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

Section 4: Human Performance Technology

Chapter 14: Human Performance Improvement

Educators are always searching for ways to improve student performance, whether it’s on formative or summative assessments in the classroom or on state mandated tests. Professional learning communities are a non-instructional solution to help improve student performance. Professional learning communities (PLCs) are being created to build school wide cultures of “teacher leaders” that focus on improving student learning. These learning communities are similar to Human Performance Improvement in that they value accomplishment through people. Members of a PLC share a common vision to increase student achievement. To reach this desired end, they recognize and capitalize on the collaborative strengths of the staff to enhance their effectiveness as professionals for the students they serve.

PLCs observe and learn from one another, they share data with one another, and they encourage and guide one another to become leaders in their profession. PLCs are a form of HPI because they, too, share a vision of achieving, through people, increasingly successful accomplishments that are valued by all stakeholders. PLCs are a great non-instructional way to improve student performance.

Chapter 15: Electronic Performance Support Systems

Various definitions of EPSS –

1. From the Computing Dictionary

 (EPSS) A system that provides electronic task guidance and support to the user at the moment of need. EPSS can provide application help, reference information, guided instructions and/or tutorials, subject matter expert advice and hints on how to perform a task more efficiently. An EPSS can combine various technologies to present the desired information. The information can be in the form of text, graphical displays, sound, and video presentations.

["Electronic Performance Support Systems: How and Why to Remake the Workplace Through the Strategic Application of Technology", Gloria Gerry, Weingarten Press].

(1997-10-24)
http://dictionary.reference.com/browse/electronic+performance+support+system

2. Raybould (1990b) also includes the concept of integration in his definition: "An electronic Performance Support System(PSS) is a computer-based system that improves worker productivity by providing on-the-job access to integrated information, advice and learning experiences"(p. 4)

http://www2.gsu.edu/~wwwitr/docs/nextgen/index.html

3. A computer system that provides quick assistance and information without requiring prior training to use it. It may incorporate all forms of multimedia delivery as well as AI techniques such as expert systems and natural language recognition.

From PC Magazine Encyclopedia

http://www.pcmag.com/encyclopedia_term/0,2542,t=EPSS&i=42707,00.asp

4. "An integrated electronic environment that is available to and easily accessible by each employee and is structured to provide immediate, individualized on-line access to the full range of information, software, guidance, advice and assistance, data, images, tools, and assessment and monitoring systems to permit job performance with minimal support and intervention by others.

http://www.techscribe.co.uk/techw/epss.htm

I prefer the last definition from Tech Scribe. I like this definition because it is easy to understand and explains in detail what EPSS means. Tech Scribe even goes on to make the distinction between online help and EPSS.

The important differences between Electronic Performance Support Systems and online help are shown by the emphasized (bold) words in the definition:

•          Integrated with software. EPSSs are highly integrated with software. The user does not leave the application to get help. Compare this with online help, which, even if context-sensitive help, are usually separate from the software.

•          Individualized. EPSSs can be user sensitive and can show content that is dependent on a user's ability. Typically, with context-sensitive help, the content is dependent on the screen that a user is viewing.

•          Push technology (from publisher or server) versus pull technology (from the client). With EPSSs, the system helps the user, without the user asking for help.

I agree with the authors of the textbook when they say EPPS hasn’t been widely used to a lack of awareness. I think there are many out there who would use these systems if they knew they would be cost-effective and beneficial. I also believe this awareness will increase as technology use increases and as studies are done to prove the effectiveness of electronic performance support systems.

Chapter 16: Knowledge Management and Blended Learning

A real problem I’ve faced this year is trying to make sure my low-performing students are prepared for the increased rigor that will come with the STAAR test. What we do on our campus that incorporates knowledge management and blended learning has to do with the way we measure student performance and what we do in regards to that performance. Based on the state readiness and supporting standards, we create short common assessments and upload them into the online software Eduphoria Aware. After these common assessments are given, we meet to discuss the results of the assessments. We look at the data and discuss the results as teachers. We then share the results with our students and go over the common assessments explaining why each answer is correct and why each incorrect response is incorrect. For the students who do not meet expectations, we assign them to tutoring and/or reteaching. For those who consistently do not meet expectations, we also assign them to the online software program Study Island. So far, we have been pleased with the results. Our students have both the face-to-face instruction as well as the computer-based training.

