Section 7: New Directions for Instructional Design and Technology

From Chapter 28 locate 5 examples of distributed learning.

A virtual class is when you are actively involved in the learning process.  it is basically a form of learning by doing.   The objective of a virtual classroom is to improve access to advanced educational experiences by allowing students and instructors to participate in remote learning communities using computers. For example in this class, we are learning about Instructional design by researching and learning while engaging in a form of instructional design through on-line learning and the posting of the blog. An example of virtual learning in public school classrooms would be using programs such as Elluminate.  With Elluminate students and teachers are able to communicate live using the following methods; voice, text chat, and emoticons.









A hybrid class provides classroom learning with online learning.  In a hybrid course a significant portion of the learning is done online, which reduces the amount of time spent in a traditional face to face classroom.  An example of hybrid class would be a class where students attend faceto face classes for instruction, but complete all research an assignments online and submit assignments electronically.

Corporate distributed learning allows companies to offer training to their employees at their leisure from locations other than the workplace. Many retail companies have training modules set up for employees to complete online which can be done on their own time.  This eliminates the need for on the premises training which saves the company money.

Academic distributed learning allows  learning that has traditionally been offered in the classroom take place in locations other than the classroom.  For instance TWU has a library science degree which can be completed totally online without ever setting foot in the classroom.

An example of free distributed learning would be through videoconferencing.  This allows individuals to learn at their own pace through face to face interaction.


Chapter 29 discusses the concept of reusability characteristics.  Explain how the course could be redesigned to improve reusability without changing the underlying content.

I recently took a 2-day workshop titled Response To Intervention(RTI) Pyramid.  The content of the course was too broad.  I believe the training could be condensed down to 1 day.  I received  a bound copy of the powerpoint presentation which consisted of 276 pages. I was responsible for taking the information gathered in this workshop back to my school and presenting it to my colleagues.  With the powerpoint being so large it was quite an undertaking trying to condense this information down to a 45 minute presentation. I believe the material should have been broken down into smaller units.  In the back of the book, there was a huge variety of example action plans of schools who implemented the program.  These examples were not in any particular order.  I believe these examples should have been arranged according to the three levels of public school: elementary, middle school, and high school to make it more user friendly.

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

http://www.atlasrichmedia.com/


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.

My principal basically notifies us of everything via email.  We are expected to check our email daily.However, with my busy teacher schedule, I do not always find time to check my email and sometimes find out about important events a little late, or have to be verbally reminded.  If I had the nanotechnology of a chip implanted (not so much in my body, but maybe in my watch or a necklace)which could notify me when I received an email from my administrator, it would make my life a lot easier.  Even better than that, if I could reply to the email with a  verbally response to the chip, it would save a lot of time.  Hence, I would have more time to work on my craft and become a better teacher.

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 is less rigid and allows for more flexibility.  The world is constantly changing and the role of technology along with it. It will be necessary for students to be well versed in the role of technology in all forms of instruction.  The straight and narrow road does not allow for change.  If we do not adapt to the changing times, then we will be left behind. The broad and inclusiive road incorporates sociology and anthropology, professional practices, and humanities and technology is a major component of all of these fields.

Section 6: Getting an IDT Position and Succeeding at It

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?

http://www.careerbuilder.com

Instructional Design Technologist (Fairmont Private Schools)

Description

Thesys International is looking for a tech-savvy, personable go-getter to join our design team.​ The Instructional Technologist will be responsible to lead the design and production of tools and experiences in our hybrid course development. The ideal candidate is someone who is both creative and intellectual in nature, and is looking to design and create quality on-line teaching and learning objects, digital rich media, for use both in the classroom and on-line.

Responsibilities of the Instructional Technologist:

Is to research, explore, test, and develop the use of emerging software, platforms, and technological innovations in teaching and learning utilizing the philosophy and curriculum guidelines of Thesys and Fairmont Schools.

