruction program.  I also had my own teaching resources, assignments and projects from before we had the subscription, so I used a combination of traditional classroom teaching methods and the online instruction for those classes.  I felt like it was a good combination.  The online instruction time provided me with extra class time to get hands-on time with my kids who were struggling or behind, and I also got to do some of the assignments and projects that drew kids to the class in the first place.

Virtual classes

odysseyware.com

My district uses OdysseyWare for our virtual courses.  We offer credit recovery via Odyssey, our seniors take Government/Economics via Odyessey and we offer electives via Odyssey.  I have mixed feelings on offering virtual classes to high school students.  On one hand, I can see how it could be a good second chance for a student who failed, but at the same time, it seems as though the students who fail are not the most self-motivated students in the first place, and online virtual classes require a certain amount of self-discipline and motivation. We went to offering the Government and Economics courses online to reduce a teacher needed for budget reasons.  Again, I have mixed feelings; I think our seniors need to be exposed to this type of learning, but at the same time, some of them need a human standing over them to make sure they are getting the most out of the class.  For the students who are excelling and in need of additional electives, I think it is a good solution.  I still think that having a real, live French teacher is the most beneficial when learning French, but having a virtual French class is better than nothing.

Distributed learning via virtual institutions

Lately, I've noticed ads on tv about Western Governor's University, so I checked into it a bit.  WGU falls under the "Distributed learning via virtual institutions" category, because it offers solely online instruction, and does not have any physical campus locations.  

Free distributed learning
Tx Virtual Schools Network is an organization that provides free distance education. The service is free to students, but there is a cost that the student's district must pay. A few of our students in Celeste used Tx Virtual Schools in the past. 

Skills-based training
http://www.crossculturalsolutions.org/ is a nonprofit organization that offers skills-based training to adults seeking an education in developing countries. They specialize in computer and vocational skills.

Chapter 29 discusses the concept of reusability. Think back over the courses you've had over your educational career and identify one with poor reusability characteristics. Explain how the course could be redesigned to improve reusability without changing the underlying content.

No one class comes to mind, but overall, I consider the classes that I can't clearly remember what we covered as having poor reusability. The "foggy classes" all had some common characteristics: they had little or no student participation or interaction, they were strictly lecture style classes, the material came directly from a text or notes and I would learn the material for a test, and the next day, it would be gone.

Although I took these courses before online learning and the Internet was what it is today, I think they could be improved by making the students have an overall more active part in learning.  I realize that in larger college courses, it's difficult to have the time for everyone to participate in class, but a class blog or discussion forum could be utilized.  I also think I would have personally taken more from these courses if I had had the task of gathering some of the information on my own (independent research, finding material to present to my peers, etc).  "Sit and get" classes are the traditional way of learning and teaching, but I strongly believe that making the student be actively involved in her learning gives the student ownership, and makes the new knowledge more relevant.



Chapter 30 takes a look at using rich media. Find or create a visual for instruction describing its surface and functional features. 

 Rich media is defined as "learning products that incorporate high-end media such as video, animation, sound, and simulation" (Reiser, 2007). Basically, I look at rich media as the tools we use in modern classrooms to engage and stimulate student learning that requires them to use more higher-order thinking skills. The more involved the learner is, the more effective, as shown below:



en.wikipedia.org



Chapter 31 discusses the future of instructional technologies in the near future from metadata to nanotechnology. Describe how nanotechnology could be used to improve a specific job or task you are familiar with.  

Our superintendent introduced us to Nanotechnology  about two years ago in an effort to help us see that by the time our kids graduate, this type of technology can be a reality to them, so we need to be teaching into the future, now from the past the way we were. Greatly simplified, nanotechnology deals with manipulating matter on an atomic and molecular level.

Since I deal with a diabetic student daily, I could imaging a nanotechnology device that the student could wear that could sense dips and rises in his blood sugar, and automatically calculate how much insulin is needed.  I would also imagine that the same device would be able to track his levels so his doctor would have more accurate data.  Based on the online video from Nokia, Nanotechnology devices such as these would have the ability to stretch, change shape, be dirt and water repellent and self-charge. (Sounds like exactly what a 13-year-old boy needs!)

Chapter 32 provides two points of view on the direction of the field - the straight and narrow road and the broad and inclusive road. Which point of view do you agree with and why?

I agree with the Broad and Inclusive Road because it allows for more variety, and it is more flexible and adaptable.  Technology is always changing and advancing, so being able to adjust and change as needed seems to make more sense. Although the Broad and Inclusive route may not be as neatly defined and uncharted, I think the lack of limitations leaves more doors open for potential learning.  When we keep our minds open to new ideas, methods, and strategies, we are able to learn and grow more. The Broad and Inclusive Road falls in line with my overall educational technology teaching philosophy.