Chapter 17: Informal Learning

Informal learning happens all the time. It can be related to my job as a teacher, but it can also be related to my personal life and interests. I enjoy geocaching, and many times I discover unique historical markers or other interesting tidbits when I find the cache. I also learn things through the Internet by watching YouTube videos or something as simple as reading a blog I’ve stumbled upon.

As a teacher, a type of informal learning I enjoy is teacher rounds. I visit other teachers’ rooms to watch how they teach and interact with their students. I am not there to provide them with feedback but to find things I can take away from what I observe. It can be something as simple as how to handle classroom routines or it can be a unique way to teach a concept. I can also learn a lot about my students by watching them in another setting. I can see how they interact with other students, or maybe I can see them excel in another subject area. During these teacher rounds, I learn from the teacher, but I also learn from observing the students. The teacher does not have to change anything with his/her instruction. All he or she has to do is allow me to come in and observe and take away what I can. Teacher rounds provide some of the most useful informal learning that I have experienced as an educator.

http://www.geocaching.com/

Section 3: Evaluating, Implementing, and Managing Instructional Programs and Projects

Evaluation Models

Two popular models for instructional design evaluation include the Judicial/Adversary Evaluation and Formative Evaluation.

The Judicial/Adversary Evaluation looks at all sides of an innovation. Both the positive and negative aspects of the innovation are presented and are considered by a third party. The third party will then make a decision as to whether the innovation will continue and within what parameters. This evaluation model shares many of the same concepts as legal adversary hearings, hence the name.

An easy way to evaluate my instruction using judicial/adversary evaluation is to elicit the help of the instructional technologist on my campus. As with all lessons, I am constantly looking at what went well, what didn’t go so well, and ways I can improve or change the lesson. The instructional technologist is a good authority on technology and often thinks of ways for me to improve or change the technology I use in order for me to better my instruction. For example, I like using book clubs with my students. Last year I used Studywiz with my book clubs, and it worked okay. Students were limited with what they could do as a learning community and lost their eagerness to participate in the discussions. After sharing with him what went well and where I would like to improve, he came up with the suggestion to use Edmodo. I am happy to say it went very well, and the students got much more out of the book clubs this year than they did last year.

Formative Evaluation is simple to define. Formative evaluation is evaluation that occurs as the process or action is happening. The process is the focus of this type of evaluation.

I would say most teachers use formative evaluation daily. For example, as I’m teaching first period, I evaluate what is working and what is not working in my presentation or process of teaching a lesson. If students don’t seem to grasp a concept using one method of teaching, I will switch to another one until I find one which will connects the process with the learning objective.

Figure 1 below shows how the use of formal evaluation evidence can be blended with other sources of evidence and tested in practice through formative evaluation as a project or programme is implemented.

Figure 1: Evidence-informed practice and formative evaluation

http://www.scotland.gov.uk/Publications/2008/11/13103707/1

Technological Innovation

A recent technological innovation that I have been a part of is a student 1:1 laptop initiative. This innovation, and its adoption, has been based on perceived attributes. Perceived attributes refer “to the opinions of potential adopters who base their feelings about an innovation on how they perceive that innovation in regard to five key attributes—

·         Relative advantage – The laptop initiative was adopted because it gave educators a better way to provide instruction, and it provided students with more authentic and engaging learning opportunities.

·         Compatibility – The initiative was also consistent with views of administrators, teachers, parents, and students in that it would be beneficial to all in preparing them for the technologically advanced 21^st century.

·         Complexity – Since many of today’s students are used to computers and have their own, the laptops fit into what they knew and were comfortable with using.

·         Trialability – Teachers had the opportunity to try out the laptops before they were used in the classroom.

