Section 7: New Directions for Instructional Design and Technology

Distributed learning is defined as any educational training experience that uses a variety of means, including technology, to enable learning. It is also important to note that distributed learning can take place in real time, but it doesn’t have to do so.

Corporate distributed learning usually takes place over corporate intranets and through web-based training. Corporations are making the switch from face-to-face training to distributed learning because of the money it saves and because it helps make training available when it is needed. For example, Verizon uses three different levels of distributed learning. It uses web-based technology where employees are trained through the use of videos, online text, and interactive questions. Verizon also use instructor-led real-time virtual training as well as TelePresence, a fully interactive videoconferencing/ training system.

This is a screen shot of online, classroom, and deparmental training completed at Verizon.

TelePresence

Academic distributed learning includes traditional learning institutions that are branching out into online learning. For example, the school where I teach is becoming more reliant on different forms of technology. We offer our students access to online textbooks and other online resources like Studywiz and Edmodo. Studywiz and Edmodo provide students with opportunities to submit assignments electronically, participate in online polls, blog, and participate in threaded discussions, just to name a few.

Hybrid classes, also known as blended learning, are a combination of instructor-led classes with web-based instruction. These classes are synchronous as well as asynchronous and provide students with advantages of online instruction as well as face-to-face interaction with their instructor. Hybrid classes address many of the frustrations of a fully online course, and many believe these courses will eventually become more popular than the all online courses. The University of Wisconsin Milwaukee provides its students with hybrid classes.

Virtual classes provide learners with access at anytime, anywhere through the use of videoconferencing, Internet, and multimedia resources. Learning is independent of time and place, and students learn material when it is convenient for them. Virtual classes are becoming increasingly more popular and many districts provide virtual classes for students in grades K-12. Some districts are even requiring virtual classes as part of their graduation requirements.

Education Week article

Virtual institutions can exist as both a brick and mortar institution or as institution without a physical location. These institutions provide learning opportunities to students through the Internet and are becoming increasingly more popular. Capella University is one example of an online university. All of Capella’s courses are online, but they do have a corporate office in Minneapolis, Minnesota.

Reusability 

Professional development is one of the most frustrating things I have to endure as a teacher, and the reason it is incredibly frustrating is because of the lack of reusability of these courses/trainings. I’m not saying all of these courses or trainings are bad; they’re not. But what makes them bad is too many times I cannot use what I’ve learned to make it work for me. For example, technology professional development can be the best, most meaningful training, but the presenters try and cram too much down our throats without giving us the ability to “craft it” to fit our needs. Instead of showing us one or two new uses of technology and letting us work with only those two, they have us rotate to six different technology sessions and experiment with each one briefly. Many times the technology is just what I need, but because of a lack of time and forgetting what was thrown at me in a quick 45 minute lesson, I seldom will go back and reteach myself a way to incorporate the technology to fit my needs. If presenters would focus on two or even three different technologies and provide us with “experimental” time to make the technology work for the individual learner, then the reusability would increase for all without having to change the content.

Visual for Instruction

This screen shot is one of many interactive learning tools on the Read Write Think Website. Flash Player is required to run the Notetaker hierarchical outlining tool which instructs students on how to organize information in an outline. If students need additional help, a tutorial is available which will provide them with more instruction. Students can save and print their finished products.

The surface feature of the Notetaker is the animation used to create the outline. The functional features of the Notetaker include the tutorial as well as the automation of information into the outline form. These two features are what make the Notetaker effective in teaching correct outline format.

Nanotechnology

Learning about future uses for nanotechnology makes me feel as though I am reading a science fiction novel. Nanotechnology, the science of manipulating materials on an atomic or molecular scale especially to build microscopic devices, is becoming a reality in today’s world. Currently, at the University of California, electrical engineers are building a nanowire tree forest to use the sun’s energy to turn water into hydrogen fuel. Xerox Parc and MIT are developing electronic paper, and nanotechnology is being used to develop technology which will enable our electronic devices to go weeks at a time without being charged. With nanotechnology’s ability to improve medicine, military equipment, and thousands of everyday products; nanotechnology is here to stay.

Direction of the Field

I believe the broad and inclusive road is the way to travel. I believe this because of my fundamental belief that technology will continue to change not only how we learn but also how we instruct others, whether it’s through a classroom setting, a virtual institution, or corporate or military training. I also believe it is important to remain flexible and be open to change because we live in a world that is in constant change, and since things are constantly changing, it is important to share information in a variety of ways. Sharing information and using a variety of languages and terms will only help to increase membership in the world of IDT which will, in turn, provide more opportunities for the field to grow.