Section 6: Getting an IDT Position and Succeeding at it

***For some reason unknown to me, Blogger and I have not seen eye-to-eye this week, so I apologize if it's wacky this week. Nothing I've planned has panned out this week, so between Internet connection issues, Blogger being difficult and a kid who is still sick, I'm afraid I'll be late if I don't post as-is. Hopefully it makes sense to someone other than me at this point :)

Chapter 24 takes a look at lessons learned from the chapter's author for obtaining a position in instructional design. Take a look at a few of the sources provided for job openings from lesson 1 and search for at least 3 positions that are of interest to you. Describe the general nature of the positions and list the skills required for the job. Do you have these skills? 
POSITION #1
Title:​Instructional Designer / Adult Learning Educator - Consultant
Company Name:​Build It Green (a non-profit whose mission it is to promote healthy, energy and resource efficient residential buildings)
Min Education:​BA/BS/Undergraduate
Min Experience:​5-7 Years
General Nature:
The company is seeking an Instructional Designer/Adult Learning Educator Consultant to help advise how to develop effective curriculum to further our training program in the residential energy efficiency and green building arena. The position is responsible for helping to design and develop these trainings in cooperation with existing training department, staff, and other consultants. The company is also interested in transferring their new and existing trainings to an online platform.  Major audiences are:  building professionals, real estate professionals, and homeowners.
 
Scope of Work
*Design and develop quality learning programs to be delivered in a variety of media
*Apply adult learning theory and sound instructional design methodology to training deliverables
*Work with subject matter experts and audience representatives to design highly effective  
  training programs
*Implement strategies for effective re-purposing/reuse of current learning content
*Build It Green is an Equal Opportunity Employer and strives to reflect the diverse community it serves. All applicants who contribute to this diversity are strongly encouraged to apply.
 
Job Requirements
*5+ years of experience in instructional design, curriculum development and/or education
*Bachelor’s degree in instructional design/technology or related field. Master’s preferred
*Experience developing both ILT and (synchronous and asynchronous) distance learning 
*Experience in online learning design, instruction
 

POSITION 2:
Title: Technical Instructional Designer
Company Name:Crocs Footwear
Min. Education:BS in Education, Instructional Design, or related field
Min. Experience:3 years of instructional design and/or technical writing experience
General Nature:
The responsibilities of this job will be split between working with teams to develop/refine work processes and designing training events to support the implementation of new processes.  Individual should demonstrate and utilize effective process and needs analysis, project management, course development, and evaluation skills. Designs, develops and presents instructional material for employee training courses that support implementation and maintenance of company processes. Has independently developed entry and advanced level courses for both internal and external audiences. Able to utilize process documentation, multimedia technology and authoring tools. Acts as liaison between Operations and IT to determine needs of the course and appropriate method of delivery.
 
Job Requirements/Scope of Work:
*Work with cross functional teams to define work processes that meet functional objectives
  and associated skill requirements
*Translate identified requirement into relevant course objectives that target skill development
*Design, develop, and implement multi-modal training events
 *Virtual and live classroom training
* Performs other incidental and related duties as required. 
 
Qualifictions/Requirements:
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Also needs knowledge in:
*Intermediate to advanced knowledge of Adobe Captivate/Presenter
*Intermediate to advanced knowledge of MS Office Suite including Visio & MS Project, or
 other process mapping and project mapping tools 
*Engage and effectively facilitate team work
*Strong technical writing
*Ability to learn company technology quickly
*Virtual and live classroom presentation skills
*Multimedia, curriculum and course development skills
*Ability to work independently or on a team.
 
POSITION #3:
Title: Instructional Design Specialist
Company Name: Sam Houston State University
Min. Education: BS in Education, Instructional Design, or a related field
Min. Experience: 3 years
General Nature:
To assist faculty in the design and development of web-based courses and course content, and to provide support to faculty and staff in the use of instructional technologies.
Scope of Work:
Assist and support faculty in the development and implementation of web-based courses utilizing instructional technologies. Provide design and development support to faculty in course redesign for web-based delivery. Support faculty in the design and creation of course content for support of web-based courses. Provide audio and/or video service and support for faculty. Provide support to faculty in developing appropriate teaching/learning applications and best practices for web-based courses. Facilitate faculty training as needed for web-based course implementation. Develop and conduct instructional technology workshops for faculty. Consult with faculty members to determine appropriate technology and strategies for course delivery. Create and maintains appropriate records and spreadsheets of work activities. Participate in continuing professional development activities. Perform other related duties as assigned.
Job Requirements:
Bachelor’s degree in Instructional Technology, Educational Technology, Computer Science, Education or related field. Minimum of three year’s experience in course development and instructional design using emerging technologies or a combination in any of the following: web page development, computer multimedia, and computer use support. A combination of education, work experience, and training that would produce the required knowledge and abilities could be considered.
 
