New Directions for IDT

List 5 examples of distributed learning.

• Hybrid Classes

This type of instruction combines or blends online instruction with face to face instruction.  I believe that this type of class offer the flexibility that working adults with family need.  It also affords them the opportunity to meet with the professor and other students periodically.  I believe that meeting with others in your class and your professors offer you a networking system.

Example:

FlexNet® Learning Format

The University of Phoenix offers a program called FlexNet Learning.  It is a combination of campus-based and online learning.  It is structured for students who need scheduling flexibility, but also want some face to face class meetings.

• Virtual Classes

This type of instructions occurs in the learning environment when the teacher and student are separated by time or space, or both.  The teacher is responsible for providing the course content through the use of methods such as course management applications, multimedia resources, the internet, and videoconferencing.  Students receive the content and communicate with the teacher via the same technologies.  My son attended TXVA a couple of years again when I was homeschooling.  I really enjoyed the experience.  The school provided all the needed resources and the instructions were given via internet.  The teacher would hold weekly classes via internet.

Example:

http://www.k12.com/txva/

TXVA is a tuition-free public charter school that uses the K¹² curriculum, which is accessed via an online school as well as through more traditional methods. Materials are delivered right to the family's doorstep—including books, CDs, microscopes, cell samples, and more.

• Skills-based training

This is instruction via technology over a specific skill or concept.  This is great training is it is specific to the one topic of interest. 

Example:

http://www.biology.arizona.edu/biochemistry/biochemistry.html

The Biology Project: Biochemistry

This site offers tutor and online quizzes over a specific concept.

• For-profit distributed learning

This is when educational or training experiences uses a variety of means, including technology, to enable learning.   This model involves using various information technologies to aid students in their learning.  It can be comprised of video or audio conferencing, satellite broacsting, and Web-based mutimedia formats. A fee is charge for this type of learning.

Example:

http://www.tutor.com/

This site has tutor available 24/7 for assistance with homework.  Every tutoring session takes place in their online classroom, which runs in your web browser window. The online classroom includes a chat window and a two-way interactive whiteboard where you can draw with your mouse. You can also send files to your tutor or browse the internet together.  Their is a fee for this service.

• Academic distributed learning

This is when institutions are providing training online and through virtual institutions.

Example:

The Academic Distrubted Learning Co-Lab

http://www.academiccolab.org/

The vision of the AADLC is to advance sustainable, immersive, distributed learning technology to enable global access to high-quality educational opportunities.

Chapter 29 discussess the concept of reusablity.  Think back over the courses you've had over your educational career and identify one with poor reusablity characteristics.  Explain how the course could be redesigned to improve reusability without changing the underlying context.

• The textbook defines reusability as the "ability to use the same resource multiple times in multiple ways and in multiple contexts.  The texbook states this allows for the learner to have more learning resources at their disposal, therefore increasing the likehood that they can find one that is right for them.  The text states that for a resource to be reuasble it must answer the following for questions.

         1.  Can I find it?

         2.  May I use it?

         3.  Will it work?

         4.  Can I use it in a way that works for me?

Using these questions as my guiding point, I chose a class.  I chose a class that I took on learning theories.  It not so much that the class wasn't good but the reusablitly factor was low.  The class would have improved in this area if the instructor connected the learning to the present day and how one's  theory of learning impacts the classroom and a teacher's learning belief.

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

Chapter 31 discusses the future of instructional technologies in the near future from metadata to nanotechnology.  Describe how nanotechnology could be used to improve a specific job or task you are familiar with.

Nanotechnology is the study and application of extremely small things and can be used across all the other science fields, such as chemistry, biology, physics, materials science, and engineering. Nanotechnology is not just a new field of science and engineering, but a new way of looking at and studying.  I believe that it would  be neat to be able to have all your computer's memory store on a tiny little chip.          

And finally!  Chapter 32 provides two points of view on the direction of the field--the straight and narrow road and the broad and inclusive road.  Which point of view do you agree with and why?

I believe in the "broad and inclusivie" road.  Technology is growing and advancing rapidly.  I wonder how you can work in the field of technology and not be open and flexible to what the future has in store.  I believe that one limits themself when they are rigid in their believe about future possiblities.  I also believe that at the core we most remain focus on what we are to achieve.  Tecnology is changing and working in this profession we must embace the change and incorporate it into our field of knowledge.

IDT

• 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?

Position: Curriculum Designer

Location: Richardson, TEXAS

Company: OraMetrix, Inc.