Section 6 Getting an IDTPosition and Succeeding at It

#1

Position: Librarian I

Employer: University of Maryland, College Park

Location: College Park

Duties and Responsibilities

Develops an understanding of future trends in resource sharing

Performs research, evaluates approaches and implements best practices for gathering information on new projects and services

Performs and analyzes surveys to assess and evaluate users' public services needs as they relate to Access Services

Investigates and implements new technologies and service models that would support our users' public services needs

Maintains Access Services statistics and writes reports

Participates in library and campus committees as appropriate

Minimum Qualifications:

Master's degree in Library or Information Science from an ALA-accredited institution of higher education by the start of employment

 Familiarity with current technology and operations as applied to library access services

Experience with HTML and Excel spreadsheet software

 Familiarity with academic, research, or special libraries

Excellent oral and written communication skills

Excellent interpersonal skills with the ability to function independently and in groups, and to build and maintain relationships with partners

Preferences: Education

Preferred: Advanced or undergraduate degree in Telecommunications or Computer Science

Experience

Preferred: Familiarity and/or experience with circulation/reserves processes and procedures in an integrated library system

Familiarity and/or experience with ILLiad, the interlibrary loan software management system; and course reserves management systems;

Familiarity with creative and innovative technologies that support Access Services

Experience with web and video technologies such as Camtasia, Jing, and Adobe Captivate

 Knowledge of project management software

Experience with assessment tools such as survey monkey

I would not be qualified for this job for a few reasons. First, my master’s degree in Library Science is not from an ALA accredited institution. I also do not have an undergraduate degree in telecommunications or computer science, and I have none of the preferred work experience. However, I do believe I could carry out the required duties and responsibilities of the job, and I meet the majority of the minimum qualifications. I also have experience with web and video technologies. Unfortunately, though, I probably would not be able to get this job.

#2

Position: Online Teacher (any subject or topic)

Employer: unnamed website

Duties and Responsibilities:

Lecture online from home: The online lectures would require real-time presentation of slides, freehand drawing/writing on a whiteboard, text chat and speaking in front of the web camera. The lectures are interactive; hence the lecturer will chat, speak and write on the computer screen to communicate with the students.

Required Skills:

Business Writing, Content Writing, English

At first, this seemed like a job I might be interested in, but after looking at the available information, I’m not sure it is a job for me. I believe I could successfully perform the duties and responsibilities, but I do not have business writing skills and would need more information on content writing. I do possess English skills. I’m also not sure about the salary of this job and if it would be worth it or not.

#3

Position: E-Learning Technologies Librarian

Employer: The Atlanta University Center - Robert W. Woodruff Library – Georgia

Duties and Responsibilities:

Hires, trains, coaches, and evaluates 3 staff FTE

Identifies, implements, and promotes innovative online tools and services for both on-campus and off-campus learners

Collaborates in the support and training of AUC faculty, staff, students and library staff in the use of new learning technologies

Establishes, monitors, and enters communications that promote the library, its programs and resources via social media

Assists faculty in the use of technologies for lessons and instructional modules

Collaborate with AUC faculty and library staff to develop course websites with creative and instructional visuals and other instructional technology projects

Creates and maintains training and end-user support content for instructional delivery tools

Provides technical expertise to faculty who are integrating technology and library resources into traditional, online and hybrid courses

Produces digital learning objects that are interactive, pedagogically sound, engaging to students, and facilitates the integration and use of library resources in course management systems and other online environments.

Creates informational and promotional materials with a focus on design and visuals

Monitors trends in emerging technologies and instructional design and identifies possible uses in library services

Qualifications:

Demonstrated ability to create web-based instructional tools and other web-based resources

Demonstrated knowledge of and experience with multimedia design and production, online course management systems, and technical writing and editing

Demonstrated knowledge of and experience with using presentation tools (e.g. TechSmith, Camtasia, MS PowerPoint)

Demonstrated knowledge of and experience with using production tools (e.g. Adobe Creative Suite, Apple iTunes U, Apple Final Cut Pro, Audacity)

Demonstrated knowledge of and experience with using web development technologies (HTML, Flash, CSS, Java Script, Action Script)

Demonstrated knowledge of information literacy concepts and applications

Experience with reference services

Experience in teaching library instruction classes in an academic environment

Ability to work in both PC and Apple environments

Ability to work independently and as part of a team, and to work with diverse populations

Education / Experience:

MLS/MLIS degree from ALA accredited institution

Degree or certification in instructional design, educational technology or related field with demonstrated experience in applying the underlying theories of instructional technology; or an equivalent combination of education and experience

Teaching experience

Supervisory experience

Two years experience working in an academic library

Again, I truly believe I could successfully carry out the duties and responsibilities required of this job, but my MLS degree is not from an ALA accredited institution. I also lack the two years experience in an academic library.

