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