New Directions and Current Issues

1. Section VIII addresses new directions and emerging technologies for IDT. Select three of the following and reflect on how you might apply them in your current or future position in the IDT field: distributed or e-learning environments, reusable design or learning objects, networks or Web 2.0 technologies, rich media, digital games or simulations, virtual worlds. What learning goals or objectives could the technologies you selected help learners foster? Could the technology facilitate attainment of that learning goal better than traditional instruction? Why or why not?

     First, I want to talk about web 2.0 technologies. In this category there are endless possibilities. I took a class last semester about Web 2.0 tools and learned a great deal about them, and yet there are so many more out there for me to learn about and utilize within my classroom! One technology I use for classroom management is Class Dojo. It is a classroom management system that can be used in more ways than just management. You can use it as a reward system, a random selector, and give groups points for a game. Another web 2.0 technology that I have recently discovered, was ToonDoo. ToonDoo is an app that can be used on the iPad or on a computer to create comic strips and present digital stories or storytelling. There are customizable characters as well as settings and variety of other things to add to make their stories or comics unique and entertaining. I feel that Web 2.0 tools can only enhance  traditional instruction and not so much hinder it.

     Next, let's talk about digital games. In my district we used a program known as station  It is used mainly for phonics and reading, but can be used for math and writing as well. This program keeps the students focused and interested, while learning. The best part is that the students don't feel like they are being taught, its "fun and games" without the feeling of a teacher lecture and students love it! It also is paces with individual students, so every students is learning and advancing at there own pace. While this program is wonderful, I don't think it could or would replace traditional instruction. This technology too only enhances traditional instruction. The students are so motivated and have fun with this technology.

     Finally, the up and coming things that has been really big is virtual reality. The great thing about virtual reality is that they do not have a specific set of goals for students, rather the students can create their own environments. This can tap into the critical thinking side that we so desperately need to be pulling out of these students! Of course this is not traditional in any way, shape or form; however, I feel that to implement this in the right way, could connect us and create a much more rich and vivid learning environment for the future.

2. Section IX focuses on issues related to instructional design, rather than new technologies: professional ethics, diversity and accessibility, the nature of design, and providing instructional guidance. For each of the technologies you selected above, discuss what ethical issues using the technology might present. Does the technology enhance accessibility and accommodate diverse learning needs? How and/or can you design instruction using that technology? How much guidance would instruction with that technology require? What kinds of guidance would be necessary?

           

When it comes to thinking about the ethical problems, one of the most important things to think about is the grade level and the risk of what might be seen or absorbed when using technology in the classroom. You have to factor in the maturity level as well as what may be suitable for some students, may not be considered suitable for others. With that being said, this is why as teachers we have to be very selective and careful when it comes to our instructional design and planning lessons. However, one overall great thing is the we are now seeing the same technology starting to integrate into all classrooms within the schools. Even though I do and would use these various tools when it comes to teaching the curriculum within my classroom, the most important thing is that the students are learning and becoming familiar and competent by doing activities that are hands on. Students need to not only watch and listen to the teacher, but most importantly that need to be in a classroom enriched environment that not only paces them, but lets them show mastery. The hands on will allow the students think critically and master lessons, as well as allow the teacher time to help struggling students. True progress is seeing the students working through a problem and the teacher being able to move on with the class as a whole, instead of leaving the struggling students behind and just hoping they will eventually catch up.