The Instructional Technologist will primarily lead the design and development of assigned courses in math and science using the eXact Content Authoring System, Blackboard or Brain Honey Learning Management System tools with training and support provided.

The exceptional candidate will have:

·         Strong technology skills in the use of media and instructional design techniques

·         Prior teaching experience

·         Demonstrated ability to meet deadlines with creativity, independence and high standards

·         Demonstrated ability to establish objectives, identify problems, analyze data and creatively deliver solutions

·         Familiarity with industry standards and professional organizations - AECT (Association for Educational Communications and Technology, ISTE (International Society for Technology in Education), and SCORM (Sharable Content Object Reference Model)

TARGET COURSE DEVELOPMENT

Math - Geometry CP

Math - Algebra II/Trigonometry

Science - Chemistry CP

Science - Chemistry Honors

 Requirements

Qualifications:

·         A bachelor’s degree in Instructional Design or related field from an accredited college or university.

·         A minimum of five years of instructional development experience in a learning product development environment (software and/or education content). Knowledge of instructional design theory and practice.

·         Knowledge of applications and technologies used in K-12 and/or higher education instruction including learning management systems and e-Learning development authoring tools.

·         Experienced in project management. 

·         Demonstrated success in a collaborative work environment.

·         Energetic, creative, and committed to professional growth. 

·         Excellent oral and written communication skills, plus people skills (relate professionally and personally with students, parents and staff).

·         Proficiency with Microsoft Office applications, course authoring software, learning management systems, content management, graphic editing software, storyboarding, multimedia, and HTML coding is necessary.

 This is a full time contracted position.

My Skills

I do not have a bachelor’s degree in instructional design, so I probably would not be a prime candidate for this position.  I do not possess the work experience of 5 years of instructional development.  However, I do possess excellent oral and written communication skills and people skills.  I am energetic, creative and committed to professional growth.  As a teacher I engage in collaboration daily with my fellow team members.

http://www.monster.com

Job Description

Saint Joseph's University

Director of Education Unit Online Programs

Saint Joseph’s University, located in western Philadelphia, is currently recruiting for a full-time Director of Education Unit Online Programs. The Director of Education reports directly to the Chairs of the Teacher Education and Educational Leadership Departments. The Director provides online course development guidance and ongoing assistance to instructors with the supervision and quality maintenance of their online courses, ensures that online instructors receive training and support, and handles program admissions and course delivery.

•    Review applicant documents

•    Render admission decisions & arrange for candidate notification

•    Conduct “virtual information sessions” (open houses)

•    Develop semester schedule of online courses

•    Assign facilitators to online course sections

•    Conduct “peer visitation” of facilitated courses

•    Assist Chairs with program supervision (quality maintenance)

•    Provide assistance with enrollment tracking & management (tools & databases)

•    Provide assistance with course section balancing

•    Assist Chairs/IOR’s with establishment of mentor support for course facilitators

•    Participate in initial and ongoing course reviews

•    Advocate for ongoing needs of Education Unit online programs

•    Liaison with Deltak Partnership Director

•    Liaison with ERDLC design group

•    Liaison with ITDL Blackboard training group

•    Develop Quality Assurance procedures for Unit Courses

•    Review and modify program for adherence to PDE standards

•    Identify and provide training for course facilitators

•    Work with Learning Institute Director to develop online Learning Institute/Act 48 courses.

This position requires a Master’s degree in an academic discipline with background in instructional technology, or a master’s degree in instructional technology with background in an academic discipline; demonstrated experience in developing and delivering online courses; and a minimum of one year of administrative experience with an online instructional program.

Preference will be given to candidates who possess one or all of the following qualifications: Higher education teaching experience; experience with related Pennsylvania Department of Education standards and accountability requirements; knowledgeable of standards and best practices in distance education and online learning; and/or an understanding IT standards, secondary education and education leadership frameworks

For a complete description of position responsibilities and to apply, please visit our website at https://jobs.sju.edu and Search Posting to apply to a specific position. To be considered an applicant all applications must be submitted on-line through the employment site. 