The curriculum designer produces engaging hands-on courses for a variety of customer and employee training. Training programs for OraMetrix include new product releases for software upgrades, customer facing upgrades, and new processes for internal and field employees.

Job Requirements:

 • Evaluates the effectiveness of training and recommends enhancements.

• Assists with other organizational training initiatives as needed;

• Develops and designs training needs analyses to ensure appropriate training continuum of learning programs along with related materials for all internal and external levels;

• Plans and administers specific training programs and delivery methodologies for Customer Service, Technical Operations and Sales;

• Creates design documents that specify learning objectives, measures student learning, learning materials, design specifications and learning impact (e.g. business results);

• Formulates teaching outlines and develops effective methods for performance improvement using coaching, group instruction, lectures, demonstrations and workshops;

• Ensures all training documentation is compliant with company standards;

• Consults with division training leaders, department managers, supervisors and employees to develop programs to meet emerging business needs;

• Develops and organizes manuals, e-learning, testing, evaluation and other educational materials;

• Selects and modifies existing instructional materials as well as develops new instructional materials;

• Interfaces with vendors on supplemental training modules; and

• Familiar with learning management system (LMS) and assists with maintenance of training curriculum database to reflect all active programs.

• Develops and organizes manuals, e-learning, testing, evaluation and other educational materials;

• Selects and modifies existing instructional materials as well as develops new instructional materials;

• Interfaces with vendors on supplemental training modules; and

• Familiar with learning management system (LMS) and assists with maintenance of training curriculum database to reflect all active programs.

 Education and Experience:

• Minimum of two (2) to four (4) years directly related experience.

• Bachelor’s degree is strongly preferred.

•Demonstrated technical writing skills a plus.

• Experience in role and task analysis. GAP analysis, instructional design, developing learning programs and materials.

• Knowledge of adult learning theory.

• Working knowledge of PC based software such as Windows, presentation software, spreadsheets and word processing, curriculum design software, Adobe software, and standard classroom methods as well as on-line learning and blended learning techniques.

• Ability to organize and develop curriculum and lesson plans and recommend and/or develop training programs as it relates to the company’s needs.

• Strong written and oral communication skills.

• Ability to operate various equipment (i.e. copier, PC, A/V projection, etc.)

• Ability to take initiative and handle various tasks simultaneously, while working under minimal supervision.

• Efficient in time management and able to thrive in a fast paced, dynamic work environment with tight deadlines.

• Must be able to lift and carry items (up to 25 lbs.).

I believe that I possess the necessary skills for this job.  I believe that a lot of the requirements are duties that I perform in my educational setting.  It would be interesting to see how it translates over into the business world.

Lockheed Martin, Texas

Curriculum Developer Lead  

- Must have two or more years’ experience in one or more of the following: Flash, Articulate and Captivate

- Must have Instructional Systems Design experience

- MS Office proficiency

- Development of web-based training

- Excellent communication skills

- Excellent writing and editing skills

- Ability to work independently and with a team

Desired skills-

- TSA Recent Program Experience

- Storyboarding for interactive multimedia instruction and video

Specific Job Description-

Lockheed Martin's growing Security Training Development Group is looking for motivated Curriculum Developers to work in a fast paced and evolving security industry. Curriculum Developers are an integral part of the Specialized Security Training (SST) program in support of the Transportation Security Administration's (TSA) training organization. SST members collaborate with TSA, internal team members, equipment manufacturers and other agencies. The Sr. Curriculum Developer performs tasks involved in all phases of the traditional training development model including analysis, design, development, implementation and evaluation. The incumbent will rely on expertise from instructional system designers and subject matter experts. The incumbent will also apply technical writing skills, and effective use of adult learning strategies, in order to meet the needs of various training Task Orders on the SST program. The primary duties are: developing blended learning solutions; creating SCORM-compliant IMI, writing and reviewing storyboards and/or ILT materials; conducting quality assurance reviews for accuracy and functionality; troubleshooting IMI modules within TSA's Learning Management System (LMS); communicating/maintaining milestone schedules for internal and external team members during all phases of the IMI/ILT production cycle; providing internal consultation for interactive courseware development assets and resources; producing open architectural assets and templates; communicating with customers and sub-contractors regarding the uploading and testing of courseware on the LMS; utilizing quality control checks to ensure training products are technically accurate and conform to customer standards and guidelines. Applicant selected will be subject to a government background investigation and must meet and maintain suitability to work government contract requirements.