Trends and Issues

    In today's society and world, there are many trends and issues presented and shown to us in various context. I feel that one huge industry that has seen a spike in growth of IDT is business. The corporate world is growing and the responsibility of IDT usually now involves a team that's sole focus is to bring the company up to speed and into our 21st century think forward society. In order to be successful in the business world, being culturally diverse is a plus and now becoming a must! The problem that they are finding is that Cross Cultural Training is an issue because the United States is such a melting pot of diverse culture; because of this we are finding that you must be fluent in a immense amount of various background of cultural diversity. Since there are so many difference, we have to take into factor how different cultures learn, there values and how solve problems, while trying to accommodate all other cultures without offending anyone. With times chasing fast, businesses are having to rapidly keep up as well, thus we are seeing them starting to implement technology based training. This gives the businesses opportunity to deliver training quickly and effectively. Another industry big on IDT is our military system. The military uses IDT when educating and training troops. The military is in constant change when it comes to what there duties and missions are. We actually see some of the issues in the military design be similar to what is happening in the business industry, this mainly being funding. The government is having issues with budgeting and funding, so everything has to be justified in order for us to be able to get the proper military funding to be able to provide ample job training and design. Training in the military is always constant but the environment in which is happens is not. Trainings take up a lot of day to day functions because it is integrated into the work day. Finally, healthcare and it's education is very broad and has a lot of components when talking about its IDT.  Designers must be willing to be innovative and be able to design informative instruction meant for the delivery of health services. yet again, this is also another industry that will and is in constant growth and geared towards the future. Again, a major factor is cost, like the other two mentioned above. Health education and training for the profession is significantly high because we need to make sure that healthcare professionals are receiving the education necessary to provide proper care to the masses. Regulations and standards also play a role in affecting education and training.  The standards and regulations in health care education and training mostly determines and defines what students must learn. Because of this, there is not much wiggle room to design instruction subjectively.  

Something that we must do is prepare our youth to think outside the box and make sure they have the proper training to do so. The need to learn to think for themselves and be creative, not just be a "sheep" and follow the herd. To me, the true definition of the 21st century learner is students that can problem solve and think about various solutions to a problem instead of just one! Students need to be taught how to work as a team as well as how to listen carefully with the intent of following directions without questioning the results or instructions. Although many of us are doing this, unfortunately some students are not being exposed to this at all. Some countries are ahead of us because they are expose their students to the concept at an earlier age and this creates a life long learning pattern for their students.  

Evaluation and IDT

   In addition to CIPP, Rossi's Five Domain Evaluation Model, and Kirkpatrick's Training Evaluation Model, two other evaluation processes that I found to be interesting in Brinkerhoff's Success Case Method and The Outcome-Based Evaluation Model.

     One model I found was Brinkerhoff’s Success Case Method (SCM). It is a process that happens in 5 steps and focuses on finding out what trainings or other  interventions have been used and work. The steps are as listed below:

1.   Focus and plan the success case study. Then identify  the targeted business goals and impact expectations. 

2.   Then, construct a visual impact model. This  step includes explicating the major program goals and listing all impacts/outcomes that are hoped for or are expected to result from the program. You need to survey a large representative sample of all participants in a program to identify high impact and low impact cases. 

3.    Next, you conduct a survey research study to identify the best and the worst cases. From that survey, you analyze the survey data to identify a group of successful participants and a group of unsuccessful participants. 

4.    After step three, schedule and conduct in-depth interviews with multiple success cases to document the nature and business value of their application of learning and identify the performance factors that supported learning application and any obstacles that prevented it. 

5.     Finally, you need to write-up and communicate the findings after your evaluations. You do this by documenting, disseminating and telling the story. You can use this approach for any type of intervention, as long as it is designed to improve performance, including training, performance support systems, information solutions, communities of practice, improved feedback systems, informal and semi-structured learning initiatives and social learning initiatives. 

     So how or why would I choose this particular model?  This model would be useful to evaluate my way of  instruction by assessing how well my students are when it come to learning situations and outcomes of real life scenarios. To be successful learners, students need to be able to analyze, make inferences and be critical thinkers and problem solvers. 

     Another model that I found was The Outcome-Based Evaluation Model, (OBE Principles and Process). This model starts with a clear picture of what is important for students to be able to do, then organizing the curriculum, instruction and assessment to make sure this learning ultimately happens. With this model, there are four principles, which are clarity of focus, designing down, high expectations, and expanded opportunities. What I really likes about this model was that it recognized the overall results gained by the students solely based on how the curriculum increased their knowledge, changed their attitude, and what were the learned skills in the end. While most of the time my approach and motivations to get students to learn may not be considered "old school," I can honestly say that my approaches are effective for students to have success in their learning.  I will and always will be that teacher that uses a variety of tools and methods so that I am meeting all learning styles.