Overall, I feel I have most of the skills these jobs require, but at this point in my career, I lack in Instructional Design experience. I have 9 years of classroom experience, but not as much experience training adults, and "out of the classroom" experiences. To try to remedy this in the last few years, I have started taking on more staff training responsibilities in my district, and presenting at TCEA.  I'm not ready to get out of the classroom yet, but I like knowing that I have another direction I can take my career if I decide I need a change in the future.
 
Remember that the field of instructional/educational technology is not just focused on education, but on business and industry as well. Look at the resources provided on page 258 in chapter 25 and select one of these links and complete the self-assessment. What did you learn about yourself from the assessment? 
 
I completed the Skills Profiler self assessment from Careeronestop.org. I began by selecting a job from a list of job types (I chose Career/Technology Education Teacher, Middle School.) I then had to select work activities common to my job that I had experience in. I was able to select most of the work activities the site listed. The skills were grouped by the following categories: basic skills, social skills, complex problem solving skills, technical skills, system skills, resource management skills and desktop computer skills. I felt I had a strong hold of most of the skill categories, but I lacked some of the technical skills and system skills, as our network administrator handles most of those issues for us.  Next, I was asked to rate my skills on a scale of one to seven. Based on these questions, the site provided me with a list of job types that matched my skills, and a list of job types that matched my work activities. I was surprised by the list regarding my skills, because the majority of the jobs were types of physicians.  The job list regarding my work activities lined up how I expected it to; with various types of teaching positions being on my list. Here are the lists the site provided me with:
 
JOB TYPES BY SKILL:
 
    Job Type
Your skills match
Hospitalists
72.7% ( 16 of 22 skills)
Preventive Medicine Physicians
65.2% ( 15 of 23 skills)
Neuropsychologists and Clinical Neuropsychologists
63.6% ( 14 of 22 skills)
Psychiatrists
63.6% ( 14 of 22 skills)
Nuclear Medicine Physicians
62.5% ( 15 of 24 skills)
Law Teachers, Postsecondary
60.0% ( 12 of 20 skills)
Social and Community Service Managers
60.0% ( 15 of 25 skills)
Counseling Psychologists
59.1% ( 13 of 22 skills)
Mental Health and Substance Abuse Social Workers
59.1% ( 13 of 22 skills)
Naturopathic Physicians
59.1% ( 13 of 22 skills)
 
 JOB TYPE BY WORK ACTIVITIES:
 Job type
Your skills match
Career/Technical Education Teachers, Middle School
100.0% ( 32 of 32 skills)
Secondary School Teachers, Except Special and Career/Technical Education
96.9% ( 31 of 32 skills)
Career/Technical Education Teachers, Secondary School
96.8% ( 30 of 31 skills)
Middle School Teachers, Except Special and Career/Technical Education
88.9% ( 32 of 36 skills)
Graduate Teaching Assistants
75.0% ( 15 of 20 skills)
Special Education Teachers, Middle School
75.0% ( 30 of 40 skills)
Teacher Assistants
72.7% ( 24 of 33 skills)
Kindergarten Teachers, Except Special Education
71.4% ( 30 of 42 skills)
Special Education Teachers, Kindergarten and Elementary School
71.4% ( 30 of 42 skills)
Special Education Teachers, Preschool
71.4% ( 30 of 42 skills)
 
 
Chapter 26 lists several websites for professional organizations and websites for professional publications. Visit 2-3 websites for professional organizations and 2-3 websites for the professional publications and address the following:
 
ORGANIZATIONS
 

TCEA: (Texas Computer Education Association)  
Mission: The Texas Computer Education Association is dedicated to the improvement of teaching and learning through the use of computers and technology.
The Texas Computer Education Association (TCEA) is the largest state organization devoted to the use of technology in education. Founded in 1980, the organization has been very active throughout its history supporting instructional technology. Our primary focus is on integrating technology into the PreK-12 environment and providing our members with state-of-the-art information through conferences, workshops, newsletters, the Internet, and collaborations with higher education and business.
Cost of membership: $30
Publications: TechEdge Magazine
Conferences and meetings: Annual winter TCEA conference in February, Summer conference(Technology for Tots), Area mini-conferences throughout the year
Opportunities for professional development: webinars, workshops (
http://www.tcea.org/learn/workshops) for full PD offerings: http://tcea.org/documents/PD/pdcatalog.pdf
 

