Section 7

This section of the textbook addresses new directions and emerging technologies for IDT. For your final post, reflect on how you might apply each of the following in your current or future position in the IDT field:

1. distributed or e-learning environments
2. reusable design or learning objects
3. rich media
4. emerging instructional technologies, such as artificial intelligence, cybernetics, Web 2.0, virtual worlds, electronic games, etc.

1).   Although I do not currently have a position, in the very near future (and already in some areas), I feel that using e-learning environments is going to quickly play a role in many library media centers across the globe.  I have been looking into using Skype or other avenues to invite authors from long distances to participate in author visits allowing students and the community to participate in a live discussion.  According to the definition in our book, distributed learning is "any educational or training experience that uses a variety of means, including technology, to enable learning (p. 290)."  I have been involved in distance learning opportunities and know that the equipment is nearby and easily available for use in our area.  My entire Master's degree has been earned by using distance learning on online classes.  I feel that e-learning has a valid place in the future of education and is not going to go away, but continue to improve and become more readily available, even at an elementary level.  Using tools online to create learning opportunities has endless possibilities.  As with any technology, there is the potential for "hiccups" but, the "key to these systems is the manner in which they support and encourage the development of content...."(p. 297).  I feel that it is very realistic to imagine author visits via the web, celebrity read alouds, getting a birds eye view of the writing/editing/illustrating process that the students can actively be involved in.  I would hope that I can take an active role in introducing and possibly designing some of these new advancements in my area.

anulik.edublogs.org

 

2).  The campus that I used to complete my Practicum hours this semester, already incorporates  reusability throughout the campus.  The school uses CSCOPE curriculum and that is based off of building on past knowledge.  The teachers might use a webquest in 2nd grade that the 3rd grade teachers are able to use to enhance/refresh memories while then adding to the webquest to make it more grade level appropriate.  The library offers books on several levels for each of the topics studied, so the students are exposed to each  level books.  Although there isn't necessarily anything broken--it is materials that have been used and improved upon for the appropriate age group.  This campus is a very low socio-economic area and reusing materials is very important to budgets and a great cost saving method.  I feel that this campus does a great job with reusability and making resources last.  The school recently received iPads for each grade level and they are able to store programs for Kindergarten thorough Fourth grade, therefore making them a very usable and valuable tool on the campus. 

 

 

blog.mmsholdings.com

 

 

 

3).Rich media is defined as "learning products that incorporate high-end media such as video, animation, sound and simulation (p.312)."  Each of the classrooms on my campus were recently given a SmartBoard and I feel these have dramatically changed the educational goals and delivery of education on this campus.  Teachers are easily able to locate and use many aspect of high-end media in the classroom where students can be directly involved in the delivery and learning aspects of the day.  Students are able to quickly see results and no longer have to wait for the teacher to change the projector screen, prepare the tape player, etc.  These SmartBoards have afforded the campus to enhance learning on a variety of levels--the viewing for the class is easy, it is directly connected to the teacher computer and can easily and quickly display videos, web pages, etc. at the push of a button.  The students are very fluent in the use of the SmartBoards and you can see them light up when they know an activity is coming up on the SmartBoard.  These boards are able to assist the teacher in meeting all learning types in the classroom quickly and easily in one central location.  the audio, visual, tactic--all learning styles can learn and retain information using these high-end technology materials.

 

 

info.actionpaper.net

 

 

4.) I have learned many valuable lessons in my coursework for my degree.  One of the biggest lessons I have learned is the value of 2.0 tools in the education world.  The quick format of the forms, surveys and other aspects of the 2.0 tools makes them a desirable tool in the education world.  I can easily see and have seen the value in the surveys that can be linked to a spreadsheet to quickly see results.  As a future librarian, I can see how these tools can enhance a mini lesson, an interest check, etc.  Web 2.0 tools are easy to learn how to use and can quickly be taught at a staff meeting and then quickly transferred to a classroom setting.  I also see how blogs, etc. can all be used and enhance lessons in the library that can transfer to a classroom setting.  I do not have experience with may of the other emerging instructional technologies, but it is not because I do not feel that they will not work or benefit my teaching.  I have not been exposed to some of them as of yet, but after reading about them I can see how they could enhance learning to some degree.  I recently watched a PodCast where they discussed gamification using games in the classroom to motivate students.  We do not own any of the latest games in our home, but I have seen some virtual games used in PE and other educational settings and hear the students go on and on about the experience.  I will continue to research and learn as my career in library media specialist continues to grow and expand to new avenues. 