After reading these two sections and reflecting on the information, I think that evaluation in instructional design should really focus on making sure the students are able to apply skills and use them in the real world. When you really look at the big picture, our jobs as educators is to prepare students to be successful and viable citizens in the real world. We should always ask ourselves when planning instruction: Is my instruction purposeful, challenging and required high level thinking? 

I would definitely agree that return on investment and management of resources be considered in the evaluations of instructional programs.  Recently, our new superintendent has decided to make sure that our district will start to allocate a part of our budget to go towards implementing technology so that we can become a 21st century learning district. Even though it will take time and be costly, integrating to necessary technology and training to implement it properly into curriculum in the long run will help students successfully become adults that are able to flourish in today's society.

Rieser, R.A, Dempsey, J V.(2002).  Trends and issues in instructional design and technology.  Upper Saddler River, N.J.  Merrill Prentice Hall, c2002.

Theories and Models of Learning and Instruction

     Last week I gave you a brief history of IDT and what it really means. This week I am going to jump into the theories and models of learning and instruction. Is there really a right or wrong? Is one theory better than the other? Personally, I feel that they are theories for a reason....they all work, just for different reasons and different situations. The big thing is that as and educator, you have to be able to determine what theory is best suited for your success, and we all know a successful educator has  successful students! So let dive in and take a look at this weeks readings. :D

   After reading through these chapters, I feel that epistemology can and has an array of meanings, comparing to instructional methods and theories. My perspective is that instructional methods is how we present a certain topic with the understanding that it can always be changed in different ways to fit the student. When we describe  the meaning of beliefs, we know that people tend to grasp on to certain beliefs. This is something that can actually help with the success of a child's learning. We can look at a teachers teaching methods and know they are building a wonderful structure for their students education. Epistemology is honestly a theory that is kind of on its own and unlike any other theory or method. To me it defines how we expand our knowledge and in return bring those ideas and strategies into our planning and everyday teaching and classroom environment.

So what are these theories you speak of might you ask?! Well....below are some of the theories I have studied this week...

 

Behavioral Learning Theory by B. F. Skinner.

 Skinner thought that learning could be understood, explained, and predicted based on observations. Two examples he gives is that a stop sign signals for a driver to stop and if a teacher says” listen up”, the students will know that they need to stop talking and listen. This theory is based on what the person should do when they see or hear a cue. He also states that in order for this theory to be successful, there needs to be sufficient opportunities to practice the behavior. 

 Cognitive Information Processing Theory. 

It states that environment plays an important role in learning. This theory mainly focuses on internal processes of the learner explaining their learning. 

 Schema Theory and Cognitive Load. 

Knowledge is represented in long-term memory called schemas with this particular theory. As a teacher, we always build on the student’s schema or what they already know about a subject.

Situated Learning Theory. 

This theory takes on a more central and defining role. It is what we would define as  “a work in progress” theory, because we are always learning. It is more based on social and cultural thinking of learning. 

 Gange’s Theory of Instruction. 

In this theory, Grange's primarily concern was instruction and how what is known about learning and to how we learn it is interrelated. This theory based on two foundations, cognitive information processing theory and observations of teachers in the classroom. 

Constructivism. 

In this particular theory, the learner is taking the information from the environment and constructs knowledge around it. To me it is almost Montessori.

     Upon reading and studying the different theories, I felt I leaned more toward constructivism. I feel that students really benefit the most educationally  from learning experiences. When they are able to relate to an event or situation in education or something that they are learning in class to their own life experiences, the student tends to have a better understanding of what is being taught. With the constructivism theory, I feel it is a student centered learning experience. When you come into my classroom, it is never quiet and the students are never sitting and acting perfect. It is organized chaos....but isn't that what the classroom supposed to be? I don't think any theory is right or wrong or one is better that the other, I just think the educator needs to adopt a theory or theories that are best suited to their teaching style and the success of their students!

