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.