Saint Joseph's University is a private, Catholic, Jesuit institution and expects members of its community to be knowledgeable about its mission and to make a

My Skills:

 positive contribution to that mission. Saint Joseph’s University seeks to recruit, develop and retain a talented and diverse workforce.

I would love to have this position because it is my desire to work in higher education.  However, I do not meet the minimum qualifications.  I have a Master’s degree in Education which they might take in lieu of a Masters in an academic discipline, but I do not have a background in instructional technology. I also have no higher education experience.

www.jobtarget.com

INSTRUCTIONAL DESIGNER

FlU -- Florida International University

Miami, Florida, United States

Bigger map Smaller map Zoom to Street

This is not an entry-level position.

Job ID: 7649936

Position Title: INSTRUCTIONAL DESIGNER

Industry: Education / Teaching / Administration

 Job Function: Other

Job Type: Full-Time

 Fax: http://www.fiujobs.org

The Division of Information Technology at Florida International University is currently seeking an Instructional Designer.

Responsibilities include:

-Provide instructional design services to faculty who wish to utilize technology for delivery of course content, including but not limited to online course materials.

-Design, develop and programs instructional interactive applications to be delivered via Web, CDRom, and/or DVD to enhance teaching and learning.

-Work with Training Manager to design, develop, and facilitate workshops for faculty on a variety of instructional web course development, management, and delivery topics.

-Work with videographers, photographers, graphic designers, editors and other educational technology personnel to coordinate the design and delivery of technology enhanced courses and course materials.

-Provide coaching in instructional design, Moodle and/or other software necessary to develop and implement courses.

-Assist faculty in curriculum planning, developing effective multisensory instructional strategies, and assessment of these materials. 

Minimum requirements:  Master's degree in an appropriate area of specialization; or a bachelor's degree in an appropriate area of specialization and two years of appropriate experience. 

Desired Qualifications:

-Knowledge and experience with computers, digital media equipment and software (scanners, audio recording and editing, Flash, Photoshop, etc.), and Web and multimedia development tools (such as Dreamweaver ).

-Ability to communicate technical and non-technical information effectively, verbally and in writing.

-Ability to initiate and carry out a project and to work collaboratively to accomplish tasks.

-Excellent interpersonal skills needed to work with faculty one-on-one in consultation and with groups in workshops and other

-Experience applying a systematic instructional design process to develop instruction.

-Knowledge and experience with a learning management system, preferably Moodle

-Ability to remain flexible, solve problems and manage multiple projects/responsibilities in a timely and effective manner.

-Ability to learn quickly new software, equipment and web must possess troubleshooting skills.

-Proficiency in the use of Windows and MAC operating systems as well as Microsoft Office Suite and other software packages. 

Salary Range: $35,000.00 - $44,000.00

For further information or to apply please visit our website at http://www.fiujobs.org and reference position # 41428.

My Skills

I do not have a degree related to the field of technology however, I think I could do this job.  I possess the knowledge of media equipment and computers.  I have excellent interpersonal skills and am very flexible. I am also a quick study at learning new technology and software.  However, the salary is somewhat low. This is something which would have to be negotiated.

Remember that the field of instructional 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 chose to do a skills assessment at careeronestop.com. I scored higher than average in most of the areas. I feeleducation was a proper fit for my interests and 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:

• Professional organizations:

• Mission
• Cost of membership
• Publications
• Conferences and meetings
• Opportunities for professional development

• Professional publications:

• Focus/Goals of the journal
• Submission guidelines
• Is this a peer reviewed journal?
• Is the journal online?

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


Professional organization: American Society for Training and Development
Mission:  To provide leadership to individuals, organizations, and society to achieve work related competence, performance, and fulfillment.
Cost of membership: $75 annually or $50 for students
Publications:  TD Magazine online, books, peer review research articles and info online
Conferences and Meetings: Career Planning and Talent Management, Transforming Workplace Relationships
Opportunities for professional development: Professional Development Network, Special Interest Groups, Professional Development events.

