Section 5 Trends and Issues

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

     For Section 5 I decided to explore P-12 Education, Health Care education, and Post-secondary education. I tried to understand these chapters as much as possible so bare with me please.Teaching 4th grade of course I fall into the context off P-12 education. After reading I found somethings about P-12 trends interesting and others lined up with the prior knowledge I already had. One characteristic that all three contexts have in common is Problem Based Learning. PBL Problem Based Learning is student centered and allows for cooperative learning.
    One difference that I noted is the level of expectations placed upon faculty members when it comes to professional development. For P-12 educators we are required to participate in a certain amount of professional development ever year. Post-secondary faculty are required to but don't attend as much training as they should. Which in turn leads them to being behind in new technological advances. Another important difference that I noticed between Health Care and the other two was that Health education is extremely important. It can be a life or death situation so they have to stay up on the latest technologies. Medical technologies change quickly so I would think that they don't have a choice whether or not to attend workshops or training.
     One underlying factor that remains here is that they all need the professional development to progress.My mother is an Oncology Nurse and has shared in her knowledge of technology and workshops. She is constantly learning about new research, equipment, and studies within Oncology. If we don't continually educate ourselves I  believe that no one no matter the context would be able to progress and move forward.

Section 4: Human Performance Technology

Chapter 14 discusses the concept and 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 identify non-instructional solutions that may help solve the problem. 

Chapter 14 was an interesting and thought provoking chapter to read. One particular problem I feel like our district has is the lack of technology resources for teachers that are readily available or given to us. I've read blogs of other teachers that state that their districts have provided them with ipads, ipods, and other new technologies. The only thing our district has provided us with for our students are the Promethean boards. We have a Educational Technology department that provides classes on how to use the Promethean boards,iPads, as well as Incentive Programs. The incentive programs are great for teachers that have time to make it to the classes. Teachers are able to win equipment based on the numbers of classes they take. Even after they win the equipment if the teacher leaves the district, the equipment stays. We also have the opportunity to win an iPad if we attend at least 22 hours of Educational Technology courses. The win is not guaranteed they do a drawing and you get the "chance" to win. With the push for technology within the district and the opprotunities that students have to use technology, it would be nice if we would be given the resources instead of having to take an extensive amount of classes to earn them or get a "chance" to win them. We also have laptops that are antiquated. I've been with the district for 6 years and we've had the same ones for that length of time.When looking at the Behavior Models the district does provide opportunity for training and incentives but it is lacking frequent feedback and individual motives.


Chapter 15 presents performance support systems. Define performance support systems and explain how a performance support system might (or might not) help solve the problem you identified above.

 I found a couple of terms that define performance support systems."Performance support systems are the integration of tools to help the user perform a task". Another definition I found was written by Laffey (1994)
"systems [that]are built to integrate resources and tools and to facilitate working on complex tasks".
Based on these two definitions I feel that within our district we have working performance support systems for those who have earned the equipment. We also have them for teachers who are interested in learning how to use the Promethean boards effectively. There are classes that are provided to show you how to create flipcharts, use Google docs, Google Earth and many other resources for the board. However, it doesn't help the teachers who haven't taken the extra courses and earned the equipment or taken a "chance" at earning the equipment.

 

Chapter 16 explains knowledge management: the way we manage information, share that information, and use it to solve organization problems. Organizations, such as schools, accumulate a great deal information/data, which must be organized in a way that we can make sense of it in order to use for making decisions. What knowledge would help solve the problem you identified above and how would that knowledge need to be collected and managed to help facilitate problem solving? 

 

In order for this problem to be solved the district would have to understand the need for technology for all students. Being able to expand their horizons not just with a classroom of 4 computers but how to truly use technology through different mediums. Not just how to operate a Promethean Board. Our district has to also take a look around and look at the different technology trends, as well as looking at what other great districts are doing differently. Allowing students to even rent or check out Ipads in order to use for class, submitting assignments online etc. To manage this knowledge our district can or inquire about great school districts and see the benefits of the students using the technology and getting funds to be able to implement it within our school systems.

 Chapter 17 describes types of informal learning. What informal learning experiences have you participated in at your organization? Could those informal learning experiences be shared with others? Could the knowledge gained in those settings be codified and managed? And should it be managed or should the informal experiences be replicated or broadened for others?

 

 Informal learning is an administrative concept that learning takes place outside of the dedicated learning environment that includes discussions or interest activities. I don't know if I'm in the right ball park with this but I don't know of any informal learning experiences within the organization but I do read teacher blogs alot. I like to see how teachers use certain resources to teach the same material I teach. I live by the old phrase work smarter not harder. So I look to see what teachers have posted on their blogs about different skills that they have taught to their students and what fun activities they have created. These informal experiences are shared with thousands of teachers around the globe. I think that these expereinces should be replicated and broadened which they are. As each year passes more and more teachers learn about these blogs as well as websites like teacherspayteachers. Most teachers post freebies on their pages so it makes life a lot simpler for you the teacher. As a teacher we have busy lives so this type of informal learning is a great help.