Using the Department of Labor’s CareerOneStop, I completed the skills profile. I discovered I am better prepared for a job as a librarian rather than a library science teacher or library technician. The skills I possess that make me a qualified candidate for this job include the following:

·         Active learning skills

·         Active listening skills

·         Complex problem solving skills

·         Coordination skills (adjusting actions in relation to others’ actions)

·         Critical thinking skills

·         Instructing skills

·         Judgment and decision making skills

·         Learning strategies skills

·         Management of personnel and resources skills

·         Monitoring and assessing performance skills

·         Negotiation skills

·         Persuasion skills

·         Reading comprehension skills

·         Service orientation skills

·         Social perceptiveness skills

·         Speaking skills

·         Time management skills

·         Writing skills

Professional Organizations

American Educational Research Association

Mission - The American Educational Research Association (AERA), a national research society, strives to advance knowledge about education, to encourage scholarly inquiry related to education, and to promote the use of research to improve education and serve the public good.

Cost of Membership –

Members (Voting) Dues

·         Regular $150.00

·         Graduate Student $40.00

Affiliates (Non-voting)

·         Affiliate $150.00

·         International Affiliate $110.00

·         Int’l Affiliate – Low Income Economies $55.00

*Special rate for members from countries defined by the World Bank as Low Income Economies ($995 or less)

·         Student Affiliate $40.00

Publications

·         Complimentary – Educational Researcher and one of the following:

American Educational Research Journal (bi-monthly)

Educational Evaluation and Policy Analysis (quarterly)

Journal of Educational and Behavioral Statistics (bi-monthly)

Review of Educational Research (quarterly)

Review of Research in Education (annual)

Annual meeting

·         Friday, April 13 through Tuesday, April 17Conferences

·         Offer a multitude of conferences (http://www.aera.net/gradconf.htm?terms=conferences)

Professional Development

·         Total results: 958 (http://www.aera.net/Search.aspx)

 

Association for Educational Communications and Technology

Mission - The Association for Educational Communications and Technology (AECT) is a professional association of thousands of educators and others whose activities are directed toward improving instruction through technology.  AECT members may be found in colleges and universities; in the Armed Forces and industry; in museums, libraries, and hospitals; in the many places where educational change is underway.  AECT members carry out a wide range of responsibilities in the study, planning, application, and production of communications media for instruction.

Cost of Membership –

·         Corporate Membership                                                                      $400

·         New Regular Membership                                                                  $125

·         New Regular Membership (includes ETR&D)                                    $170

·         New Regular Membership (international)                                           $125

·         New Regular Membership (international, includes ETR&D)             $170

·         New Retired Membership                                                                   $60

·         New Retired Membership (international)                                           $60

·         New Student Membership                                                                  $75

·         New Student Membership (international)                                          $75

·         Institution Membership                                                                       $250- $1000

*ETR&D (Educational Technology Research and Development Journal)

Publications –

·         Educational Technology Research and Development Journal

·         Tech Trends

·         Convention Proceedings (online)

·         iTech Digest Winter 2012 (online)

·         AECT Open Contact Portal (online)

·         The International Journal of Designs for Learning

**Many others offered online for a discount through AECT membership

Conferences and Meetings

·         Research Symposium July 18th-20^th in Galt House, Louisville, KY

·         2012 AECT International Convention October 31-November 3 in Louisville, KY

Professional Publications

Learning and Leading with Technology

Focus/goals of the journal - features practical ideas for using today's digital tools to improve learning and teaching and for appropriately integrating technology into classrooms, curricula, and administration

Submission guidelines

·         Manuscripts should be first-person accounts, and the writing should be lively and engaging. Identify all adults mentioned in examples or as sources of information by first and last name, position and/or job title, school or district, city and state/province, and/or country. Identify minors by their full names when possible. Any hypothetical situations or composite characters referenced in the manuscript should be clearly portrayed as such.