·         Observability – The laptops have had both observable and measureable benefits in instruction and learning outcomes.

Although the laptop initiative has proven to be successful, there are a few who have been resistant. There are some who have an attitudinal barrier to the laptops because they can no longer go to their file cabinet and pull out their lessons. Instead of wanting to develop new lessons to incorporate the laptops, they want to continue to use traditional teaching methods. Also, for some, there seems to be an issue with complexity. A few teachers lack the knowledge and skills needed to use some of the Web 2.0 tools, but instead of trying to learn, they revert back to their old methods. Finally, there are still some who engage in routinization because they lack the time commitment needed to fully integrate the new technology.

Overall, the 1:1 initiative has been successful for both students and teachers, and I look forward to the day that technology is fully integrated into all of the classrooms.

Situational Leadership

As school districts continue to tighten their budgets, more and more teachers will be called on to share what they know and to lead professional development projects. If I were asked to lead a series of technology based professional development sessions, I would try to lead small groups with no more than 20 participants. One thing I have observed over the years is the lack of attention many teachers pay to presenters. Teachers and administrators are known to engage in conversations when they should be listening. Working with a small group would help prevent some of the off-task behaviors. If small groups are not possible, it would be important to have at least one other person who could walk around and assist while I was instructing. In addition, it will be important to make sure I chunk the material into manageable sections. Too many times presenters cover too much material with not enough time to explore the technologies being taught.

At the beginning of instruction, it will be important to be friendly and enthusiastic, but it will be more important to be direct with clear and specific instructions. This will not only help establish the correct learning environment, but it also will give teachers in attendance clear and specific learning goals. Before moving on with the next phase of instruction, I would give some type of formative assessment to make sure everyone was clear with the instructions.

During the next phase of instruction, I would build on their confidence by easing back and giving them more freedom and flexibility. It will be important for me to watch as they try out the new skills or concepts. Answering questions and helping them when needed will be crucial to the success of this phase.

The third phase involves looking at what they have created or designed and praising them or offering them constructive feedback. Listening to what they have to say about their experiences with the technology and providing encouragement will make the transition into the final phase successful.

Finally, it will be important for me to let them work and to continue to answer questions if they have any. My role at this point is as a monitor. I would ask for willing participants to share what they have learned and/or created which will hopefully spark additional ideas in the others. Finally, I would ask for a reflection from each participant. I would like to know if they felt as though they met the learning goals/objectives, and I would suggestions on ways to improve the instruction.

Section 2: Theories and Models of Learning and Instruction

Learning Goal

Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to:

(A)  follow the research plan to gather information from a range of relevant print and electronic sources using advanced search strategies;

(B)  categorize information thematically in order to see the larger constructs inherent in the information;

(C)  record bibliographic information (e.g., author, title, page number) for all notes and sources according to a standard format.

Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to:

(A)  narrow or broaden the major research question, if necessary, based on further research and investigation; and

Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that:

(A)  draws conclusions and summarizes or paraphrases the findings in a systematic way;

(B)  marshals evidence to explain the topic and gives relevant reasons for conclusions;

Learning objective: Using both constructivism and the cognitive information processing theory, students will research the 2012 Republican presidential candidates to choose the person they think will win the GOP nomination. Once students have chosen their candidates, they we be grouped with other students who chose the same candidate, and together they will write a campaign speech for their nominee.

To introduce the assignment, students will be shown a quick video clip of each of the 4 remaining candidates. Students will then be informed of their learning objective and will be reminded to look for reliable sources of information. We will do a quick review of how to tell if a website is from a reliable source or not. As students conduct their research, they should identify three key issues for each of the candidates and record their information on the “Candidate Chart” handout along with the bibliography information from their sources. Once they have all of their information on all candidates, they should decide which candidate shares some of the same views/philosophies as they and choose the one they would like to see get the nomination. Students will then read or view previous campaign speeches to help them get a better understanding of the writing assignment. Students will then be grouped with at least two other students who chose the same candidate, and working together will write a campaign speech for that person.