Professional publications: How  Does Social Learning Measure Up?
Focus/Goals of the Journal: 7 methods can help learning leaders put hard numbers to soft investments
Submission guidelines: Conditions of Acceptance:  all published material is copyrighted and becomes the property of ASTD.  Authors will be expected to sign a standard written release.  Failure to sign the release will result in the rejection of the article.
Is this a peer review journal? No
Is this journal online? Yes
How are the journal and organization useful to you and your career? The journal offers a lot of information about professional development opportunities in Education.
Were you aware of the organizations/journals that you researched? No

Professional organization:AACE(Association for the Advancement of Computing in Education
Mission: To bring together technology and engineering education professionals to share ideas, gain professional development, and improve public understanding of technology in education.
Cost of membership: $80 annually
Publications: Children's Technology and Engineering, Journal of Technology Education
Conferences and Meetings: Preparing the Stem Workforce: The Next Generation
ITEEA's 73rd Annual Conference-(Minneapolis,MN March 24-26, 2011)
Opportunities for Professional Development:
Program Excellence General Session- , March 24, 2011
FTE Spirit of Excellence Breakfast- March 25,2011
Teacher Excellence General Session- March 25, 2011

Focus/Goals of the Journal:To improve understanding of STEM literacy.
Is this a peer review journal? No
Is this journal online? Yes
How are the journal and organization useful to you and your career? This journal offers a lot of useful information about integrating technology into instruction.
Were you aware of the organizations/journals that you researched? No

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 responsible for setting the guidelines for performance technologist.  I would use Professional Foundations, Performance Analysis, Development, and Implementation as the competencies.
Professional Foundation: This is important because nothing hold up without a proper foundation.  It is the framework for the entire program, and without it the entire program will fall apart.
Performance Analysis: It is important to use data in order to set goals and expectations of the program.
Development: The development of the program is crucial to the overall outcome of its effectiveness.  It is at this stage that we will evaluate training and determine if there is a need to make adjustments in  instruction.
Implementation: This is where we determine the effectiveness of the overall instruction.

Section 5: Trends and Issues in Various Settings

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

 Rapid prototyping refers to a class of technologies that can automatically construct physical models from computer aided design (CAD) data.  An example of rapid prototyping in education would be the use of 3-D computers for engineering students. The 3-D printers allow students to make quick physical copies of things they have designed on computers. 3-D printers stimulate a student’s mechanical spatial awareness in ways textbooks cannot. With 3D printers students can do much more than draw a part. They can evaluate it, refine it and assess how it fits in a larger assembly and hand it to people.  The 3-D printer is an excellent recruiting tool for getting students excited about engineering. The use of 3-D printing technology in education is growing quickly because educators at all levels can see how the technology helps students to learn in very real, visual, and tangible ways.   Rapid prototyping exists when companies or, or educators create a prototype, or working model to educate learners and to sample new experiences. 

A rapid prototyping machine using selective laser sintering.





Rapid prototyping worldwide

2.       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?

Success in full spectrum operations requires several things: resourcefulness, knowing the enemy, determination, and leadership. From a training perspective the major challenge is to infuse all of these attributes into military leaders. Full spectrum training occurs throughout the military process from basic training to deployment in the field.  It is imperative that soldiers be trained and prepared for any given situation. The marines have a portable electronic machine which can be taken into the field.  It is called a deployable learning resource center.  It is a kind of minicomputer. It consists of a server, network switch, printer and laptop stations. It is wireless and has a rechargeable battery which allows soldiers to take it with them anywhere in the world.  This device allows soldiers to stay abreast of new trainings and information while they are out in the field.

3.       Chapter 21 looks at radical education change in P-12 settings.  I visited the Chugach School District in Alaska and know Richard DeLorenzo very well.  I can assure you that this change can occur in our schools.  Review the Step-Up-To-Excellence methodology and the GSTE.  Outline a staff development activity that will introduce both methodologies to your colleagues.