·         L&L articles should have no more than two authors. Authorship is granted to those who actually write the article. Contributors, mentors, supervisors, or partners who worked on a project that the article focuses on can be mentioned in an acknowledgment section at the end of the piece. Special circumstances may merit an exception to the two-author limit, but requests must be discussed with and approved by L&L Editor Kate Conley.

·         Before submitting an idea or manuscript, please read the magazine to get a feel for the tone, style, length, and subject matter that we cover. They are looking for diverse articles that span a range of educational technologies as well as a range of disciplines, grades, and subjects. Manuscripts should be written in magazine style.  a reference list is not required, but please include a list of resources mentioned in the manuscript.

Peer Reviewed – No, editor reviewed

Online – Yes and in print

American Educational Research Journal

Focus/goals - The American Educational Research Journal (AERJ) publishes original empirical and theoretical studies and analyses in education. The editors seek to publish articles from a wide variety of academic disciplines and substantive fields; they are looking for clear and significant contributions to the understanding and/or improvement of educational processes and outcomes.

Submission guidelines

·         All manuscripts for AERJ-SIA should be submitted electronically at http://mc.manuscriptcentral.com/aerj-sia

·         Manuscript submissions by e-mail are not accepted.http://mc.manuscriptcentral.com/aerj-sia

·         Style: All submissions should follow APA style

·         Length: Manuscripts must run between 20 and 50 pages, including all tables, figures, notes, and references, typed for 8½" x 11" paper with 1" margins on all sides, double-spaced using 12-point type. They should be in MS Word, WordPerfect or RTF format. Any supplemental files should also be in Microsoft Word, RTF, WordPerfect, or Excel format. PDFs are not acceptable. needs no explanation). Pages should be numbered consecutively.

·         For more information, see http://www.sagepub.com/journalsProdDesc.nav?ct_p=manuscriptSubmission&prodId=Journal201851

Peer reviewed – yes

Online – Yes and in print (online first)http://www.sagepub.com/journalsProdDesc.nav?ct_p=manuscriptSubmission&prodId=Journal201851

Educational journals and educational organizations provide the reader/member with ways to stay current in their field of study. Organizations provide you with opportunities to learn and grow through meetings, conferences, a network of contacts, and professional development activities. Educational journals provide their readers with up-to-date information on how to improve one’s knowledge in a particular area by providing the latest on current trends, research, and theories.

Chapter 27 looks at the competencies for instructional design and technology professionals. If I were responsible for identifying the domains, competencies, and performance statements for a performance technologist, I would use information from Table 27.3. I believe these statements clearly reflect the skills and knowledge required of each. I also believe the wording is specific enough without being too vague. Using this table, each individual would know what skills and knowledge he/she should possess. I would, however, change each of the “advanced” skills/knowledge to “essential.” For I believe these skills and knowledge requirements are part of today’s world.

Section 5: Trends and Issues in Various Settings

Chapter 18

Chapter 18 discusses instructional design in business and industry. Rapid prototyping is commonly used in both but is also being used in education as an instructional design model. According to the textbook, rapid prototyping refers to “the development of a working model of an instructional product that is used early in a project to assist in the analysis, design, development, and evaluation of an instructional innovation. The best example I can think of that uses rapid prototyping would be my experience combing student book clubs with Edmodo.

The majority of my students had little to no experience with Edmodo. I thought it would be beneficial for both my students and me to combine independent reading with technology. Since I had also never used Edmodo, it was a learning experience for all of us. It was a work in progress as we learned what Edmodo could do. Through analysis, experiments in design, and development of the book clubs themselves, we discovered Edmodo could be used as a type of blog in which students could upload a variety of documents as well as embed Vokis and videos. In additional to discovering a new tool, this instructional product provided me with a new method to conduct book clubs which are a relatively new way to get students to actively participate in independent reading.

At the end of the book clubs, students had a finished blog which included their analyses, reflections, and discussions over their self-selected books. They, along with I, were satisfied with their over experience with both the book clubs and Edmodo.



Chapter 19

If I were ever hired as a consultant for the military, I would have to think long and hard about instructional design as it pertains to this unique group. Military education and training are like no other. The learning and training they undergo can have life or death consequences. Also, a good deal of their training and work involves the use of some form of technology, whether it is in the form of simulated flights or knowing how to read infrared detectors.

