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.