This learning objective incorporates both constructivism and the cognitive information processing theory in the following ways:

Cognitive Information Processing Theory

·         Sensory memory – video clip

·         Short term memory – locate and gather information about key issues for each of the four candidates

·         Long term memory – analyzes key issues from each the four candidates to choose the one who shares similar beliefs/philosophies and writes a campaign speech for that person

Constructivism

·         High-level, complex learning goal – campaign speech

·         Collaboration – works with others to write a campaign speech

·         Student-centered – independent research and decision making


Color Comparison Chart - Each color used in Gagne's 9 Events of Instruction corresponds to the same color in the First Principles chart.

Gagne’s 9 Events of Instruction	First Principles
Gain attention	Problem Centered – Let Me Do the Whole Task
Inform learners of objectives	Activation – Where Do I Start
Stimulate recall of prior learning	Demonstration – Don’t Just Tell Me, Show Me
Present the content	Application – Let Me Do It!
Provide “learning guidance”	Integration – Watch Me
Elicit performance (practice)
Provide feedback
Assess performance
Enhance retention and transfer to the job

First Principles Applied to Learning Objective

·         Problem Centered - Students perform the task of choosing GOP nomination, a real-world problem.

·         Activation – Students recall guidelines for identifying reliable sources. They research each of the four candidates to gather background knowledge and record that information on their “Candidate Chart.”

·         Demonstration – Students read and/or view examples of campaign speeches as demonstrations/examples of campaign speeches.

·         Application – Students identify 3 key issues for each candidate and choose the person they identify with the most.

·         Integration – Students take information gathered from research and combine it with others’ to write a campaign speech for their candidate of choice.

Whole-task Approach

Writing a research paper is a great example of learning objective that makes more sense as a whole rather than in parts. For example, a MLA research paper requires parenthetical documentation and a Works Cited page. These two parts make more sense when combined with their related skills rather than in isolation.

Scaffolding

Scaffolding can be used to teach research as well. The difference between a whole-task approach and the scaffolding approach is in the complexity of the task itself. For example, instead of having students write an entire research paper, have them research a basic topic and write a paragraph or two. They can still include parenthetical documentation as well as bibliography information, but it is done on a much smaller scale.

Mathemagenic

Students will never be asked to write a research paper as part of a state mandated test, but research and the gathering of information and presenting their ideas is part of the state curriculum standards. Students need to learn this skill, but more importantly, they need to be able to transfer the skill to real-world applications. Students should be taught to see research as a way to seek out information they need or want. They also need to be able to relate the skill to real world professions like film makers, writers, attorneys, advertisers, etc. By showing students real-world applications, they can transfer the skill to larger more meaningful tasks.

ARCS model categories and subcategories

Attention: Today’s students love technology integration. YouTube, the Internet, SMART Boards, Audience Response Systems, Avatars, etc. will all capture the attention of today’s learners. These students are used to being plugged-in and will respond to these types of attention getters.

Relevance: Making students aware of the objectives or expectations is it important. Let them know what it is you want them to learn and, most importantly, let them know how they can apply their learning to real-world experiences. Students want to see the validity in what they’re doing and will respond to authentic learning opportunities.

Confidence and Satisfaction (I believe these two are closely related, so I grouped them together.): Meaningful feedback provided in a timely manner is important in building confidence in students. Students need to feel like what they have done has meaning. Also, successes need to be celebrated, and extra time and/or reteaching should be given when there are less than successful outcomes. If students feel they are in a safe learning environment, their confidence will increase and they will not be afraid to build on their efforts and abilities. A safe learning environment that encourages students to challenge themselves will provide those learners with more satisfaction than those who do not take risks and do only what is needed to get by.

Design Research provides educators with knowledge about the many different ways to approach teaching. No two students are alike, so we should never plan to approach all of our learning objectives the same way either. Studying design research provides me with knowledge about the most current trends in education and makes me better prepared to teach today’s learners. Education in our world today is changing, and if I want to meet the needs of the 21^st century learner, I need to learn what I can to provide meaningful, authentic learning for all of my students.