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