I would start off by showing a video for each methodology.   I would  divide teachers into small groups andthen have teachers to participate in several hands on activities as, students learn better by engaging in active participation. For the GSTE , I would give each group a set of 4 index cards with one of the 4 phases written on each. I would give them aother set of cards and each card would have an event listed on a card. The teachers would be asked to place each of the events under the correct phase.  For the Step-Up-To-Excellence methodology, I would have students engage in a similiar activity.  I would give them each a packet of cards with one of the five steps to excellence written on each card.Each person in the group would slct a card and be required to eplain  that particular phase to the rest of the group and give an example of how this phase would best be achieved.   

4.       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:

University of North Texas

What are the different names used for faculty development?

Staff Development

What division is it under?

Human Resources

What services does it offer?

Professional and Personal Development trainings

How often are programs given and what specifically are they?

Trainings are scheduled as needed, usually for the purpose of implementing new concepts.

Ohio State University

What are the different names used for faculty development?

University Center of the Advancement of Teaching

What division is it under?

Office of Academic Affairs

What services does it offer?

Online teaching resources

Professional development consultants

Faculty Library

How often are programs given and what specifically are they?

Programs are offered as needed but are set up as Fall and Spring courses. The courses are geared toward implementing new concepts and ideas to educators.

Spring courses include:

How Learning Works

Teaching Two Courses in One

Spring Course Design Institute

Online At-Risk Simulation Training

Texas Woman’s University

What are the different names used for faculty development?

Office of Institutional Development

What division is it under?

Office of Academic Affairs

What services does it offer?

Online Course Development, Motivational Award Presentations, Grants Management, guest bloggers

How often are programs given and what specifically are they?

Programs offered in Fall and Spring, some of the Spring offerings include:

E-learning lecture

New Graduate Assistant Orientation

Online Educator Symposium

Adjunct/GA Training

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.

1. As a third grade math teacher, a performance problem I have is students failing to show work and prove their answers, which is having a negative effect on their academic progress.  Many of them unfortunately have not been trained to show work on their math problems in 2^nd grade, so it has been quite a struggle for me this year.  In speaking with the students I found that most of them can show me how they got their solution when asked to show me, the problem was getting it to become second nature to them so they would do it automatically on assignments and tests.  I began to praise the students who used strategies and proved their answers on assignments.  I never reprimanded the students who failed to use strategies though.  I did not want them to feel inferior, just to observe the recognition the other students received.  Next, I began to let those students who proved their answers have additional computer time as a reward.  I never gave any explanation as to why, it was simply an added treat. I then began to allow students who proved their answers to come up and use the document camera.  The students really got a kick out of working on it.  They are absolutely amazed at how it along with the use of a projector, puts their work up on the screen.  This caused many of the other students to want to work with the document camera.  However, I explained to them only students who had already proven work on their paper could use the device.  This was a real motivator, the percentage of students proving answers on their work is now about 75% and rising. 

2. 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 to become more prevalent in the future.

Source: EPSScentral

EPSS is an integrated electronic environment that is available to and easily accessible by each employee and is structured to provide immediate individualized on-line access to the full range of information, software, guidance, advice and assistance, data, images, tools and assessment monitoring systems to permit job performance with minimal support and intervention by others.  

Source: encyclopedia2.thefreedictionary.com

EPSS is a system that provides electronic task guidance and support to the user at the moment of need.  EPSS can provide application help, reference information, guided instructions and or tutorials, subject matter expert advice and hints on how to perform a task more efficiently.  An EPSS can combine various technologies to present the desired information.