ISTE (International Society for Technology in Education) www.iste.org
Mission: "The impact of our work is to ensure that technology empowers educators to help more students achieve their full potential."
Cost of Membership: $99
Publications: Learning and Leading with Technology magazine, Journal of Computing in Teacher Education, Journal of Research on Technology in Education
Conferences and meetings: ISTE Annual Conference
Opportunities for professional development: Leadership Academy, webinars, online courses,
 
ITEA International TEchnology Education Association www.itea.org
Mission:To advance the field of Test and Evaluation worldwide
in government, industry and academia.
Cost of Membership: no cost for membership, but there are fees for conferences, etc.
Publications: Journal of Technology Education
Conferences and meetings: ITEA Annual Symposium, Cyber Conferences, various presentations around the country throughout the year
Opportunities for professional development: https://netforum.avectra.com/eweb/DynamicPage.aspx?Site=itea&WebCode=EventList&FromSearchControl=Yes
 
PUBLICATIONS
Contemporary Issues in Technology and Teacher Education
Focus/Goals: Established in 2000, Contemporary Issues in Technology and Teacher Education (CITE Journal) is a peer-reviewed publication of the Society for Information Technology and Teacher Education (SITE) and is co-sponsored by four other teacher education associations. It is an interactive electronic journal, capable of incorporating into its articles video, sound, animated images, and simulations, as well as ongoing dialog about issues that advance the field.
Submission guidelines: Articles must relate to Current Issues or Current Practice; acceptance rate is 29%, must be an original work, previously upublished, pass review standards by whichever organization the article falls under, must be submitted electronically
Peer Reviewed: yes
Online: yes
 
Educational Technology and Society
Focus/Goals: the issues affecting the developers of educational systems and educators who implement and manage such systems. The articles should discuss the perspectives of both communities and their relation to each other: The aim of the journal is to help them better understand each other's role in the overall process of education and how they may support each other.
Submission Standards:
Peer Reviewed: yes
Online: yes
 
Journal of Interactive Online Learning
Focus/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;Explore uses of mobile applications and devices in teaching and learning
Submission Guidelines: Submissions from all disciplines, as well as from interdisciplinary perspectives, are welcome, if manuscripts conform to basic journal goals. Each submission is rigorously refereed using a double-blind peer review process with reviewers from relevant disciplines. Issue submission deadlines will be published here on the JIOL website.
Peer Reviewed: yes
Online: yes
 
I knew there were organizations and publications such as these, and I am a member and have presented at TCEA, but I did not realize how many there were, and how specialized some of them are. I did a couple of Google searches, and found even more than are listed in our book. I got way sidetracked browsing through some of the journals. (Which is why this week’s post took me hours longer to complete J) I found many of these resources to be very useful, because no matter what field of study I work in, there is a journal available to refer to, and to help keep me current in my field.
 
Chapter 27 looks at competencies for instructional design and technology professionals. If you were responsible for identifying the domains, competencies, and performance statements for a performance technologist, what would they include and why? 

If I were to establish domains, competencies and performance statements for a performance technologist, I would refer to Table 27.6 in our text. After reading over the lists, I feel these are clear, concise points that could easily be evaluated.  I would also provide the technologist with a copy of these competencies, because I feel it’s important to regroup and evaluate yourself every so often. 

Section 5: Trends and Issues in Various Settings

Chapter 18 discusses instructional design in business and industry. Give an example of rapid prototyping and discuss how this could be used in education.

picassohead.com

Our textbook defines rapid prototyping as, "...the development of a working model of an instructional product that is used in a project to assist in the analysis, design, development and evaluation of an instructional innovation."  Planning and preparing using rapid prototyping speeds up the development process and helps to ensure that the outcome (learning) is successful. When I first read this section, the term, "dry run" came to mind, which is similar to how I approach new technology projects in my class. For example, in my 6th grade technology classes, we are currently doing a small unit on Pablo Picasso (since my students do not get to have "official" art classes.) As I was planning out the unit, including where and how I wanted the kids to research, how and where I wanted them to document their findings, and what concluding project I wanted them to complete, I worked through all of the steps on my own. In this way, I was able to thoroughly think through all of the steps involved, and have a "bare bones" model of what I expected the students to complete and turn in. This was beneficial to me, because I was able to make changes that I discovered needed to be made (work out the bugs) before I presented the lesson to my students, and at the same time, I ended up with a skeleton form of the report I wanted my kids to create, and a model of the computer-generated Picasso-style image. Normally,  I think in a business setting, rapid prototyping would be a team effort (the design team and the customer,) but since it's just me on my campus working on this lesson, it's just me for this example.  (Check out piccasohead.com if you ever need a quick, easy art idea:-)

Chapter 19 discusses instructional design opportunities in military education and training environments. 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?