I have the training skills necessary for this job but would have to develop some of technical skills necessary for this job.  This would be an interesting job but I would prefer to be at a lower level and work my up the career ladder in order to develop more technology skills.

Mathematics Content Specialist

• Collaborate with the Senior Content Specialist in the development of comprehensive curricula across multiple grade levels

• Create content modules and design materials for multi-year curriculum

• Coordinate with Lesson Writers, Instructional Designers, Media Specialists, and Visual Designers and others to develop prototypes for overall activities and lesson structure (online and offline)

• Create lesson text designed to guide a non-specialist adult through the steps needed to teach a child the master objectives for each lesson

• Edit the work of junior colleagues

• Work closely with the Evaluation and Research Team to develop curriculum for adaptive learning engines

This is a job that I feel is a great fit for me.  It is a job that I would be interested in doing.  As a current math specialist, this is a job I would like to apply for one day in the future.

• Remember that the field of instructional/educational technology is not just focused on education, but on business and industry as well.  Look at the resources provided on page 258 in chapter 25 and select one of these links and complete the self-assessment.  What did you learn about yourself from the assessment?

I have taken many self-assessments in the past.  They all tend to show that I should be in a career that is social and assist other people.  I do not believe that I am very social but I do believe that my calling in life is to assist others in reaching their full potential.  I believe that doing self assessment and self reflection that one can found what career path they should take. 

• Chapter 26 lists several websites for professional organizations and websites for professional publications.  Visit 2-3 websites for professional organizations and 2-3 websites for the professional publications and address the following:

         Professional organization:     International Society for Technology in Education (ISTE)

          Mission:   The International Society for Technology in Education for educators and education leaders engaged in improving learning and teaching by advancing the effective use of technology in PK-12 and teacher education.

ISTE membership is a powerful and meaningful way for educators to connect with peers, to gather in a variety of forums to share the challenges and excitement of teaching, and to be part of a community that leads the transformation of education.

            Cost of membership:

·         Individual Memberships (U.S.)

·         Premium: $219

·         Standard: $99

·         Retired Educator: $59

·         Student: $39

Publication:  They have books and journal (Journal for Research and Technology in Education, Journal of Digital Learning in Teacher Education and Journal of Computing Teaching)

              Conferences and meeting: ISTE Conference 2012 will take place in San Diego, CA, June 24-27.  They also have leadership conferences.  The last one took place in October.

               Opportunities for professional development:  They offer professional development for teacher, leaders and instructional designer both online and in person.

         Professional organizations: Society for Applied Learning Technology

        Mission:  Founded in 1972, membership in the Society for Applied Learning Technology® is oriented to professionals whose work requires knowledge and communication in the field of instructional technology. It is a professional society, designed for individual membership participation with classes of membership keyed to the interest and experience of the individual. The Society provides a means to enhance the knowledge and job performance of an individual by participating in Society sponsored meetings, and through receiving Society sponsored publications. It enables one to achieve knowledge for work in the field of applied learning technology by association with other professionals in conferences sponsored by the Society.

               Cost of membership: $100.00 per year

               Publication Journal of Applied Learning Technology (JALT)

Journal of Education Technology Systems (JETS)

               Conferences and meeting For over 35 years the Society has sponsored conferences which are educational in nature and cover a wide range of application areas such as eLearning, web-based training, mobile learning, interactive multimedia in education and training, learning management systems (LMS), instructional systems design (ISD), and performance support systems. These conferences provide attendees with an opportunity to become familiar with the latest technical information on application possibilities, on technologies, and on methodologies for implementation. In addition they provide a venue for interaction with other professionals in the field

Professional Publications

 

Focus/Goals:

The goal of the Journal of Asynchronous Learning Networks is to describe original work in asynchronous learning networks (ALN), including experimental results. The mission is to provide practitioners in online education with knowledge about the very best research in online learning.

 

Submission Guidelines:

The site provides a style guide and attached template to format your paper submission for publication. The template speeds up the process for Sloan-C to publish the paper in multiple formats. Submissions must use the Chicago Style for referencing, numbering references in the order they occur in the manuscript rather than in alpha order.  All articles should include an Introduction or Historical Background section, Summary/Conclusions, References, Acknowledgments section, if applicable, and final section About the Author(s). References, tables, figure legends, and furnished art should be embedded in the manuscript such that the manuscript is in final form when submitted. Sloan-C will accept manuscripts with either embedded graphics or linked graphics. All the figures should be submitted in GIF or JPEG formats with the article. Page setup and style guidelines are also specifically given.

