Week 7: Chapters 28-32

Section 7: New Directions for Instructional Design and Technology: Due 12/17

Please note that this week's posting is due next Friday, not Sunday as with the previous weeks. Hope you all have a wonderful holiday!

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.
• Corporate distributed learning – Examples include adding a discussion forum or reflection blog section to a learning module on a corporate training website or program.
• Academic distributed learning – includes online courses or degree programs provided by a college or university. Students might also use distributed learning to “meet” electronically to work on a class project—via threaded discussion boards, chat rooms, and/or instant messaging.
• Hybrid classes –a mixture of Instructor-led and Web-based learning, offering both synchronous and asynchronous learning. I have taken a couple of hybrid classes from TAMU-Commerce. In these classes, generally the first session was a face-to-face meeting with the remaining sessions conducted online.
• Skills-based training – provides learners with new specific skills. Examples would include a class (or tutorial program) to teach people to use a software program.
• Knowledge based learning – provides learners with new knowledge or expands their existing knowledge about a particular subject. Examples would be a class or course about Shakespeare, history of theatre, etc.

My information for this response came from the following website: http://mindmaps.wikispaces.com/Distributed+Learning+Examples

• 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.

The first thing that came to mind when I read this chapter was eCollege. Most, if not all, of the online classes I have taken at TAMU-Commerce have used the eCollege system. One thing I have noticed is that the classes are closed after the semester is over. There is no way to access the discussion boards, notes, and online lectures. The only information I have available from those courses is my written assignments that I saved on my computer. To improve reusability, perhaps an archive system could be set up where students could still access material from classes they have taken previously. No new posts could be created, but the existing posts would still be available.

Other types of courses that come to mind when I think of poor reusability include classes that consisted mostly of discussion. I love class discussions, but it is often difficult to get useful information that can be accessed at a later time. Of course, you can always take notes, but that presents another issue of trying to separate information from conversation. It’s also very difficult to take notes during discussions, especially if you are one of the most active participants. It’s also very easy to get caught up in the discussion (listening or speaking) and forget to take notes; this leaves gaps in the information. I suppose the instructor might make arrangements to record the discussion and have the file on a class website for later access, but this might hinder the participation. Many people are very self-conscious about being recorded. Legally and ethically, the participants would have to be told beforehand that the discussion would be recorded.

• 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.

Nanotechnology is already being used to make laundry easier. Clothing manufacturers Eddie Bauer and Dockers both currently use embedded nanoparticles in the fabric to make their khakis stain-resistant. There are also several types of items (toys, tableware, pens and pencils, etc.) that have embedded antibacterial and/or antimicrobial nanoparticles in their coatings.

One of the most interesting products I discovered is Ag Nano Phytoncide toothpaste According to the product website, the main ingredients are Main ingredients
Phytoncide, Ag (silver), Xylitol, Licorice extract, Colloidal Silicon Dioxide, Fluorine, Aminocaproic Acid, and Allantoine Chlorohydroxy Aluminum. The natural Phytoncide ingredients, which kill germs, prevent gum disease and eliminate bad breath, and the Ag Nano (silver plus nanotechnology) ingredients continuously kill microorganisms in the mouth.

• And finally! 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 more with the broad and inclusive road because I like what it says about incorporating additional areas of science like sociology and anthropology, as well as a broader list of professional practices. This appeals to me because I believe that if you draw information from a wider variety of sources to try to solve a problem, the more universal the solution is likely to be. The straight and narrow road lists “established refereed outlets” for sharing information. To me, this is contrary to technology development and evolution. You can’t be “cutting edge” or “state of the art” and cling to the “establishment,” whatever that may be. Evolution requires some element of risk.

Week 6: Chapters 25-27

Section 6: Getting an IDT Position and Succeeding at It Due 12/12

Section 6 of your textbook focuses on how to get a job in the profession of instructional design. These rules can also apply to educational technology as well since the two are so intertwined.

• 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?