If I were hired as a training consultant for the military, honestly, I would be a bit intimidated.  I feel like I have a good grasp on how to train overall, and how people learn, but I've never been in a situation where I was in a combat environment, and still expected to train others and learn myself. I would be afraid I would come up with a plan that sounds great on paper, but in real life, but when put into practice in real life, fell short.

defenseindustrydaily.com

While the troops had reliable electronic access, like in a classroom setting, I would make the most of it utilizing online courses, videos, etc. The book mentioned that as the rank of the individual increases, so does the level and complexity of the training. Following this thinking, I would focus training time on training the trainers, so that they would be prepared to train troops under them when they know electronic access will not be possible. This might include making sure they had access to paper manuals, or even better, making sure that they are able to demonstrate hands-on, or "teach on the fly." Basically, the people in leadership positions would have to know the content and material well enough, that they would be able to use whatever resources they could access (whether it be paper and pencil, a dry erase board, a stick and dirt) to communicate what the troops need to learn. Hopefully, electronic access would be available in some form so that the troops could receive the most recent updates in a timely manner.

In a way,  Full Spectrum training is similar to what teachers do on a weekly basis, as far as being flexible, adaptable and efficient. However, the military has added pressure on their training because it could potentially mean the difference between life and death, and they have many more invironmental and logistical obstacles to overcome than a classroom teacher does.

Chapter 21 looks at radical educational change in P-12 settings. Review the Step-Up-To-Excellence methodology and the GSTE. Outline a staff development activity that will introduce both methodologies to your colleagues. 

The Step-Up-to-Excellence methodology is used to help the school district improve its performance by redesigning the entire school system and thinking. In order for this systematic change to be successful, there must be some basic conditions in place. In condensed form, there must be a group of committed, positive-minded, forward thinking leaders who are willing to commit themselves and the district's resources to positive change.

The Guidance System for Transforming Education is a methodology is a set of guidelines designed to help the district through the process of change. It does not specify any exact steps the district must follow.  Instead, it is comprised of a set of core values about the change process that everyone involved must share, a series of discrete events to kick off the change, and a set of ongoing events, which are like routine maintenance for the change process.

My school is a TEA Recognized school, and as a whole, we are Recognized as a district. Although this is not a bad rating, our eyes are always on the top rating possible.  Overall, my district does not have glaring problems, but there are several areas that can definitely be improved. To introduce these methods to my colleagues, I would begin by identifying our strong areas and weak areas as a collaborative group, as a means of showing them how a district-wide improvement would help all involved. This would help everyone recognize the need for change and improvement, and we could come up with a shared vision of what we want our school and district to be. In my district, we have Campus Improvement Committees that are comprised of staff members, parents and community members that could serve as the Strategic Leadership Team. For Step 1, each campus would come together and have some "bonding time" as a faculty. I believe the process of change goes better when we all get along and feel like we can trust each other and work together as a family. Each campus would also work toward improving its relationship and communication with parents and the community. Next, for Step 2, we would start with "the big picture," that is, what we want to happen overall. For example, we want all of our kids to graduate, we want a high percentage to receive "Commended" performances on state tests, and ultimately, we want our kids to graduate with the best education possible. From there, we would break it down to the campus level, or what does each campus need to do to accomplish these goals? There has to be a strong base, all the way down to early elementary. If they don't have strong foundation skills, it makes the upper grades have to work on shaky footing. After each campus has mapped out what it needs to do, I would have each grade level come up with an action plan to put these plans into motion. Step 5, or the Evaluation Step is next. I would have the Campus Improvement Committee collect input from each campus, then reconvene as a group to discuss and evaluate if our efforts are being successful.

To introduce the GSTE method, much of the same type of thinking and exploring would be necessary. I would still use the Campus Improvement Committee that we already have in place to serve as the Leadership/Starter Teams. As with the other model, the idea that everyone "is on the same page" is critical, as is the idea that everyone involved be willing to make changes.  I think it would be time well-spent to go over the Core Values at the district and campus levels. From the experiences I've had in these types of committees and meetings, I think the most difficult obstacle to overcome is getting mired down in negativity. And I admit, it's an easy trap to fall into, but I think that makes it all the more important to have strong, influential, positive leaders who truly understand what is at stake to keep the ball rolling in the right direction.