 

Peer Reviewed?

The Journal adheres to traditional standards of double-blind peer review, and authors are encouraged to provide quantitative data; currently JALN's acceptance rate is 25%.

 

Online Access?

Full articles are available online to members only, non-members can purchase articles for $5.95/each. Membership costs $120, or you can get a three month trial membership for only $45.

  

Focus/Goals:

ISTE's member magazine features practical ideas for using today's technology tools to improve teaching and learning, and for integrating technology appropriately into classrooms, curriculum, and administration.

 

Submission Guidelines:

A query must be sent before submitting a manuscript so editors can ensure that the magazine effectively covers a broad range of topics. The query must be emailed to Kate Conley, editor, at kconley@iste.org. A brief but specific description of the article idea and why this information would be useful to the L&L audience must be presented. You should include the kind of technology your manuscript will discuss and its primary outcome or effect on learning or teaching. Manuscripts should be first-person accounts, and the writing should be lively and engaging. You should identify all adults mentioned in examples or as sources of information by first and last name, position and/or job title, school or district, and city and state/province, and/or country. You should identify minors by first name only unless you have written permission to use their full names. Any hypothetical situations referenced in the manuscript should be clearly portrayed as such. Articles should have no more than two authors. Authorship is granted to those who actually write the article. Before submitting an idea or manuscript, it is suggested that you read the magazine to get a feel for the tone, style, length, and subject matter that it covers. Manuscripts should be written in magazine style. A reference list is not required, but a list of resources should be mentioned in the article.

 

Peer Reviewed?

L&L is primarily a practitioner-written magazine published by ISTE. Articles are not peer reviewed.

 

Online Access?

Members can view the digital edition for the complete issue of Learning & Leading with Technology online.  Standard membership for International Society for Technology in Education (ISTE) costs $95 annually.

I have not heard of most of the journal or organziation.  I would like to join a couple of the orgainziaton and subscript to some of the journals.    I feel that this will allow me to keep up to what is going on in my profession and allow me to continue to grow.  I really can see the benefits.

• 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? 

The Domains that I would include are :  Design, Develop, Implement, Assess.  I like these domains because I think that you could include many sub areas under this area.

The competencies I would include are:

Select appropriate projects for instructional development

Assess Need

Analyze

Create Communicate

Demonstrate

Promote

I chose this because they are broad and can cover lots of competencies.

Reflection #5

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

 The writers of this chapter define prototypes as either workable models of the final product or simply shells that demonstrate the projected appearance of the final project.  Prototypes are to assist designers in finding the best and most effective product.  The use of rapid prototyping enables the designer to safe time and complete a quality design. 

 Using the above model educators could design lesson that will engage and reach 21st century learners.  They would begin by asses the needs of they students and analyze what it is they need to know and set objectives.  Educators would construct or design lesson.  They would use the lesson they design to gauge if it reaches students at the engagement level needed and if they are learning at the needed level.  If this did not occur then teachers could adjust the lesson at any point.  If educators are given a shell in which to build lessons plans they are able to analyze the lessons and adjust at various points.  It also aids them in how the "whole" lesson should be designed.

• Chapter 19 discusses instructional design opportunities in military and education and training environments.  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?

When technology access is limited or not at all, then training would use paper and pencil.  Military personnel would learn about the culture of the area they are occupying and various method they use to attack in the area.  They would learn survival skills that are needed in combat.  They would learn critical thinking skills under stress.  These are skills that are needed that they could learn with limited technology and once technology is available it would enhance this learning process.  Designers could create various learning manual for personnel to use and they could complete modules.

• Chapter 21 looks at radical educational change in P-12 setting.  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 begin with a discuss of what the idea school district would look like and how it would run. I would then show clips of videos from administrator who had utilized these methodologies.  I would then present each of the core values of these methods and how to implement these methodologies.  I would involve the audience in designing a web of how the methods are similar and how they are different.  I would have each group decide which methodology they would like the district to adopt and why.

• 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:

Harvard University

• What are the different names used for faculty development?  Faculty Development & Diversity
• What division is it under? President and Provost
• What services does it offer?  It offers critical issues of faculty development and diversity across the University, addressing the need for more systematic review and analysis of appointment. It oversees and guides institutional policies and practices in all areas of faculty affairs, providing intellectual leadership and coordination across the Schools with the twin goals of increasing accountability and fostering measurable progress in important domains
• How often are program given and what are they specifically they? They give one to two events a month.  The events vary each month and most have a special speaker.