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 first model I found was the eMINTS Instructional Model. This model is comprised of four components and is wrapped in evaluation, that is designed to work together to and allow for better learning outcomes for teachers and students. 

The first component of the model is Inquiry-based learning. This model uses inquiry, constructivist approaches, and ways that cause learners to ask and understand deep questions. The second component of the model is the high-quality lesson design. eMINTS believes that the best teaching and learning takes place when teachers create lesson that engage students in meaningful content. The third part of the model is the community of learners in and out of the classroom. As well as creating lifelong learners. The eMINTS model wants to build a community of learners where learners share, take risks, respect and push each other. The final piece of the model is powered by technology. The eMINTS model integrates technology with inquiry based lessons. There is ongoing evaluation that is woven into every element of the instructional model. This model helps teachers learn about all types of assessment and evaluation for themselves and their students.

The other instructional model is the ADDIE model which stands for Analysis, Design, Development, Implementation, and Evaluation.  This is a systematic instructional model used for building effective training and support tools in five phases:
1. Anaylsis

2.       Design

3.       Development

4.       Implementation

5.       Evaluate

The part of this model I like is that evaluation is at each phase. The analysis phase is when a performance gap is determined. If there is a performance gap then the design phase outlines the performance objectives. The third stage development uses information gathered in the analysis and design phrase, and at that point the performance solution is created. I see that level as the lesson plan that would be given for the day. The fourth stage is implement, which is the delivery of the performance or the actual lesson presented. The final phase is the evaluation phase. When evaluating you reflect back on how well the performance solution achieved its goals. This phase to me is when you are able to look back at your lesson to see what works and what does not. You are able to revise it then.  I like this model and could use it for my own instructional design. After each phase it allows for reflection and reflection is something that all teachers should do. The only thing I would change about this model when using it is I would evaluate at the beginning before analysis, to help me know what the kids need to know and where they are in their learning.

One question that I would as is when the phase goes back to analysis, is the student the best point of interest.
 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 during a time of economic decline. How will you use Situational Leadership to facilitate this project and manage scarce resources? 

When managing professional development sessions during a developmental decline I would employ a few strategies. When managing scarce resources you have to be flexible and knowledge of your situation. As mention in the text, Kirk is concerned with not having enough people to get a job done but Jo his boss explains that hiring more people would lead to firing them later. So she implemented another solution to the problem using two different concepts. I think that is a great example of managing scarce resources. If I had to manage scarce resources I would select resources carefully by doing research before hand to see who I could hire that would best fit the job.  I would explore all of my options before making a big decision. One key principle I like was to treat resource scarcity as a strategic issue. By doing that you are one step ahead of your competitors. I would also have an increased awareness of business conditions that impact the business. Alot of the situational leadership to me, deals with being knowledge about the situation, products, resources.

Section 2: Theories and Models of Learning and Instruction

1.Epistemology (the study of what and how we come to know) is discussed in multiple chapters in this section. Distinguish epistemology from instructional methods or theories. What are the differences between theories, methods, or models of learning and epistemologies or underlying beliefs about ways of knowing?

 Epistemology is the study of what we know and how we come to know it. As I read the text I learned that most people have an intuitive notion of what it means to really learn at a young age. If you ask a child, "what did you learn today?" more than likely they can tell you what they learned because they are aware of what they knew prior to the school day and the new knowledge that was acquired. Which means that if we could do something that we could never do before than it is something that was learned. Based on what I know about learning I believe that idea to be true. I think that instructional methods are various ways of teaching instruction.For example, collaborative learning groups, role playing, demonstrating, and modeling. Based on the various theories you have to know what learning style and technique would best reach your students. Learning theories are different ideas and ways to think about learning. Those ideas are used for designing learning environments that facilitate knowledge and skills in the classroom.


2. Chapters in this section present two contrasting epistemic stances: positivist and relativist. However, a third stance, the contextualist or hermeneutical, is also widely recognized. This stance falls somewhere between the strictly objectivist/positivist beliefs about knowing and the purely subjectivist/relativist stance. While designers and educators with a positivist stance generally apply behaviorist principles to the design and development of instruction, those with either a contextualist or relativist epistemological framework employ constructivist theories and methods. However, relativists ascribe to radical constructivist approaches, while contextualists draw upon social constructivist theories and models. Based on what you’ve read about positivist and relativist epistemologies, as well as behaviorist and constructivist approaches, try to more fully describe a contextualist epistemology. How might it differ from either a relativist or positivist stance, and how might social constructivism differ from either behaviorist or radical constructivist approached to learning and instruction?
Constructivism is an idea that learners building of meaning is through collaboration and engagement with authentic problems. A few benefits of constructivism is that it's closer to how people truly learn. When reading this text I was reminded of alot of experiences I had when teaching Math. Alot of the experiences students had with computations and different aspects involved with Math dealt with real world experiences. In class we taught students that Math is Everywhere and tried to use real life scenarios and ideas. I believe this approach helped students to make real world connections because it would allow students to see their learning differently and more meaningful. I haven't been teaching very long but I feel like the district I am in has taken on this philosophy because we implement team based inquiry and problem-solving processes. We make sure that our lessons are presented in an everyday context. When we design our lessons we incorporate critical thinking skills and High-order cognitive outcomes.  However one of the risk and challenges is that it takes the control from instructor to learner where the teacher acts as a facilitator . When designing the lesson you have to wonder if students are mature enough to take on new work without the teacher standing in front of them lecturing. Also are the students motivated and emotionally mature enough to work independently. Seeing as though I have thought 4th grade for a while adding 3rd grade was an eye opener. I learned that a lot of those students are not motivated and emotionally mature enough to work independently and look to each other for interests. With those students alot of my work is guided but I believe that this method may work for 4th and 5th grade depending on the students behavior and maturity.