 





askatechteacher.wordpress.com

Section 6

Section 6: Getting an IDT Position and Succeeding at It

I am currently a stay at home mom with three years of teaching experience.  I taught self-contained,3rd grade for two years and Math & Science for 4th grade for one year.  I am set to graduate before the end of the month with my Master's LIS.  I hope to get a job in a library campus soon after graduation, but if I don't, I have a couple of long term sub positions lined out! 

View the post. Shared on Google+.

                                                                               photo from: anothergrayhair.typepad.com

My dream position would be in a elementary librarian position.  That would put me at a first level service in an education economic sector.  Using the WorkMatrix allowed me to see some of the specifics about the workforce that are of value to me and helped make my priorities list.  Some of the features of work that stood out to me and that I scored high on were geographic location and high income growth.  I realize that in may states, teachers are not highly paid, but there is almost always room for growth in this type of field.  I am a family woman and it is very important that I stay close so that I can continue to be actively involved with my family.  I have three sisters and we all have kids, as Army brats growing up we traveled a ton and missed our family, so this is a very important part of our children's lives and location is important! 

sites.google.com

 

Based on these intentions, one of the biggest things I need to better my skills and up my qualifications, is simply experience in the library.  I have spent many hours in our local elementary campus library this semester with my LIS Practicum class.  I need more training on the computer programs offered to assist librarians in the purchasing of books and materials.  Although the demands of the coursework has been very beneficial, I feel like the only thing that will really improve my skills is just more time in the workforce.  I feel like the course load that has been required of me has been beneficial and allowed me to gain knowledge and be involved in many hands on activities.  This semester alone I have spent more than 8100 minutes in an elementary library setting.  I have been involved in many aspects of running a library---from the day to day grind of checking in/out materials, sitting in on meetings and the paperwork.  I have recently applied for a position that unexpectedly opened for the remainder of the year on the high school level and feel that something of that nature would greatly assist me in developing my skills. 

                                                                    websitewordle.jpg

After carefully reading and examining the professional organizations, I feel like there were a few that would support my learning after graduation.  I am already a member of TLC and see many benefits from librarians sharing information about job openings, lesson planning ideas and more information about regulations, etc.  I think this has been beneficial and a great place to learn during my coursework. 

One of the organizations that I saw that could benefit me was the American Society for Training & Development (ASTD).  After reading the information and gaining a little bit of knowledge about the organization, I felt like this one allows members a great networking opportunity.  I loved the idea of the online job bank and feel this is one that could be beneficial before graduation as well as right after for employment opportunities. 

I also found the information provided about the Association for Educational Communications and Technology(AECT) was beneficial in my field of work.  In the librarian field, a rapid change to "technology media centers" has many librarians searching for information to share and learn.  This looks like a valuable association to look into before and after graduation as well. 

 

medicalimagingtalk.com

I did not see a list of conferences that were available--might have missed something!?!?

Section 5

So sorry...technical difficulties didn't let me publish last night ;(

The chapters in this section identify trends and issues with instructional design and technology in a variety of settings: military, health care, P-12, higher education, and around the world. In this week’s blog post, tell which setting you are working in or intend to work in. Then identify one thing that you learned from reading about each of the other settings and explain how that concept, idea, or approach could be adapted to your setting.

I am currently a stay at home mom, but have three years of teaching experience with 3rd grade (2 yrs--self-contained, 1 yr--math & science). The year that I quit teaching to stay at home with my son--we were thrilled that they were going through and replacing all of the chalk boards with dry erase boards! No fancy technology, or projectors--just no more chalk dust and chalky hands!