Baylor University

• What are the different names used for faculty development? Faculty Development
• What division is it under? Vice President and Provost
• What services does it offer?  Baylor University offers its faculty members a variety of faculty development opportunities to support teaching and research as well as creative activities and performance in the arts
• How often are programs given and what specifically are they? Programs are offer throughout the school year.  The following are some example of programs
• • Orientations, Seminars, Institutes, and Retreats
  • Sabbaticals, Research Leaves, and Grants
  • Academy for Teaching and Learning
  • Research and Sponsored Programs
  • Big 12 Faculty Fellowship Program

Texas A&M-Commerce

• What are the different names used for faculty development? Faculty Development
  What division is it under? Office of Provost
• What services does it offer? Support for faculty to grow professionally
• How often are programs given and what specifically are they? Professional development programs, campus resources, conferences, workshops, and off campus faculty development

Reflection 4

• Chapter 14 discusses the concept of 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.

My school is a Title I school.  We serves mostly minorities from a low socio-economic background.   One  problem, that we experience at our school, is a lot of our students  do not complete their work in a timely manner.   We can not develop a solution for this problem until we  identify what is causing the students not to complete  their work.  As educators we can guess but we must analysis the root of the problem.  We may find that some students do not understand the concepts or they have no motivation because they do not see value in the work that is given to them.  As adults we work each day for rewards.  This reward could be a paycheck for some, self satisfaction or praise for others.  What rewards do our students have for completing their work?   I believe that if we would set up a reward system that the students would perform better.  We should adopt a policy were zeroes are not tolerate and we should reward students who complete assignments on time.  We should have a free period each day were students who have no zeroes  and are working to their ability are rewarded with enrichment activities and those with zeroes  or who are struggling are given assistance to complete work or work on understanding needed concepts.  We should also implement an award ceremony each six week for those who are not only passing but putting forth a great effort and showing improvement.   In addition we could award the class in which all students turn in work with free recess and ice cream.  We must guide our students into understanding the importance of school work through guidance classes each six week and re-enforce goal setting with them.

• 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 be become more prevalent in the future.

1. 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. The information can be in the form of text, graphical displays, sound, and video presentations.
2. 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 and monitoring systems to permit job performance with minimal support and intervention by others."
3. An electronic performance support system is, according to Barry Raybould (1991), "a computer-based system that improves worker productivity by providing on-the-job access to integrated information, advice, and learning experiences."
4. Gloria Gery (1989) defines it as "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 and monitoring systems to permit job performance with minimal support and intervention by others
5. Electronic Performance Support Systems (EPSS) is a challenging application area for developing intelligent interfaces. Some possible scenarios for using domain, task, and user models for adaptive performance support were explored in the context of the Adaptive Diagnostics and Personalized Technical Support (ADAPTS) project.

I believe that the cost and time it would take to get EPSS up and effectively run is one of the reasons that we have not seen it widely used in the past.  I believe that as technology advances more districts will begin to embrace EPSS.

Knowledge management is the way we manage information, share that information, and use it.  Organizations, such as schools, are full of information/data and we must organize that data in a way that we can make sense of it.  We use data to make decisions and good 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 use to solve the problem?



One problem in my line of work is increasing scores on standardized math test in the upper grades.  One way to solve this would be to create KM system but to begin small.   Studies share that most project fail because businesses begin too big at first.  By beginning small, it will allow the school district more control over the desired outcome plus a small failure will not be as tragic as a large scale failure.    Also the school district will need to tap its internally resources.  Educators offer a wealth of knowledge.  Educators must be encouraged to share the tacit knowledge that they possess.  District should not forget that KM is not just a technology concept and should research a software they decide to invest in to assist them with this project.  With this in mind I would collaborate with teachers once with have analysis our data.  I believe that organization of data is key.   Do we see trends in the data?  We should analysis our curriculum?  Is it teaching the needed concepts?  We should have a centralize system that educators can assess to see if students have pass past test and what their strengths and weaknesses are.  This aid teachers in designing lessons that not only engage students but allow them grow to their full potential.


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?

I once read that informal learning is like riding a bike in that you are in charge of the learning and the experience.  You decide the direction in which you will take the learning.  While formal learning is like riding a bus, someone else is in control of the learning experience and the direction in which the learning goes.  I believe that informal learning is more powerful and engaging.  As a beginning teacher, my mentor from Mrs. McDonald was very instrumental in teaching me the art of teaching.  She taught me many things that were not in the textbook.  The experience was engaging and meaningful as I guided the learning experience.  We discussed concerns that I had about the teaching professional  and she guided me in many areas. 
As I continued on in my teaching profession, my students taught me many lessons.  They taught me the importance of involving them in the classroom and keeping them in mind when designing lessons.  I learned the value of listening to them.  I believe that informal learning is some of the valuable lessons that we learn in our profession.