Navigating through the ranks of a faculty member in higher education can be tricky. A good institution has support for its faculty and provides faculty development opportunities to grow and learn. Research three different university offices for faculty development. Answer the following questions for each office:

•  What are the different names used for faculty development?

•  What division is it under?

•  What services does it offer?

•  How often are programs given and what specifically are they?

University Name	California State University, Long Beach	Boston University	University of Minnesota
Different names for faculty development	Professional development	Professional development	Staff Improvement
What division is it under?	Personnel department	Provost’s Office	Office of Human Resources
What services does it offer?	Workshops, consultations, short courses, training institutes, tech training, support for scholarly writing, curriculum, assessment, e-learning consultations	Support of scholarly work and research, how to prepare courses, support in: engaging students, team learning, grading tips, and internal grants for conferences	They have their offerings categorized by the following: ·         Training development ·         Organizational development ·         Leadership Development ·         Supervisory Development
How often are programs given? Over what specifically?	Appear to offer about 1 workshop/month, with consultation sessions available anytime by appointment. “Affordable Learning Workshop with Flatworld Knowledge” offered in March	Most support is offered through  one-to-one mentoring and consultation sessions; a workshop recently offered was “Innovative ways to use technology in your teaching including student response systems and online teaching.”	Most trainings are offered each semester, but can be offered more frequently based on need and interest

Section 4: Human Performance Technology

Chapter 14 discusses the concept of the evolution of human performance improvement. Several sections of chapter 14 present a variety of non-instructional solutions to performance problems. Identify a performance problem in your area of work and provide a non instructional solution to solve the problem. 



myatlantamoms.com

 A performance problem in my area of work is students failing to complete and/or turn in assignments, even major projects and papers that they have had ample time, both inside and out of class to complete.  This is a problem that all of my fellow teachers in my school are experiencing. Ideally, we'd like to see all of our students complete and turn in their assignments. Obviously, figuring in a zero into any average will dramatically lower the average, plus, if the students don't turn in assignments, teachers cannot tell whether they are successfully learning the concepts covered in class.

Our school is attempting to remedy this problem by improving communication with parents.  We compiled parent email addresses at each campus, and held staff development over how to create distribution lists in our email program.  This way, teachers can send out short emails to each class or grade, letting parents know when a project, paper or test is coming up.  We realize that students don't always communicate these types of things to their parents, and we hope that if we let the parents know, they can help us keep their children accountable for taking care of their assignments and responsibilities. We are also using a texting service called Class Parrot (http://www.classparrot.com/).  Class Parrot is a free service that teachers can sign up for.  Once a class is created, the teacher is given a unique code that she distributes to students and parents.  The students and parents use this code to subscribe to the teacher's texts.  The teacher can then log into her account and send out a text to everyone who has subscribed to send reminders about due dates and other school activities without having to divulge her cell phone number. We have just recently set up these new solutions, but since almost everyone has a smart phone nowadays, we are hopeful it will help improve parent communication and prevent students from failing due to not completing assignments.

Chapter 15 presents several definitions of electronic performance support systems. In addition to these definitions, locate a few more and indicate your preference explaining why you prefer it. Additionally, describe why you believe EPSS have not been widely used and if they are more likely be become more prevalent in the future. 

Our textbook (Reiser and Dempsey, 2007) defines Electronic Performance Support Systems as electronic systems that provided integrated access to (1) information (2) advice (3) learning experiences, and (4) tools to help someone perform a task with minimal support from others.

Other definitions:

• 
  PCMag.com: (Electronic Performance Support System) A computer system that provides quick assistance and information without requiring prior training to use it. It may incorporate all forms of multimedia delivery as well as AI techniques such as expert systems and natural language recognition. http://www.pcmag.com/encyclopedia_term/0,2542,t=EPSS&i=42707,00.asp
• L-3: An Electronic Performance Support System (EPSS) is an invaluable tool for your maintenance and production staff. The integration of software tools, leading technologies, knowledge, and learning experiences results in a computerized system designed to support the actual performance of a worker as needed. The EPSS electronic infrastructure captures, integrates and disseminates the knowledge, information and tools a worker needs to achieve high individual and organizational performance http://www.l-3training.com/

I think PC Magazine's definition is the friendliest. I like that it mentions that you don't have to have prior training to use it, because to me, if you had to have training to use the training, technology would be getting in the way of learning.

I feel that EPSS have not been widely used because the devices and equipment needed for thee systems have just recently become readily available.  Now that more and more people, schools and workplaces are gaining access to mobile devices, wireless Internet access, and technology in general, EPSS are much more accessible and convenient. When I think back to even just 2 years ago, my district did not have many mobile computers, but now we have wifi across the district, mobile carts and iPad carts.  Having access to these tools makes using EPSS much more convenient that trying to use only 2 computers with a large group of people.