While I was in the education field and as I am now experiencing in my substituting days, I can definitely see how the military culture has an impact on instructional design. One of the very first quotes that I connected with in Chapter 19 in talking about how the instructional designer "must produce training that meets the requirements of the military as well as the needs of the individual (p.186)." This is a must have frame of mind in any teaching situation. I picture all of the requirements of teachers in meeting demands of TEKS, STAAR, etc. and see how easy it was to overlook the needs of my students on an individual level. One of my favorite things to do in my classroom, as we came closer to the days of those looming tests, was to have them write things on an index card that worried them about the test---fear of not passing, forgetting things, etc. I would collect them all and explain that now I held each of their fears in my basket, they were no longer "theirs." It seemed to ease some of their fears and gave me a great opportunity to read the index cards to learn of ways to meet individual needs. This is only one tiny example of ways that I tried to keep my students needs met on an individual level while still focusing on the requirements of the "military."

As I continued to read and gain a little insight to the thoughts of the authors, so many similarities begin to emerge in the classroom I was in and what I am seeing today in the school systems. The issues that the book highlights on pages 188-189 are key components to factors that many schools face today: funding--are there really any districts that do not face issues with funding?, technological range--every school in the nation is trying to facilitate learning with funding and keeping up with our ever-changing, fast paced technologically forced world, delivery environment--making sure that any advancements in a classroom setting are used to the very best of it's ability to enhance a classroom setting is always a challenge!, design constraints--implementing new technology into classrooms that will actually provide an enhanced learning environment without adding new & unnecessary demands on teachers is vital, and lastly, the people--making teachers stay up to date in their field of knowledge while adding new advanced technology components is a challenge, but one that proves to be critical.

$$$      

I am certain that in several points of my short teaching career I used several different methods of teaching and a variety of teaching models as stated in the other chapters of this section. I had always heard that teaching was not a one size fits all type of job and I learned that valuable lesson very early on!

Chapter 20 focuses on the roles of instructional design in a variety of health care settings. One way that I felt the PBL section was pretty spot on to my classroom. I loved taking every possible opportunity to give my students hands on learning. They loved the hands on real life application activities in the classroom and it seems to have had a real impact on their learning.

 

Chapter 21 focuses on the P-12 trends. I found this one a little more challenging to make a connection with, but felt that for the most part it was easy to agree with some of the GSTE (Guidance System for Transforming Education). I feel like many of the items listed in the tables on pages 212-213 were valid and can easily be seen in many teaching strategies in classrooms today. Focusing on the needs of the students while keeping mind the core values such as teaching respect, responsibility, etc.

R-E-S-P-E-CT     C-U-L-T-U-R-E      R-E-S-P-O-N-S-I-B-L-I-T-Y

In Chapter 22 we see the trends in higher education. I found some interesting and valid points in this chapter as well, but I found it hard to relate to the information past the "Lecturer" phase. I have zero plans to go back to school and find it hard to even compare myself to someone in a higher standard of education--therefore making it challenging to think of how to adapt my setting as such--however, I did like the Instructional Design Generator Model! I feel like teaching is a team effort now days and as I am finding in my substituting, the teachers have always worked together, but now days seems to be much more of a group effort in switching classes and only teaching a couple of the tested subjects.

 

 

Finally, looking at Chapter 23 focusing on the trends for the "world at large."  The authors of this chapter take a deep look at the industrialized vs. the developing world.  As stated on p. 236, "the primary concerns of decision makers in developing countries will likely go to creating relevant, effective, and efficient learning opportunities for the young."  I feel like these are valid concerns not only for developing countries, but for our schools here in the US as well.  Responding to the needs of the student population is something that a teacher feels a desire to seek in the classroom through the lessons/activities used to instruct.  I feel like the authors discussing the needs in foreign countries have to include adults many times, could also include many areas here in the US.  I used to teach in a very low, scio-economic area at a school that was considered Title I. Many times as the school is focusing on events to reach out to the community, they looked at ways to include parents and promote opportunities for adult education.  At a recent health fair where students were educated on bicycle safety, there was also a booth about GED opportunities as well as healthy food portions from infants through adults. 