I prefer the definition from encyclopedia2. To me support means to assist with a task or problem.  This definition basically sums up what online support is. With EPSS in the workplace, employees will be able to get online support whenever necessary. It allows the user a go to so to speak whenever they are working.  So wherever you choose to work from be it on the job, at home, or even a busy airport he / she will be able to access information and support if necessary.  I think EPSS is not more widely used because a lot of older people in the workforce are a little computer shy.  Even though it seems like we have had computers forever, we have only been using computers in school and home a relatively short time.  Even many businesses used the old filing system as a way of keeping up with record until recently. Much of the older generation is still in the workforce and many of them are having trouble adapting to technology.  However, I think as we edge closer and closer to a totally digital age, more and more employers will utilize EPSS. With the economy suffering the way it is more and more jobs will be taken over by computers.  No longer will there be a need for on the job trainers, it will all be done with EPSS.

3. Knowledge management is the way we manage information, share that information, and use it.  Organizations, such as schools, are full of information/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 used to solve the problem?

I think we should incorporate things and ideas student use in their everyday life into instruction.   This is why I incorporate games into my math lessons. I try to use games that the students have been exposed to on a regular basis. I work in what would be considered an inner city area of Dallas and most of my students have been exposed to games like dominos or spades.   At the beginning of the school year when I have finished my pre-assessments. I take a look at which students are in need of help learning basic skills such as addition and multiplication facts and place value. When I design an instructional plan for these students, I always incorporate some kind of game within the lessons for informal observation. For place value I use a deck of playing cards. I pair the students up in groups of two. Each person has a game board which I have designed which has place value up to the hundred thousands place.  Each student tales a turn pulling a card and has to place a card on one of the value spaces on the chart. When all of the spaces are filled on both cards the each students has to read the number and tell the value of the number in each place. It is a really big hit with the kids. By doing this I am incorporating something the know (cards), something they like (playing games), and instructional goals (place value).

4. 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?

When I think about the last memorable time I was engaged in informal learning, belly dancing comes to mind.  I have an acquaintance who teaches belly dancing classes and I along with a few co-workers decided to take lessons from her. We felt that it would be good for strengthening our core muscles and it would be something fun we could all do together. I of course am not the most coordinated, so I of course was not the best student, but I do thing I was great for moral because a lot of people got a laugh at my expense. The instructor was a little tougher than I thought she would be, if you were doing a step wrong she would single you out and come over and make you practice it over and over until you got it correct. She was not trying to be difficult, she actually thought she was helping, but it was a little embarrassing at times.  However, it was a fun experience, my co workers and I got to bond a great deal and we even learned a short routine.

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

Ch. 10 discusses evaluation in instructional design and provides you with two evaluation models, the CIPP and the 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.

I chose the Kemp Instructional Design Model and the ADDIE Model.  The Kemp instructional design model defines 9 different components of an instructional design and at the same time adopts a continuous  implementation/evaluation model.  Kemp adopts a wide view, the oval shape of his model conveys that the design and developmental process is a continuous cycle that requires constant planning, design, development and assessment to insure effective instruction. Kemp identifies nine key elements:

1.       Identify instructional problems and specify goals for designing an instructional program.  At this stage of the model, I would administer a preassessment to determine student skill levels.

2.       Examine learner characteristics that should receive attention during planning. At this stage I would use data to determine if there were any learning issues the student has, that I should make adjustments for in my lessons.

3.       Identify subject content, and analyze task components related to stated goals and purposes. At this phase I would look over the TEKS students are struggling with and determine which prerequisite skills are needed for the mastery of the TEKS.

4.       State instructional objectives for the learner. In this phase, I determine what each student needs to know to master the skill.

5.       Sequence content within each instructional unit for logical learning. I would determine the most effective order in which to deliver instruction for each component required to master the skill.

6.       Design instructional strategies so that each learner can master the objectives. In this phase, I would determine the best strategy for addressing the different learning styles of my students.

7.       Plan the instructional message and delivery. This is where I would decide the best method of instruction.(ex: small group, whole group, one-on-one)

8.       Develop evaluation instruments to assess objectives. I would develop an assessment to monitor student progress.

9.       Select resources to support instruction and learning activities. Finally, I would select the appropriate resources to bring about my overall goal.