In my personal life, I have learned many informal lessons from my parents, friends, and some from just life's experiences.  I believe that some lessons you can not learn from a book such as how to be a parent or how to be a good spouse.  You can read but it is the informal lessons that will be very valuable to you in life.

Reflection 3

Chapter 10 discusses evaluation in instructional design and provides you with two evaluation models, the CIPP and Kirkpatrickmodels 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 ADDIE model is one of the most common design model but it has numerous areas that needed improvement which has led to y many variations of this model.   An improvement that is widely used with this model is the use of rapid prototyping. This allows for continual or formative feedback throughout the process.  The ADDIE consist of five phases:  Analysis, Design, Development, Implementation, and Evaluation.  These phases offer the designer a dynamic, flexible guideline for implementing effective training and offering performance support tools. 

Implementation in Classroom:
During the Analysis Phase the instructional goals and objectives are established and the learning environment and the learner's existing knowledge and skills are identified.  During this phrase the teacher should keep in mind not only the learning outcome she/he wants to achieve but what type of learners she/he has in the classroom.  What type of learning environment would lead to success?  How long does she have to spend of this objective?  Also the teacher must gauge student's prior knowledge of concept to aid in designing lessons.
The Design Phase involves the learning objectives, assessment instruments, exercise, content, subject matter, analysis lesson planning and media selection.  This phase of evaluation is systematic and specific.  The teacher should plan the instructional, visual and technical design strategy.
In the Development Phase the teacher creates and gathers needed materials to implement the plan that was created in the design phase.
During the Implementation Phase the lesson that was designed is actually presented to the students.
The final stage is evaluation.  This phase consist of two parts: formative and summative.  The formative evaluation takes place during each stage of the designing process.  The summative evaluation is a criterion-related assessment that provides feedback to the teacher and the students.

This is how I would utilize this model.  First I would clarify the learning objective that I want my students to learn.  How will I know that they have learned this concept?  Then I would look at my "who" and how they learn best and what engages them in the learning process.  I would also check to see if they have the prior knowledge to learn the skills that they are learning or do they already know this skills.   Based upon what I gather, I would plan and design my lesson for the learning goal.  Each step of the process I would evaluation to see if what I am designing is effective.  I would then deliver my lesson to the students.  I would evaluation to see if they understood the learning objective by given a criterion-related assessment.


The second instruction evaluation model that I will discuss is Kemp Instructional Design Model.  The figure below summarizes this model.

This models consist of nine parts.  It adopts a continuous implementation/evaluation model.   The oval shape of this model conveys that the design and development process is a continuous cycle that requires constant planning, design, development and assessment in order for the instruction to be effective. The steps to implementing this model are as follows:

1. Identify instructional problems, and specify goals for designing an instructional program.
2. Examine learner characteristics that should receive attention during planning.
3. Identify subject content, and analyze task components related to stated goals and purposes.
4. State instructional objectives for the learner.
5. Sequence content within each instructional unit for logical learning.
6. Design instructional strategies so that each learner can master the objectives.
7. Plan the instructional message and delivery.
8. Develop evaluation instruments to assess objectives.
9. Select resources to support instruction and learning activities.

If I was to utilize this model I would once again begin with the learning concept outcome.  I would then look at my "who".  I would look at what they know and plan my lesson design so that it is differentiate to each student.  I would present the lesson to my students and evaluate.  Throughout each step I would plan and evaluate.

Think about a technological innovation within your social system that was recently introduced (social system=place of work, home, ect.).  Any innovation has what is known as perceived attributes-relative advantage, compatibility, complexity, trialabiltiy, 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?

The innovation that I will discuss is the COW (Computers on Wheels).  Our school district's focus is on getting students ready for the 21st century.  The district's belief is that all children should have computers at their disposal while at school.  To assist in achieving this goal at our school each cluster (team of four classrooms) where given a COW to share.  The cart consisted of about 25 computers and the average class size is about 27. 