I definitely think use of EPSS will increase in the future.  The kids we teach today are wireless and digital. They don't know any other way. Perhaps some of the older generations have been resistant to EPSS simply because it is unknown and uncomfortable, but our kids don't know fear of technology. As the technology sticks around longer, more and more people accept it. For example, since it's tax season, I think of online tax returns. When I first started working, preparing your taxes online was viewed as risky and unreliable.  Now, the majority of people I know prepare their taxes using an online program. These online programs provide access to IRS information, provide advice (the series of questions and answers that guide you through the process), they help you know what to expect for the next year, and allow you to complete filing your taxes with minimal outside help. We all agree that technology is a constantly changing field. This aspect also leads me to believe that the use of EPSS will continue to increase because it is capable of evolving and changing to meet needs that are constantly changing.

Knowledge management is the way we manage information, share that information, and use it. Organizations, such as schools, are full of information/data and we must organize that data in a way that we can make sense of it. We use data to make decisions and good data=good decision making. Identify a real or hypothetical problem in your line of work. How might a blended learning approach, including the use of a knowledge management system, be use to solve the problem? 

A problem I see in my school is performance on past TAKS (soon to be STARR) math objectives, especially in the problem-solving and higher-order-thinking-skills-types of problems. A blended learning approach could help this situation. Our students get 50 min/day of traditional, classroom style teaching, with the instruction coming from the teacher. (Of course she uses technology aids, but the majority is delivered by human instruction.) Last year, our school had a subscription to Apangea Math (http://www.apangea.com/). Apangea offers students adaptive instruction, based on the student's performance. As the website explains, "Apangea Math provides one-student-to-one-teacher differentiated math instruction through a unique integration of proprietary tutoring technology and live, online certified teachers. As a web-based solution, Apangea Math can be accessed from any computer with an internet connection – ensuring students can learn math anytime, anywhere."  The data accumulated from the practice problems is collected and organized into various reports available to the teacher. This blended learning approach is beneficial to the teacher and the students. With the close monitoring and differentiated instruction the program offers, the students are always engaged, and working on the specific skills he/she needs. Keeping track of the individual student's needs allows the teacher and the program to tailor instruction and practice problems.  This also allows the teacher time to pull struggling students aside and do one-to-one or small group tutoring on areas of weakness, so she can ensure the students' needs are being met.

Describe the types of informal learning you have been exposed to in your adult life. What was the purpose? What was the experience like? Was it engaging? Social? What role did you play? What role did the instructor play? 

I have been involved in many types of informal learning in my adult life. Most of the times, the purpose was simply to learn something new. Looking back on my experiences, access to the Internet was common to many of these experiences; Googling "how to...", watching YouTube clips, browsing Pinterest and reading on the Internet has provided me with a wealth of knowledge. In my professional life, a lot of my informal learning comes from conversing and observing my colleagues. Just as I believe that my kids learn best by DOING things, I do, too.  When I find a new strategy or classroom idea, I try it out.  My role in these types of situations is being an active learner, and constructing my own ideas about how things work for me along the way. I believe that instructors in these situations serve as facilitators. When my classes are emerssed in learning activities, and I am able to roam around my room and poke my head into their group conversations, I feel like I'm really in my groove. Admittedly, I am a product of how I was taught; that the teacher provides all of the information, but I do try to turn loose of those ideas for my kids. When we can get our hands on new learning and actually DO it, for real, the learning is far more engaging, thus valuable, than just reading or listening about it. 



dilbert.com



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

Chapter 10 discusses evaluation in instructional design and provides you with two evaluation models, the CIPP and Kirkpatrick models for evaluation. Search for at least two other models used for evaluation and summarize these models. Describe how you would use them to evaluate your instruction.

The ADDIE model is made up of five phases: Analysis, Design, Development, Implementation and Evaluation. I could (and do) use this model by working through the steps. The first step, analyze, would involve me looking back at my students' scores from the previous year, or looking at a pre-assessment I might administer. After I knew what my students' areas of needs were, I would design my lesson using my desired learning objectives, curriculum and TEKS.  Development of my lesson would require me to select or create materials to help me meet the students' needs. Implementation would be when I actually teach the lesson. Finally, evaluation is where I would determine if my students' needs were met, based on their outputs (assessment, observation, finished product). If I discovered that students struggled with a portion of the lesson, I would circle back to the design phase, and repeat the process, focusing on the objectives my students struggled with.