     When problem solving is being approached from a behavioral standpoint, I feel that it is implies that there is only one way to solve a problem. When the teacher says for the class to be quiet, they are quiet. When you see a red light while driving you stop. It is an act of habit and common sense. You have to provide feedback, both positive and negative consistently with this theory. And if there is a negative reaction, you have to redirect immediately and the problem will be solved.  Approaching from a constructivists standpoint, there are multiple ways to solve a problem. With the constructivism theory,  it is a collection of views, not just one. With the constructivists theory, learning environments should engage, support and encourage learners, as well as provide collaboration.

References:

Reiser, R. A., & Dempsey, J. V. (2012). Trends and issues in instructional design and technology (3rd ed.). Boston ; Munich, MA: Pearson

BUT FIRST...Let me give you some History...

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?

     

     Instructional Design and Technology has so much more to it. The first three chapters in Reiser's Trends and Issues in Instructional Design and Technology bring and broader insight and a deeper meaning as to what IDT is and what Instructional Technologists really are... problem solvers. Their purpose and number one goal is to understand performance problems and design a solution to solve them. Sometimes the solution is instructional; other times the situation requires a non-instructional solution. (Reiser & Dempsey, 2012).  Many changes have occurred throughout the time of IDT, this being very apparent when you start comparing the definitions from the developing years to now. There are many changes that  have occurred and the thought process behind the true meaning of Instructional Design and Technology is now quite different from the early stages. I can admit that after my readings and reflections, my definition of IDT wasn't nearly as "polished" as I thought. Although I didn't have the mindset of the early definition, I still lack a few understandings and elements to what I thought IDT was and what it truly is and can be. Through my readings  I have come to learn a great deal about what instructional technology actually is. In the early years considered it the visual instructional movement that focused its resources on maps, charts, graphs, slides, and motion pictures  (Reiser & Dempsey, 2012).  However, as the years have progressed, what is considered instructional technology has changed a great deal.  What started out as charts and graphs, progressed to to television, films, and overhead projectors and now it is being a process of how we ensure learners are able to apply what they have been taught using instructional media.  

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.

      There are six characteristics of instructional design: 1) Instruction Design is student centered.  2) Instructional design is goal centered.  3) Instructional design focuses on meaningful performance. 4) Instructional design assumes outcomes can be measured in a reliable and valid way. 5) Instructional design is empirical, iterative, and self-correcting.  6) Instructional design is typically a team effort. (Reiser & Dempsey, 2012) I can honestly say with some bragging rights am proud that most if not all of my lessons adhered to the six characteristics of IDT.  One of the preps I teach is a Career Portals course, where my students are in search of what careers might be good for them. One particular project that comes to mind is the Animal Research Project that I do every year at the end of the year with my first graders. The students are asked to research all aspect of their favorite animal to present to the class. If some students choose the same animal, which always seems to happen with a few, they are able to use each other for help. The students collaboratively work together to find out as much as possible about there animals. Because the students are able to have the choice of their research animal, I feel that it become more meaningful learning, because it is a task that is something that is geared towards their interests. The students research through technology, books and each other in a group effort to make sure everyone in the class finds all the necessary elements of the project to complete it. Teachers, our tech specialist and librarians all work together with the students, showing them ways to utilize instructional media to enhance their learning and help them find what information that need. One the student present their projects, we as a class decide what animals belong together in each different habitat and discuss how that interact with one another within that habitat. It is a project, I feel touches each of the six components within the instructional design and is successful, even at such a young grade level.

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 one thing that I noticed in my readings is that Reiser excludes teachers, chalkboards, and textbooks from instructional media. My definition of what I thought instructional media did not include such aspects from the classroom with the exception of the teacher, only because you need to have a teacher that is competent in executing IDT.   Instructional media is in a sense an outside of the box from what you would consider and find the norm of what you see in a "traditional" day to day classroom. After reading these first three chapters, I feel that the main intentions of instruction design is incorporating media into the curriculum and delivery of instruction. Let's face, in today's generation of students and society...technology rules the world! Being from the generation where technology really started to take off (got to love us 90's babies!),  it’s hard to imagine classrooms without technology and the connection it has to everyday life.

Reiser, R. A., & Dempsey, J. V. (2012). Trends and Issues in Instructional Design and Technology. Boston: Allyn & Bacon.