Relative Advantage:  At first all the teachers were excited as we saw the advantage of such technology.  With computers students were able to create and do more innovative things.  Teachers were able to create lessons that will prepare them for the 21st century. 
Compatibility:  The COW is very compatibility with the goals of our district.  However technical issues have been a problem and made the use of them an issue at times.  At the same time our students have create many projects through this use of technology and it has enhance their learning.
Complexity:  The COW are not hard to utilize many students come to school knowing how to use a computer.  The only complex part would be connecting the COW to the Internet or students not being able to log on.  The hardware system on our campus needed improvement and a wireless system would make this technology even more success.  This issue at time was a hinder to teacher wanting to use the COW because they did not know if they would work in the classroom but with new hardware this has improve.
Trialability:  Our campus did have a trail period.  We started out with a couple of them.  Teacher enjoyed having them in the classroom so more of them were implemented throughout the school.  During this period administration wanted to see if the technology would be use before they invested the money into getting more COW.  They wanted to see if  teachers would incorporate the use of technology into their lesson plans.
Observability: As a teacher you can see the engagement of students as they do research and create projects on the computer.  Teachers are creating more lessons that incorporate technology.  It is easy to observe the benefits of this new technology and the need for more.



Chapter's 12 & 13 focus on project management and how to manage projects when resources are scare.  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?

Many schools today are cutting their operation budgets, but yet the standards continue to raise for what teachers are to implement in classrooms.  How can teachers today implement technology when budget constraints does not allow districts to purchase material? This is how I would set up a series of staff development focusing on technology use in the classroom with budget issues.

The first stage would be to develop a team to work with who understands that we do not have enough technology nor money to purchase additional things at this time.  I will define what each of our roles are during this process.  One person would look at the technology that we currently have at our campus and how we are utilizing it.  One person would look at what teachers are needing as for as training to aid in engaging students through the use of technology.  Is it ideas on how to use the technology they have or is it idea on how to implement the technology in their lesson design? One person could see when we could meet and where to accommodate the needs of most educators.
Once will have a plan in place, then I would begin to promote the training to teaching by showing them how it would engage  their students and make them more successful.  I would get them to buy in to the training session because we would have their input and suggestions in the beginning stage. I would support my group by offering assistance and guidance.
Once the group had designed the staff development we would evaluation them as a group and discuss ways to improve before they presented them to the teachers. I would coach them them in their presentation.  Finally my group would present the staff development to the teachers.  We will have the teacher rate their engagement each session so that we would know what areas to improve.

Reflection #2

• Identify a specific learning goal and how you would incorporate two learning theories highlighted in Chapter 4 to achieve this goal.

For this blog I will utilize the concept of generating equivalent fractions as the learning goal for students.  I choose this specific learning goals because I believe that if students can develop a good foundation with the concept of fractions that mathematical concepts such as ratio, improper fractions, converting from fractions to decimals ect... is much easier for the student to grasp.

The two learning theory that I will discuss in relationship to teaching students how to generate equivalent fractions are Behavioral Learning Theory and Schema Theory.  It is my opinion that these two theory will aid in achieving the desired result of students understanding the concept of equivalent fractions.

BEHAVIORAL LEARNING THEORY

From a behavior learning theory learning is best understood, explained,  and predicted if we look at events that can be observed.  As educators we tend to judge if our students understand a particular concept based on what we observe our students doing and how we see them performing in our classrooms.    This theory states that to see if we achieve the desired outcome that we should observe the behavior before and after a teaching strategies has been implemented.  This is how I would incorporate this learning theory with teaching students to generate equivalent fractions.  First, I would give the students fractions strips of various sizes. I would have the students generate halves first and see if the students could explain if and why they are equivalent.  I would offer feedback each step of the process to reinforce desired behavior.  I would then model and discus using concrete model what an equivalent fractions is and then have the students generate equivalent fractions using models only.  I would offer feedback to reinforcement the students in their learning of the new concept.  I would then go from concrete to pictorial to generate equivalent fractions along the way breaking the learning into small steps and offer consistent feedback. We would finally go from pictorial to concrete where they learn to generate multiples of the denominators to generate equivalent fractions.

SCHEMA THEORY

In a Schema Theory environment a learner can only process so much information at one time.  Students need to have some working memory to draw upon to process new information.  This particular theory is great for teaching the concept of equivalent fractions.  Students must have a working knowledge of fractions.  This is why it is important that they begin with manipulates and see that 1/2 and 2/4 or even 8/16 all represent the same amount.  Once students have a working knowledge of this then you can then have them begin to create equivalent fractions such as 2/3 and 4/6.  Students are not ready to generate equivalent fractions by multiplying by a fractions equivalent to 1 because they do not have the schemata in their long term memory to understanding fractions.  Educators must build upon the information that students know and have stored in long-term memory in order to for the students to make connections in their learning.