http://raleighway.com/addie/

The Kemp model of evaluation operates on the idea that design and development is a continuous cycle that requires constant planning, design, development and assessment. It consists of nine steps, although they can be approached in whatever order is most appropriate:
1. identify instructional problems-->specify goals
2. examine learner characteristics that will need attention
3. identify subject content, and analyze task components related to goals
4. state instructional objectives
5. sequence content for logical learning
6.design instructional strategies for the learner
7. plan the instructional message and delivery
8. develop evaluation instruments to assess if learning was successful
9. select resources to support instruction and learning activities

Even though I could begin at any stage of the process, and proceed in any order, in my classroom, I could begin by identifying areas of need, or what the instructional problem is, either by looking at past performance records or some type of preassessment.  From here, I could next evaluate what learner characteristics or environmental factors might come into play. (For example, am I working with a group of children that need to get up and move often? Do I have any ESL students? Do I have enough computers or supplies for all students? ) Next, I would pinpoint the content I needed to cover, aligned with the TEKS. Stating my instructional objectives could come next. (Even though I have experience now, I still find it helpful to formally write out my objectives in my lesson plans, especially if I'm covering something new, or trying a new lesson.) At this point, I usually try to select and locate any resources and learning activities that I feel will support my instruction.  I also insert the step about developing evaluation instruments at this point, because the objectives and exactly what I want to accomplish are still fresh in my mind. Deciding how to sequence the content and instructional steps comes next. Planning the instructional strategies and how to deliver the new knowledge might come next.



http://edutechwiki.unige.ch/en/kemp/design_model%20



http://michaelhanley.ie/elearningcurve/discovering-instructional-design-11-the-kemp-model/2009/06/10/


 Think about a technological innovation within your social system that was recently introduced (social system = place of work, home, etc.). Any innovation has what is known as perceived attributes - relative advantage, compatibility, complexity, trialability, and observability. Describe these attributes of the innovation and which of the attributes assisted and/or hindered adoption of the innovation. For example, was it not compatible with the existing beliefs of the system or was it overly complex to use or understand?

A technological innovation that we introduced in my school was using an Excel spreadsheet (stored in a faculty-shared drive) to track students' behavior infractions and detentions.  The staff pretty much instantly agreed that the relative advantage was huge; prior to keeping these records online, it was difficult to track infractions and detentions, especially among multiple teachers. Now, all teachers have access to the spreadsheet, and we all record infractions and detentions in one location. Our new practice is compatible among our staff because we all follow the same discipline rules and policies, and we are all able to access the spreadsheet. At first, some of our non-techie teachers feared the new way would be too complex, but I went over it one time in a staff meeting in my lab and had everybody get in and try it out, and all of our teachers have managed it well. From the time we began brainstorming ideas to fix our paper trail nightmare problem, we all agreed that we would try out new ways, and if an idea didn't work, we'd change it or find something better. The benefits have been observable. Instead of trying to keep track of slips of paper, and tally them in one notebook that never got put back in the office, we are able to log infractions as they happen, and we are able to have kids serve detentions in a more timely manner. It has taken us a few months to fine tine the spreadsheet, but it has definitely been a beneficial change for us.


Chapter's 12 & 13 focus on project management and how to manage projects when resources are scarce. You have been assigned to develop a series of professional development sessions focusing on technology use in the classroom for teachers. How will you use Situational Leadership to facilitate this project?

The focus of my attention would be on introducing iPads to the teachers in my district. All of the teachers in my district have access to them, but for the sake of this example, I'll focus on the group that came to the sessions that had little to no prior experience using a smart phone or mobile device. The training were held the mornings of 3 consecutive days during inservice week.

Phase 1: Directive/Telling
I would explain what we are going to do with the iPads and what our goals for the kids are with the iPads. As a group, we would go through the basic skills needed to operate the iPad, and explore a few apps.
Phase 2: Selling/Coaching
We separated into groups based on grade/subject taught.  Then, I gave them a few apps that were aimed at their specialization. (Letter forming app for Pre-K, Kindergarten; multiplication app for 3rd, mind maps for jr. high, etc.) I did this to dispell the notion that I had caught wind of, that the iPads might be fun, but were a waste of money and just good for the kids to play on.
Phase 3: Participating/Supporting
After instructing the teachers on how to search for, locate and download new apps, they set out to find apps that could be incorporated into the lessons they already used. I added these apps to our district's iTunes library so the teachers would have access to the apps when the time came they needed them
Phase 4: Delegating/Observing
The first few times the novice teachers rolled the iPad cart into their classrooms, I was on hand just in case any problems or questions came up. Now, I check in regularly and make sure everyone has what they need to keep using the iPads.