1. Instruction Designer (e-learning) Developer, Harrison College, Indianapolis, IN (Remote) (http://education.indiana.edu/Default.aspx?TabId=10529)

This position is involved with the college’s curriculum team. Responsibilities include:

o designing, creating, and developing online courses;

o analyzing and updating existing courses;

o collaborating on curriculum design;

o assisting faculty in designing effective interactive course materials

Skills required include:

o Experience using Photoshop, PowerPoint, Captivate, Adobe Premiere Pro, or other similar software;

o Masters degree in instructional design or other related discipline;

o 2-5 years experience designing highly interactive classroom and online courses.

o Excellent editing skills.

o Solid communication skills (written and verbal).

o Solid project management experience.

o Knowledge of visual and media design principles and practices, computer-based multimedia technologies and creative, effective writing.

o The usual: ability to maintain positive attitude, meet deadlines and budgets, work both independently and as part of a team.

I do not have all of the required skills listed. I have minimal experience with Photoshop (I basically know enough to be dangerous.). I have never heard of Captivate and have never worked with Adobe PremierePro. I also have no experience with animation software. I lack experience in designing interactive online courses; some of my students might say I do not create interactive classroom courses either, although I try. My experience in project management is not recent and was focused more on event coordination. Finally, my knowledge of visual and media design practices is minimal and also not recent. But apart from those things, I’m a great fit! When do I start?

2. Learning and Development Manager, Estee Lauder Companies, Melville, NY (http://jobs.astd.org/jobs#/detail/3789521)

This position works with several different departments (learning and development team , SMEs, Human Resources and business leaders) within the company, as well as with vendors (if I understand what they mean by “business leaders”). Responsibilities include:

o Apply knowledge of instructional design and adult learning theory to the strategy, design, and delivery methods of learning programs of exempt and non-exempt audiences.

o Understand functional, team and role specific learning requirements

o Design and develop instructor led, self study, and online instructional content that effectively engages the learner.

o Develop instructional plan/design document for review and approval

o Write instructional content and assessments

o Conduct learning needs assessments, identify learning solutions and present to business partners for approval

o Deliver and/or facilitate learning to exempt and non-exempt audiences

o Update and maintain learning programs to ensure continued effectiveness

o Administer training metrics, program evaluation, ROI and tracking training programs

Requirements for this position include:

o Minimum 5 years experience;

o Excellent interpersonal skills including oral and written skills;

o Demonstrated instructional design and development experience;

o Experience using group facilitation skills;

o Proficiency in MS Office;

o Demonstrated learning process and content mastery;

o Certificate in Adult Learning and/or Instructional Design preferred.

I don’t have the required 5 years experience (although they didn’t really say what they want 5 years experience in). I believe my teaching experience would provide transferrable skills that I could use in this position, but I think I would need to teach longer before taking on a position of this sort. My instructional design and development experience needs to grow more.

3. Head of Learning & Effectiveness Experience, Travelers Insurance, York, PA. (http://www.jobtarget.com/c/job.cfm?vnet=0&str=26&keywords=instructional%20design&max=25&site_id=2637&jb=7309602)

This mid-level management position is part of the Claim University senior leadership team and handles live training and events experience for Claim University participants. Responsibilities include:

o Developing team talent;

o Selecting instructors who are competent in both subject area and adult learning (theory and practice);

o Ensuring that instructors are cross-trained in multiple specialties (e.g., Property, Auto, Workers Compensation, General Liability, or Systems, or Leadership);

o Securing adjunct faculty;

o Event coordination;

o Developing facility management policy/procedures; and

o Meeting budgets and deadlines.

Requirements for this position include:

o College degree or equivalent.

o Typically 10+ years increasingly responsible professional experience.

o Demonstrated management experience of staff or major program/ function.

o Professional training credentials preferred.

o Property Casualty insurance knowledge and experience desirable.

o Demonstrated expertise through career/business development.

o Comprehensive understanding and background of business needs.

o Effective presentation and communication skills.

o Strong influencing and collaboration skills.

o Ability to build and maintain strong relationships.

o Exhibits flexibility and self awareness.

o Applies critical thinking.

I don’t have the required number of years experience. I also have no experience with property casualty insurance. While I do have experience with event coordination, it is not recent and was not extensive to start with.

4.

• 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 used the ASTD assessment and learned that my strongest area appears to be in delivering training. I guess this is good since I’m a teacher, huh? My weakest area is in designing learning, but it’s not too bad. Based on my results, I think that if the time ever comes when I decide to leave the K-12 classroom and pursue a career in instructional design, my teaching experience will have given me many skills that will transfer to my new career field. I also think that it would probably be best if that change didn’t happen very soon; the more experience I can get, the better off I will be.