 Differing epistemic stances lead to differing approaches to learning and instruction, and ultimately to problem-solving. Explain differences in problem-solving when approached from behaviorist and constructivist perspectives. How do the approaches differ in both the nature of the problem to be solved and in facilitating the problem solving process? Finally, what effect might these differences have on learner motivation?


I maybe wrong but problem-solving from a behaviorist perspective is that the learner can learn the information based on the behavior along with the environmental pros and cons. It seems as though with this theory if students is exhibiting good behavior then he is more likely to learn. With behavioral theory students require immediate feedback such as the answer was wrong etc. With constructivist perspectives students are allowed to learn with the hands off approach and able to solve problems and make mistakes with real world situations. The constructive approach allows learners to explore and correct their own learning through making mistakes and trying different options with their peers. With a behaviorist approach learners aren’t allowed that opportunity to make mistakes and figure it out on their own for a while because they are receiving that immediate feedback. I could be completely off here but those are my thoughts.

Reflections on Chapters 1-3

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

Throughout chapter 1, Reiser discusses the evolution of defining Educational Technology. The definition has changed over the years, and with each change new ideas are being presented therefore it is appropriate to revamp the definition to accommodate the new changes. 

Before taking any Educational Technology courses I was pretty ignorant to the true definition of EdTech. I always believed that it was the means, media, or resources used to ensure that students are mastering objectives being taught.  After gaining knowledge on the subject I now know that there is much more to the true definition of Educational Technology. After reading the first chapter I would say that I understand and agree with the latest AECT definition. 
"Educational technology is the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources." One word stood out to me after reading this definition and it was "facilitating". As teachers we (sometimes) want to revert back to the "stand and deliver" method of teaching. I may be wrong but to me this means that we should step back and allow students to work with their peers and allow them to explore and be there to facilitate and keep them on track.


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

Each year my students do several research projects for Social Studies. One in particular is where students are allowed to work in a group or as an individual and choose a country that they are interested in. They have to  research the country  using various resources, and present their findings in multiple ways. When presenting their findings students are allowed to use poster board, create a powerpoint presentation, make a book or board game.When students are researching and working with their groups I would say that the lesson is student centered. I first teach my students how to research and then I allow them to create on their own. I would also say that my project is  goal oriented. Before students began working on their own I explicitly state the goal for our project and give them multiple examples. One way I would redesign my lesson is to add various options for students to use technology to present their project to their peers. I found some fun ways to present their information that doesn't include the ole Powerpoint Presentation. I would teach students how to use letterpop.com to create a brochure or newsletter online, or to use ustream or animoto to present their findings through video.The sixth characteristic Instructional Design Typically is a Team Effort states that it is possible for a single individual to complete an ID project but usually it's a team effort. I normally do my projects and planning alone. This year all of my teammates teach their own Social Studies so one way to adhere to this characteristic would be to include them in the planning process and bounce various ideas off of one another. After all 2-3 heads are better than one! 


3. In the 3rd chapter, Reiser distinguishes instructional media from instructional design, excluding teachers, chalkboards, and textbooks from the definition of instructional media. Why? Would you consider teachers, chalkboards, and textbooks instructional media? Is the purpose of instructional design to incorporate media into instruction? The first three chapters of your book define the IDT (Instructional Design and Technology) field and provide a history of how it has evolved over time. In your blog post for this week, reflect on the following:


I believe that Reiser excludes teachers, chalkboards,and textbooks from the definition of instructional media because he took on the view point that instructional media is defined as the physical means in which instruction is presented to learners. The physical means being visual media, instructional television and computers just to name a few. I think he was trying to prove that students can learn from different mediums other than teachers, chalkboards, and textbooks. 
Based on the initial defintion given by Reiser and Gagne I believe that teachers, chalkboards, and textbooks are instructional media. It all depends on how the information is presented when using those mediums.
I don't think the purpose of instructional design is to incorporate media into instruction I believe it's the process or model used for instruction. However, I could be wrong.





I think this instructional design model is what we as instructional designers should use, It is similar to how we plan our lessons now. I would start with the analysis. In order to create a lesson that benefits your students you have to analyze your data that you have which is the fifth characteristic of instructional design. After you know what you need to teach or spiral in you can design ,develop, and implement your plan using which ever medium you choose.  I think it's interesting that you evaluate at each step of the process. It's beneficial because sometimes no matter what step your in you may have to revise your plan. As teachers we know that sometimes students may not always understand the lesson the first time so you have to get creative in the way you reteach.