In conclusion, I would say that making sure to provide the best opportunities for your classroom using various teaching methods and designs should be a major component to any successful teachers classroom.  Teaching is not a "one size fits all" career choice and one of the ideal characteristics of teachers is to be able to adapt to meet the needs of the students.  Many times, you don't have complete control where or what type of setting you will be teaching in, so it's important to have an open mind and the ability to adapt as needed.

Section 4

Chapter 14:

I feel that an area where a performance problem in our schools is making use of some of the fantastic Title 1 grants, etc. that we get.  When I was still teaching in this area, we had just been awarded a HUGE PalmPilot program.  We attended training sessions, received all of the materials, and took the PalmPilots to the classroom!  We were all so thrilled with the program until we found out the upkeep, the demands to meet the grant requirements, the classroom application/training time it all took.  By the time I left the school one year later, the Palms were very rarely used.  I fear that the newer more up to date iPad grants will end the same way unless something is done.  Each classroom received 2iPads this year.  One of the biggest trials, the librarian is the only person on this campus that is allowed to download apps or add anything new to the iPads.  The teachers are all tired of waiting (the librarian has a split campus assignment) and the librarian is tired of all of the work.  From what I can see, the iPads tend to serve the purpose of a "time killer" instead of something to really enhance the classroom atmosphere. 

I feel like the iPads can be a great benefit to the classroom, with the right instruction!  I think some non-instructional solutions that might help solve the problem would be to set goals of having the iPads in the classroom.  Following a similar model to the HPT would be a key component to improving the idea behind the iPads.  Looking at the performance, cause and intervention behind the original concept would allow the teachers to see what the intended use was supposed to be, would allow teachers to understand where the grant writers had envisioned this idea.  Having a model similat to the one below would allow teachers and the campus/district to see where improvements can be made using various methods.

http://www.emeryperformance.com/hpt.htm#

 

Chapter 15:

 

According to the text, performance support systems is one that allows you to have the support you need when you need it and how you need it (p.149).  Using an Electronic Performance Support System would enhance the iPad program to it's full potential.  By allowing teachers to have support on hand during planning periods, instructional time, etc. would not only give teachers confidence to use the iPads, but it would allow the iPad to be a useful tool.  Having access to lesson plan ideas, easy to follow and user friendly software programs and ways for teachers to collaborate on the use of the iPads would be a great way to incorporate an EPSS.  

 

Chapter 16: 

 

Using a combination of "explicit" and "tactic" knowledge would best benefit the situation with the iPads not being used to their full potential.  With Explict knowledge allowing teachers the ability to create and share lesson plans via blogs, podcasts, or school websites would be beneficial. Tactic knowledge could be beneficial because it uses insight, so having mini trainings over a grade level planning period (or PLC) would allow teachers to share insight/knowledge in a small setting and allow them to have open discussions, and demonstrations.  



 

http://www.cognitivedesignsolutions.com/KM/ExplicitTacit.htm

 

Chapter 17:

 

I feel like a lot of informal learning can happen anywhere!  I have been out of the classroom for several years and recently have started to substitute at my old stomping grounds--I feel like I am getting caught up on new teaching methods, terminology, and materials everywhere I go!  I am hearing and learning new things in the teachers lounge, the playground and in discussions in the office or classrooms.  I have had the privilege to attend several grade level meetings in my LIS 550 class this semester and I have several friends outside of teaching/school.  I do a lot of informal learning through some of our posts within my online classes, etc.  Things could almost always be codified, but I do not think that it's always made accessible to others.  I could see many benefits to making the information available to others and would hope that by having open discussions in those various locations around campus, etc. would allow others to "informally" learn about new concepts.