• 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:
• Professional organization #1: Association for Educational Communications and Technology
• 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: $125.00 – Regular Membership (comes with all Member Benefits, including discounts on publications, a one-year subscription to TechTrends For Leaders in Education and Training, and other member-only benefits.
• Publications: Educational Technology Research and Development, Tech Trends, Instructional Science
• Conferences and meetings: 2011 AECT International Convention: Celebrate 3.0: Design.Learn.Community, November 8-12, 2011, Jacksonville, Florida
• Opportunities for professional development: None specifically listed on website

o Professional organization #2: American Educational Research Association

• 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: Regular Membership: Eligibility requires satisfactory evidence of active interest in educational research as well as professional training to at least the master's degree level or equivalent. $150/calendar-year.
• Publications: Educational Researcher, various books available in online store.
• Conferences and meetings: 2011 Annual Meeting, Friday: "Inciting the Social Imagination: Education Research for the Public Good", April 8 –12, 2011, New Orleans, LA; Annual Brown Lecture in Education Research
• Opportunities for professional development: Annual meetings, Brown Lecture, Special Interest Groups, research studies

• Professional publication #1:
• Focus/Goals of the journal: AJDE is the internationally recognized journal of research and scholarship in the field of American distance education established with the mission of disseminating information about research and scholarship in the Americas.
• Submission guidelines: articles about methods and techniques of teaching at a distance, about learning, and about management and administration but also encourages authors to write about policies, theories, and values that drive distance education. Articles should be based on research, although all methods and approaches to research are welcome. Authors are advised to ensure that their work is appropriately grounded in a review of existing literature. Submissions are accepted with the understanding that they will be subject to review and editorial revision and that they neither have been nor will be published elsewhere. The Chicago Manual of Style, fifteenth edition, should be used as the guide for manuscript style, especially for quotations, references, reference lists, punctuation, style, and grammar. If the manual is not available, authors should study previous issues of AJDE. Manuscripts should be submitted electronically by e-mail as an attachment in Word format. The length should not exceed three to four thousand words, including captions, bylines, notes, and references.
• Is this a peer reviewed journal?: Yes
• Is the journal online?: Yes, subscription only

• Professional publication #2: CITE Journal (Contemporary Issues in Technology and Teacher Education)
• Focus/Goals of the journal
• Submission guidelines
• Is this a peer reviewed journal?: Yes
• Is the journal online? : Yes
  

• How is the journal and organization useful to you and your career? Were you aware of the organizations/journals that you researched?

The professional organizations can provide training and professional development, as well as networking contacts. Journals can provide information about best practices, new and emerging issues, strategies, current and ongoing research. I was not aware of the specific organizations or publications that I researched for this assignment, but having previously worked for a nonprofit, I was not surprised to learn that so many exist.

Week 5: Chapters 18-21

Section 5: Trends and Issues in Various Settings. Due 12/5

Section 5 of your textbook focuses on trends and issues in various where instructional designers are likely to become employed to include business and industry, the military, the medical field, P-12 education, and higher education. This week's posting will focus primarily on military and education; however, I encourage you to read the chapter in the medical field as it's important to be aware of changes going on outside of education.

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

The first thing that came to mind as an example of rapid prototyping as it relates to education is field testing for standardized tests. TEA routinely does this. Each grade level TAKS test contains several questions that are not included in the students’ scores. These are questions that are being field tested and may be used in future tests. TEA is currently field testing preliminary versions of the new End of Course (EOC) exams. These EOC exams will replace the TAKS test and will be officially implemented in Spring 2012.

This practice of field testing serves multiple purposes. First, it allows TEA to see which questions work and which ones don’t. The questions can be revised prior to official implementation. Second, field testing gives teachers and students a preview of the tests before they are officially administered. Teachers and students also have an opportunity to provide feedback on the tests.

• Chapter 19 discusses instructional design opportunities in military education and training environments. I had the opportunity to work two summers in Orlando on a faculty fellowship in the advanced distributed learning lab (ADL) discussed in the book and saw firsthand some of the constraints placed on some of the tools that could be used for learning. 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?