Using the Full-Spectrum model as a basis for instructional design for military personnel, it is important to make sure the instructors know how to train and teach using both technology and other readily available resources. Other resources might include paper maps, manuals, self-defense strategies, and survival skills. It is important for the trainers to be able to use a variety of resources because training extends from the classroom, to the base, to actual deployment. And depending on where a service member is in his/her training, will determine the resources used. For example, training in the classroom would most likely involve computers and simulators. Training at the base would require more hands-on learning opportunities, and training during deployment would more than likely be a combination of the two.

In a perfect world, technology would be available in all aspects of military training. However, this may not always be the case. For example, deployment creates many hurdles for technology-based instruction/training. Since servicemen and women are not always in the same location, there must be members of the military who are trained in how to handle all types of situations without the aid of technology. These leaders need to know how to command, but they will also need to be able to navigate various types of terrain, read maps, provide medical attention, and know where to set up camp, as well as establish battlefield tactics without the aid of technology. If they can do this, then they will be prepared to lead the servicemen and women to safety. In addition, the military trainers will know they have done their job to the best of their ability because, even without technology, their troops made it out safely.

Chapter 21

GSTE

Chapter 21 talks about the importance of using ecological systematic change over school wide systematic change to truly transform school districts into the learning communities needed to sustain 21^st century leaders. The authors introduce two lines of work which support the ecological systematic change process. These two process models are the Guidance System for Transforming Education and the Step-Up-To-Excellence model.

To introduce the GSTE model during a staff development meeting, I would use the following activity:

1.    4 or 5 teachers would be seated at tables.

2.   On each table would be a Jenga game and a handout with 3 sections/categories. The 3 sections would be labeled as core values, discrete events, and continuous events. (Prior to the meeting, I would tape a label with either a specific core value, a discrete event, or a continuous event to each wood block.)

3.   Teachers would set up the game to play.

4.   As each teacher successfully pulled a block from the stack, he or she would read aloud the label, and as a group, the teachers would have to discuss under which section/category the label belonged.

5.   Upon reaching a decision, the label would be recorded on the handout.

Once the majority of teachers had completed the task, we would come back as a large group and discuss their findings. Finally, I would use a PowerPoint or some other presentation form to present each of the three sections/categories.

SUTE

On a different day, I would introduce the Step-Up-To-Excellence Model. I would use the following activity to show how the district’s work with Dr. Livingston and teacher rounds follows the SUTE model:

1.   I would begin my presentation by outlining the 5 conditions necessary for successful change across an entire district. As I discussed each condition, I would ask for them to think of specific personnel and resources that meet each.

2.   Next, I would show them the figure of the Step-Up-To-Excellence model.

3.   I would review with them the work that had been done across the district with Dr. Livingston and teacher rounds. I would also tell them the purpose of this work is to create leaders across the district and in the process improve student achievement.

4.   Next, I would tell them that the work that has been done with Dr. Livingston and teacher rounds follows the SUTE model. I would explain how it was the Superintendent and campus principals who first began this work. I would also tell them how this was the Pre-launch Preparation of SUTE and how the Superintendent and principals became the Strategic Leadership Team.

5.   I would continue to outline each step of the model with what happened in each.

·         Cluster improvement teams were created on each campus. Department chairs were used for these teams.

·         Department chairs became leaders of Site Improvement Teams on each campus.

·         Volunteers were asked to participate in teacher rounds and teams were created.

·         Finally, all staff members were included as part of a teacher-rounds team.

6. Finally, since teacher rounds are new to the district, an evaluation of Whole-System Performance has not been conducted, at least not to my knowledge. I would explain, though, how this is the last step of the SUTE model.

Dr. Livingston

Faculty Development

Texas A&M University College Station

·         Faculty Development

·         Office of the Dean of Faculties and Associate Provost

·         Professional development activities such as workshops, programs, orientations, training, learning committees, one-on-one consulting, departmental consulting and curriculum design, peer review of teaching, faculty development leaves, and a list of key readings

·         Several teaching programs are offered each month. Other programs are by appointment. Leaves are granted upon approval.

Harvard

·         Faculty Development and Diversity

·         Office of the Senior Vice Provost

·         Faculty mentoring, new faculty institutes and resources, child care, housing and relocation needs, grants for faculty research

·         A variety of mentoring programs are offered monthly and by appointment

Stanford

·         Faculty Development

·         Faculty Development and Diversity Office

·         Programs, resources, workshops, faculty recruitment and retention, and initiatives that support faculty diversity

·         Distinguished Alumni Scholars Day given every two years and the President’s Awards for Excellence Through Diversity is given twice each year