Figure 3 below illustrates the Kemp instructional design model:

The ADDIE instructional design model is the generic process traditionally used by instructional designers and training developers.  The five phases-Analysis, Design, Development, Implementation, and Evaluation represent a dynamic, flexible guideline for building effective training and performance support tools.

I would evaluate instruction using the ADDIE model in the following way:

Analysis

In the analysis phase, the instructional problem is clarified, the instructional goal and objectives are established and the learning environment and learner’s existing knowledge and skills are identified. At this phase, I would administer a pre-assessment to see where the students are in terms of skills.

Design

The design phase deals with learning objectives, assessment instruments, exercises, content, subject matter analysis, lesson planning and media selection. The design phase should be systematic and specific. At this phase, I would use the results from the pre-assessment to determine which objectives I need to focus on. I would determine the best strategies to use for instruction based on student performance. I would then design assignments, activities and assessments to monitor performance.

Development

The development phase is where instructional designers and developers create and assemble the content assets that were blueprinted in the design phase.  In this phase, storyboards are created, content is written and graphics are designed. If e- learning is involved, programmers work to develop and/or integrate technologies. During this phase, I would develop the instructional content. I would choose the type of delivery I would use for instruction. I would choose the materials I would use for example technology, textbook, etc. I would also determine what type of informal observation I would use to monitor student progress.

Implementation

During the implementation phase, a procedure for training the facilitators and the learners is developed. The facilitator’s training should cover the course curriculum, learning outcomes, method of delivery and testing procedures. This is where I put all of my planning into action and begin the process of actual instruction.

Evaluation

The evaluation phase consists of two parts: formative and summative. Formative evaluation is present in each stage of the ADDIE process. Summative evaluation consists of tests designed for domain specific criterion-related referenced items and providing opportunities for feedback from the users which were identified.  This is where I would evaluate my instruction my formative evaluation would be in the form of observation or performance on class assignments. Summative evaluation would be in the form of a project or test.

Source: http://en.wikipedia.org/wiki/ADDIE_Model

Figure 1 ADDIE Model, Diagram by: Steven J. McGriff,
Instructional Systems, College of Education, Penn State University

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, trialibility, 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.

Smartboards were recently introduced to my campus. The SMART board is an interactive whiteboard that uses touch detection for user input in the same way normal PC input devices such as a mouse or keyboard, detect input. Smart notebook collaborative learning software is included with all Smartboard interactive white boards.  The software is available for the Windows, Mac, and Lennox operating systems.  The smartboard is believed to be a great instructional tool because it gives students a hands on approach. I myself have had a great deal of trouble adjusting to the smartboard. First of all the pens you use to write on them are very large which makes it very awkward to navigate with small hands. Also, it is very difficult to convert from handwriting to text.  It is sometimes necessary to type in handwriting multiple times before the smartboard picks it up.  However, despite the troubles I have had adjusting to the use of the smartboard, I do see the advantages of its use. The smartboard allows users to work with large amounts of information.  It offers an information space that invites active collaboration. And lastly, the work produced is often dynamic and contingent.

smartboard

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?

On our campus the use of document cameras is contained within grades 2-6.  My target audience for professional development on the use of document cameras and projectors would be teachers in grades Prek-1^st.

Phase 1: Because the teachers are inexperienced in this field, I would help my participants to feel at ease by presenting the material in a confident, non-demanding manner.  I would help them to become comfortable with the equipment by first identifying the basic components and operation of the equipment.

Phase 2: As the teachers become more comfortable with the basic operation of the equipment, I would have teachers complete a few basic tasks using the knowledge I provided in phase 1.  At this phase I would assume the role of a coach and make myself available for guidance.

Phase 3: At this phase, I would focus more on results and reward for effort and production.  I would assign the teachers to brainstorm different tasks they could use the equipment for, in their classrooms.  I would reward their efforts with praise.

