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..

Chapter 3 Reflections

The above video is a great video for educators.  Educators tend not to utilize technology in the classroom as much as we probably should.  Technology is usually use  by teachers to take attendance or compute grades.  We are living in a more technical and global society. Educators could create classroom websites free from sites such as http://www.edmondo.com/ to communicate not only with students but parents about what is going on in the classroom.  Teachers would be able to post lessons and assignment.  Teachers could also post lectures or work samples for students.   We must take advantage of  technology to engage our student to become more prepared for the future that awaits them.  We must use various tools of learning to assist them in working collaboratively with others to create products that demonstrate their learning.  Students should not be seating in a sit the majority of time just memorizing basic facts but they should be actively engage in creating learning that they will retain long term.  I see K12 learning becoming more interactive and collaborative.  I see more high school courses offered online.  There are currently online learning institution for younger grade but I do not see them becoming wide spread except in the home school communities.  I know that Texas has an online charter school for students grades 3 through high school.

I do believe that in the future we will see more and more colleges offering courses online.  This will allow students to collaborate with others from all over the world.  It will make it more convenient for many older adults to go back to school and work full time.



Instructional Design

I feel that instructional design is one of the key factors that will lead to student success.  Educators should put forth the effort upfront to ensure that they have developed and are able to implement profound and engaging lesson for their students.  This requires that teachers use a design model that will guide them through the process of designing and evaluating their lessons.  One of the most popular and influential instructional design model was created by Dick et al. (Reiser 2006).  This design includes five elements of analysis, design, development, implementation, and evaluation.  There is opportunities for revise throughout the design model.   There were six basic characteristic of Instructional Design listed in this chapter.  They are as follows:  1. It is learner center.  2. It is goal oriented.   3.  It is meaningful.  4.  The outcomes can be measured in a reliable and valid way.  5.  It is empirical, iterative, and self-correcting.  6. It is usually a team effort.

As an educator I feel that we must always keep in mind our student when we begin to design lesson and the required curriculum that we must teach.  With these things in mind we can begin to design our lessons.  If I were to redesign Dick, Carey and Carey model of instruction it would be to an analysis of the students.  I do not believe you could effectively design instruction without knowing what type of learners are receiving your instruction.

Defining the Field

I am currently working on another master's degree in Educational Technology.  What exactly does this means and what does this entail?  Some people in the field call this same degree Instuctional Technology.  This field of study has been around since the early 1900's.  It has seen lots of change and growth over the last couple of decades.  Once when we thought of this field we thought of teaching using equipment such as overhead projectors or VCRS.  Most of the early definitions of this field of study focused on the "physical"(visual or audiovisual) way that an educator delivered thier instuction to the students.  Beginning in the mid to late 1900's, the way in which the field was viewed begin to change.  People in the field begin to see "instructional technology" as a process and not so much as the way information was delivered.  Lumsdain even stated in 1964 that it should be thought of as the application of science to instructional practices.  The 1990's brought yet another view of "instructional technology".   This change was influenced by cognitive and constructiviest learning theories.   The definition that was developed during this time period by the AECT was that instructional technology is the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning.  In 2006 the AECT changed their definition once again.  Educational technology is the study and ethnical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources.  The definition that will be utilized in my current course labels this field as instuctional design and technology and defines it as the analysis of learning and performance problems, and the design development, implementation, evaluation, and management of instructional and noninstructional processess and resources intended to improve learning and performance in a variety of settings. 

What will I choose to call this field and how will I define it?  I choose the current label for the field: Instructional Design and Technology.   I believe that we should focus first on instruction and then research which form of  technology can best enhance the concepts the students need to learn.  I believe that the lesson design should be formost in the minds of educators.  I would state that this field should first look at who is the intended audience.  Once we know who we are instructing then we should analysis what it is they need to learn and what they currently know about the concept.  Then as educators whe are to design and implement profound and engaging lessons that will improve our students knowledge base.  We should evaluation throughout the process to ensure that we are providing the proper instruction. Throughtout the process we are incorporating technology and encouraging our students to do the same.  This is what I think of when I think of my field.