Although electronic access in the field is sometimes limited, the military could still incorporate technology into its training sessions by establishing its own local area network (LAN). This network wouldn’t necessarily require internet access for delivery; the computers in the network would only need to communicate with each other. Bluetooth connectivity might be an option, although security issues might prohibit its use.

Trainers include record podcasts on DVDs; these podcasts could also be loaded onto computers that service personnel would use and would not require Internet access.

In the event that computers are not available for training purposes, service personnel could revert to an “old school” option—paper. However, paper-based materials may present portability and storage issues. Personnel could use printouts and manuals to provide basic information, then follow up with using computers and other technologies once those items are available. It may not be the most optimal method, but it would be better than nothing.

• 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:

Office #1: Santa Clara University

Santa Clara University’s Office of Faculty Development is a division of the Provost’s office. The office presents a variety of services for university faculty, including:

• Confidential consultations on teaching
• Classroom observations/student interviews
• Faculty Mentoring: Tenure-track and tenured faculty are matched with faculty mentors outside their departments to assist with teaching, scholarship, and career planning.
• Open Classroom (classroom observations)
• SALG: Student Assessment of their Learning Gains (SALG): a free course-evaluation tool to gather learning-focused feedback from students.
• Grants: Information and application instructions for internal SCU sources of funding for scholarship and teaching, and links to information about external grants
• Faculty study groups: interdisciplinary groups of faculty who wish to gather regularly for discussions of scholarship or teaching.
• Ethics Across the Curriculum Consultations: Assistance incorporating ethics into SCU undergraduate courses in any department.
• Faculty Development Library
• The Teaching Scholar (Faculty Development Program newsletter)
• Training and support for faculty in the use of information technology.

Events sponsored by Faculty Development include panel discussions and workshops on a wide range of issues in teaching and learning. Event topics for the Fall 2010 semester included the following:

• VITAL Meeting - Vitality in Teaching and Learning (VITAL) is a group of SCU faculty who meet once or twice a quarter to discuss issues in teaching and learning. Open to all interested faculty.
• Using Newstrust as a Teaching Resource - Newstrust is a nonprofit news and social media site with review tools that help people get informed and think more critically about the news. Students can view other people's reactions to the news and share their own with students at other universities, journalists, scholars and others on the site.
• The Power to Find Out: Faculty Information Literacy Workshop
• Faculty Work-Life Research Forum and Lunch: Includes a short presentation about the findings from the Faculty Work-Life surveys and interviews, followed by an open forum to discuss ideas.
• SCU Faculty Course Release Initiative Workshop

Office #2: Harvard University

Harvard University’s Office of Faculty Development and Diversity is a division of the Senior Vice-Provost’s office. The Office of Faculty Development and Diversity (FD&D) serves as Harvard University’s central faculty affairs office. Working closely with colleagues across the University, it oversees and guides institutional policies and practices in all areas of faculty affairs, providing intellectual leadership and coordination across the Schools with the twin goals of increasing accountability and fostering measurable progress in important domains. In all its activities, the FD&D office places a special emphasis on junior faculty and on women and minorities at all academic ranks.

The FD&D Office presents a number of events throughout the year. Following are some of the events held during the Fall 2010 semester:

· From Dissertation to Book

· Junior Faculty Lunches

· Talking to the Media: Strategies for Presenting your Research

· Sustaining Personal and Professional Priorities for Dual Career Couples in the Academy

· Behind the Scenes at the Houghton Library

· The Faculty Search Process: The Art & Science of Selecting Outstanding Faculty

· New Ladder Faculty Institute

· Gender Equality Nudges

Office #3: Wake Forest University

The Wake Forest University Office of Faculty Development is a division of the Provost’s office.

The Teaching and Learning Center is a resource center for Wake Forest faculty at all stages of their careers. The center hosts events designed to bring together faculty and other professionals to share expertise, explore innovations and discuss the challenges of teaching in and across disciplines. This department also produces the TLC Exchange faculty newsletter

The Professional Development Center provides faculty, staff and the broader Winston-Salem community with professional, personal and civic enrichment opportunities through education focused on management training, interpersonal skills, academic and administrative software, general technical skills and various special interest topics. These events are held throughout the semester.