Phase 4: I would assign the teachers a task to be completed with their students using the equipment.  At this phase, I would serve mainly as a monitor and offer assistance only when solicited.

Section 2:Theories and Models of Learning and Instruction

1. Specific Learning Goal

My specific learning goal is to teach my students to understand place value.  Since prior knowledge is always a good foundation to build on, I would start with the Cognitive Information Processing Theory.  I would use the place value chart and base ten blocks to help students make connections.  I would also incorporate the real world strategy of explaining value by using everyday items students and parents buy in stores.  I would use the strategy to make connections between students prior knowledge of value of products and the new information on value of numbers.  I would also give feedback in order to help the students to correct their own errors. I would use the Behavioral Learning theory to achieve this goal. I would do this by presenting students with behavioral objectives prior to the lesson. I would accomplish this by reinforcing acceptable strategies through praise or the use of nonverbal cues such as a smile or a simple pat on the back.

2. Compare/Contrast Gagne’s Nine Events of Instruction and First Principles

Gagne	First Principles	Application
1.       Gain attention	Activation	How do we read this number?
2.       Inform learners of objective	Activation	You will learn to determine the value of each number
3.       Stimulate recall of prior learning	Activation	How much is this number?
4.       Present the content	Demonstration	Each digit represents a value
5.       Provide Learning Guidance	Demonstration	Model procedures and give examples
6.       Elicit Performance	Application	Assign exercises where students are to find value of digits
7.       Provide Feedback	Application	This is how you performed on the assignment
8.       Assess performance	Application	Tell me the value of each of these digits
9.       Enhance retention and transfer to the job.	Integration	How can we use this in the real world?

     

    

	The Nine Events of Instruction
	According to Robert Gagne, there are nine events that activate processes needed for effective learning. Gagne believes all lessons should include this sequence of events:
Events
1. Gain Attention
2. Inform Learner of Objectives
3. Stimulate Recall of Prior Lesson
4. Present Stimulus Material
5. Provide Learner Guidance
6. Elicit Performance
7. Provide Feedback
8. Assess Performance
9. Enhance Retention and Transfer

For more information about Gagne's conditions for learning, click here.

3. Using Whole-Task Approach, Scaffolding and Mathemagenic Methods

The goal I choose is teaching my students to round whole numbers.  Using the Whole-Task Approach, I would first teach my students to round numbers to the nearest ten.  Since most of them have little or no trouble remembering up to the tens place this would be an ideal starting point. I would basically begin with the simplest version of the whole- task by creating all possible conditions that simplify the performance of the task. Next , I would incorporate Scaffolding by taking this lesson and building on another. I would do this by adding another digit to the initial number and teach the students to round to the nearest hundred. The Methamagenic Method allows students to extend the lesson into the real world. I would help them to accomplish this by incorporating the use of retail sales ads into the classroom and having the students round prices to the nearest dollar, ten dollar, and hundred dollars.

4. Table 9.2

For use in the area of Science

Attention
Perceptual Arousal: Inquiry Arousal: Variability:	Choose areas of interest for students Ask students what they think will happen Ask what will happen if I remove one of the steps.
Relevance
Goal Orientation: Motive Matching: Familiarity:	Set goals based on student abilities. Provide learners with experiments based on their individual learning styles. Tie instruction to the real world by asking students what information the experiment gives which will help them in the real world.
Confidence
Learning requirement: Success Opportunities: Personal Control:	Give positive feedback. Assign students a role in group experiment based on their ability level. Students will be judged only on their role in the experiment.
Satisfaction
Intrinsic Reinforcement Extrinsic Rewards: Equity:	Students will use newly acquired knowledge for future science experiments. Grade on experiment. I will praise students on their scientific abilities and accomplishment in performing the experiment.

5. Benefits of Engaging In Design Research

Design research provides feedback on instruction, and allows teachers to make adjustments in instruction as needed using data and appropriate research methods.  Design research integrates teacher training and curriculum to develop instructional environments which help students to build a sense of independence.