• Find a reference(other than the book) that describes Gagne' Nine Events of Instruction.  Then create a table or chart that compares and contrasts those events with the first principles described in chapter 7 and describe how you would apply each of the first principles to the goal you've developed from the first activity in this reflecion.

Gagne's Theory            VS        First Principles of Instruction   

Gaining Attention	Problem
Informing the Learner of the Objective	Activation
Stimulating Recall of Prior Learning
Presenting the Stimulus	Demonstration
Providing Learning Guidance
Eliciting Performance	Application
Providing Feedback
Assessing Performance
Enhancing Retention and Transfer	Integration

This is how I would apply the first principles to the goal of generating equivalent fractions.

First I would have the students seating in pairs.  I would give each pair a small bag of skittles and have them divide it equally between themselves.  I would then have them write what fractional part of the skittles that they have.  I would have them put half of the skittles back in the bag.  I would then have them once again have them divide the remaining skittles equally between each other and write the fractional part they each have once again.  I would do this division of skittles one more time.  I would then see if the students could tell me the how the fractions they have written are related.

Next, I will tell the students to get out fraction strips and we will generate equivalent fractions.  We will begin with generating 1/2 and relate it to the previous activity with skittles.  We will discuss why the fractions are equivalent and what makes a fractions equivalent.  We would model several examples together.

Then, students would demonstrate an understanding of equivalent fractions by generating equivalent fractions using fractions strips and pictorial models in groups.

Finally, after I have modeled and students have worked through examples with me then I will let them demonstrate that they have an understanding of the concept by creating and drawing there own examples of equivalent fractions.

• Develop a new goal or using the one you've already developed, briefly describe how you might use the whole-task approach, scaffolding, and mathemagenic methods to help students learn to perform a task.

Whole-Task Approach

In this approach the educator must encourage the learner to develop an integrated knowledge base without separating skills, knowledge, and attitudes from each other.  This is a more holistic instructional design.  I would you a real life examples to relate equivalent fractions for students to understand. Students would learn the concept of fractions as part to whole and relate it to equivalent fractions in that the part to whole ratio has not change.

Scaffolding

This approach is more like Bloom's taxonomy.  Where you begin a concept on the lower level and build up to higher order thinking skills.  I believe that depending on the students knowledge level you may have to begin on the lower level but you goal is to more them to higher level of thinking.

Mathemagenic Methods

I like this method because if talks about variety in theway the concept is presented to the students.  The concept should be taught using hands on activities.  Students should be questions throughout to ensure they are learning the concept and are able to abstracting perform the task which will be the goal in learning equivalent fractions.

• You have been hired to design a course for a topic in your area of specialization.  Using Table 9.2 as a template, what would you incorporate into each subcategory to motivate learners?

ARCS Model Categories and Subcategories

Attention

Perceptual Arousal:    I would utilized candy to capture their interest Inquiry Arousal:          Create equal groups of candy to share with your partner Variability:                    I would use fraction pieces and crackers.

Relevance

Goal Orientation:  I would tell my students the objective and would have completed    student inventory to know how to best reach my students. Motive matching:  Students will be given chose on how to show me they understand the goal. Familiarity:  I would relate fractions to students in a variety of real world situations.

Confidence

Learning Requirements:  I will monitor students each stage of the learning process and give feedback and encouragement. Success Opportunities:  Students will be given examples and the teacher will model.  Students will be step by step instructions and will be told the learning expectation. Personal Control:  Teacher will meet with students individually and offer continuous encouragement.

Satisfaction

Intrinsic Reinforcement:  Students will be given a variety of ways such as models, pictures, worksheets to model their learning. Extrinsic Rewards:  Students will be provided with stickers and praises from teacher. Equity:  Students will know the benefit of learning new knowledge and realize that they are only competing against themselves.

• Finally, after completing these activities, discuss the benefits of engaging in design research.

I believe that the benefits of design research are priceless. Educators should put the time in upfront to ensure that their students are success.  Educators should begin with the end in mind. What is that we want our students to learn?  What is the best method for delivering this concept to our students?  Will our method of teaching engage our student?  What about the hard to reach student or the one that excels quickly?  Have we research these questions before we present lessons to our students.  We could design lessons that will teach our student the critical thinking skills necessary for success if we would engage in design research when we present new concepts to our students..