Section 3

Chapter 10 discusses evaluation in instructional design and provides you with two evaluation models, the CIPP and Kirkpatrick models for evaluation. Search for at least two other models used for evaluation and summarize these models. Describe how you would use them to evaluate your instruction.

Situated evaluation for cooperative systems

(Sorry it's a little blurry :)  Basically this evaluation system describes the characteristics of varying contexts that cause innovations to fail or succeed differently. Proponents of situated evaluation argue that educational innovations are situated within their context of use.

This method allows students to go back and rework as necessary, if step 1 works go to step 2, if step 2 fails, go back to step 1, etc.  I am not so sure that this is a model that I would be able to effectively use for my classroom/library.  Maybe on a much simpler format.  I like the fact that students are able to evaluate and go back if necessary to correct any of the steps in the beginning or the end. 

ADDIE

This is a very basic research model that many other models share components with.  Analyze student characteristics, learning context, Analyze content to be learned, Define learning goals and objectives, Design how learners will interact with the content, design the assessment plan, create the course, Development, Implementation: learners complete the activity, learners are assessed, Evaluate: monitor, feedback, grades.  This is a very basic model and can easily be followed in a variety of classrooms on a variety of levels.  This basic model could also be used in a library setting.

Reflect on what other questions that instructional design evaluation should address besides whether the instructional design leads to comparable amounts of learning and learner satisfaction as traditional methods. What else would be useful to know?
Some elements that researchers should also consider is the population of the group, how long will this learning have an effect on the students?  what are some other elements that could/did have an effect on the results?




Chapter's 12 & 13 focus on project management and how to manage projects when resources are scarce. You have been assigned to develop a series of professional development sessions focusing on technology use in the classroom for teachers during a time of economic decline. How will you use Situational Leadership to facilitate this project and manage scarce resources?
As a facilitator of this project I would keep in mind the key components to a successful project:  make sure that communication levels are strong from all sides--from the facilitator, the team working on the project--all individuals working on the project.  Communication is a vital part of making any collaborative project successful.  I would make sure to make use of any valuable resources that I have access to and to dictate and assistant that might have outside connections as well.  It is much easier to make use of what you do have than to wish you could have others! 

Section 2

Wow---it took a long time for my brain to start functioning and give these questions a shot! :)

 

1. Epistemology (the study of what and how we come to know) is discussed in multiple chapters in this section. Distinguish epistemology from instructional methods or theories. What are the differences between theories, methods, or models of learning and epistemologies or underlying beliefs about ways of knowing?

When looking at the definition of epistemology we learn that is very basically: how we know things and what things we know.  Instructional methods and theories become a part of epistemology. Using the theories and various methods we see the how we learn portion.  The book states that some of these design practices "should be inextricably linked."   We learn that some of the methods have to do with observations and how students learn more than how they are taught.

2. Chapters in this section present two contrasting epistemic stances: positivist and relativist. However, a third stance, the contextualist or hermeneutical, is also widely recognized. This stance falls somewhere between the strictly objectivist/positivist beliefs about knowing and the purely subjectivist/relativist stance. While designers and educators with a positivist stance generally apply behaviorist principles to the design and development of instruction, those with either a contextualist or relativist epistemological framework employ constructivist theories and methods. However, relativists ascribe to radical constructivist approaches, while contextualists draw upon social constructivist theories and models. Based on what you’ve read about positivist and relativist epistemologies, as well as behaviorist and constructivist approaches, try to more fully describe a contextualist epistemology. How might it differ from either a relativist or positivist stance, and how might social constructivism differ from either behaviorist or radical constructivist approached to learning and instruction?

A contextualist epistemology can be defined as ones position about theories of knowledge

attributions. A relativist stance is when the truth is considered contextual.  Constructivism says that knowledge is internally constructed. 
 
 

3. Differing epistemic stances lead to differing approaches to learning and instruction, and ultimately to problem-solving. Explain differences in problem-solving when approached from behaviorist and constructivist perspectives. How do the approaches differ in both the nature of the problem to be solved and in facilitating the problem solving process? Finally, what effect might these differences have on learner motivation?

 

Behaviorist problem solving is based off of the idea that learning is based off of what the learner is observing and the environment that it is being learned in.

Constructivist problem solving encourages learners to construct their own knowledge.

A difference between the behaviorist and constructivist theory is the value placed on feedback.  The book states that in the behaviorists theory "feedback is...equivalent to reinforcement." (Reiser, 38).I recently watched a webinar on 'gamification' that would closely follow the behaviorists theory where students recieve immediate feedback and gratification.    In a constuctivisty theory it is believed that a child will want to seek an answer and will/want to build knowledge internally.  This type of learning is self motivated and is satisfied by reaching a goal.

My book was put on back log---scheduled to be here tomorrow afternoon (our UPS man usually makes this route his last :(  Sure was hoping it would be here...but here are some ideas I have for the questions thus far.....
yay---FINALLY getting caught up!!!

How do the definitions in the first chapter compare to your own definition of instructional or educational technology? What experiences or other influences have shaped your definition? How has your definition changed from examining the definitions in the first chapter of this book?
Some things that have shaped my definition of instructional/educational technology:  when I was teaching in a classroom, I was very involved in our grade level to include technology!  I found that a couple of the "more experienced" teachers found it hard to incorporate things such as webquests, etc.  It is such a challenge to keep up with advancements in today's fast paced society.  I think that the illustration in Chapter 1, page 5 (2nd edition) show two of the more frightening domains:  utilization and designing.  As I stated earlier, many veteran teachers tend to think that all of these advancements are scary and difficult to utilize.  i have been a SAHM for 7 years now---I have subbed at the local elementary campus 3 times and was quickly introduced into the world of SmartBoards!  When I left, we were all thrilled because the district made the switch from chalk boards to white boards!!  I love the SmartBoards and any questions that I had, the students quickly answered for me!  I love the inclusive through definition that the book combined and is using for the purpose for the book!  It includes many aspects that go into Educational technology. 


Think of a lesson or unit of instruction that you have developed. Or if you haven’t ever taught or developed instruction, think of one that you have received. How does that lesson adhere or fail to adhere to the six characteristics of instructional design? How would you redesign it to better adhere to the six characteristics.
I feel like many lessons in my teaching career adhered to the characteristics of instructional design. A lesson that I did when I was teaching, that involved all or most of the steps was around election time.  The students and I discussed running a campaign, issues with voting, ballots, etc.  Each student decided if they wanted to run for a class office--applied for the position and formed a committee from students that did not want to run.  This lesson idea was incorporated in several aspects of the day (math in vote counting and updates, reading several stories about election day, etc.)  The goals were for the students to grasp the election process and succeed in running for office while maintaining a smooth campaign.  The students were very serious about voting--they created posters, campaign promises, made speeches, researched information about campaigning, etc.  The last day of the study was voting day---after the entire class went through the voter registration, etc.  We set up a secret ballot vote and had officers that counted the votes, etc.  It was  a very real life experience.  The assessments were done throughout the entire process in checking for understanding in discussions, how the campaign was run, the voting process, etc. 

In the 3^rd chapter, Reiser distinguishes instructional media from instructional design, excluding teachers, chalkboards, and textbooks from the definition of instructional media. Why? Would you consider teachers, chalkboards, and textbooks instructional media? Is the purpose of instructional design to incorporate media into instruction?
I would consider teachers, and textbooks, (maybe whiteboards instead of chalk boards:) a part of instructional media---without a teacher (in some form or fashion--including a computer instructing) you can not have an instructor.  I think the format of the textbook and chalkboard and even the teacher have changed over the years but they are key to instruction.  Looking at the definition that the book is using for instructional design it states that ALL of these elements are"key to defining elements of the field of instructional design and technology."  The book says that there are many views that can be taken in the definitions, etc.  This can be a challenge in deciding an exact definition because of all of the updates, changes in technology.  The purpose of instructional design does include incorporating/implementing resources to improve learning.