Week 1

Section 1 –Defining the Field

Chapter 1: What field did you say you were in? by Robert Reiser

It has never cease to amaze me how much technology has taken over our very existence on this planet. Yesterday, as I was leaving home I had to check myself to see if I had all of my technology attached to my body; Apple watch on my wrist, headset hung around my neck, iPhone and iPad – check, check, check and check! I can remember a time these things would never be a part of my daily wardrobe but today I’m naked without them. Reading this section on reaffirm what I already knew, technology is here to stay and a vital part of our day to day existence.

No wonder the definitions of Educational Technology has changed so much over the century.  The more involved we become with technology the more the definition must change and adapt to clearly explain what is occurring. In the AECT’s(Association for Educational Communications and Technology) committee’s new definition states: Educational technology is the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources (Reiser, 2012). The terminology used in the new definition denotes six key terms that helps differentiate it from previous descriptors used in earlier definitions are underlined above. Also the adjective technological processes helps to explain how the field engages these processes in the “systematic application of scientific or other organized knowledge to accomplish practical tasks” (AECT-, 2008).

Chapter 2: Characteristics of instructional Design Models by Robert Branch and M. David Merrill

This section focus is on the six main characteristics of instructional design models. They characteristics should be found in all instructional designs:

• Instructional design is student centered
• Instructional design is goal oriented
• Instructional design focuses on meaningful performance
• Instructional design assumes outcomes can be measured in a reliable and valid way
• Instructional design is empirical, iterative, and self-correcting
• Instructional design typically is a team effort

These six components should be present whenever you are planning any instructional design process as it relates to the five phases of the ADDIE Model (Analysis, Design, Development, Implementation and Evaluation) (ADDIE Model, 2017).

Chapter 3: A history of instructional design and technology

As a proponent of informal learning through museums and other outside sources the section on school museums immediately caught my attention. It was interesting to find out that the museum in early 1900’s was considered as supplemental resources for instruction but represented a form of new technology. The development of how instruction supplementary curriculum evolved on the decades was interesting and informative from the use of audio instruction to audiovisual instruction to computer assisted instruction things have changed as the technology improved.

Several key movements over the century have affected how technology has grown to enhance student learning:

• Programmed instruction movement by B. F. Skinner(1950-60)
• Behavioral Objectives by Ralph Tyler (1930’s)
• Criterion-Referenced testing movement (1960’s)
• Domains of Learning, events of Instruction and Hierarchical Analysis by Robert Gagne (1960’s)
• Sputnik: Indirect Launching of Formative Evaluation (1950’s)
• Systems Approach by Dick & Carey (1970’s)
• Growth and Redirection – use of personal computers (1980’s)
• Performance based learning (1990’s)
• E-Learning and Informal Learning (21^st Century)

 

Reflections:

The definitions described in the chapters read align with my general ideas of how IDT (Instructional Design and Technology) because I can remember the implementation of the past 50 years because I had to learn and change my teaching style and expectations as the decades changed.  If I had not adapted to these changes as they occur I would be stuck like so many veterans teachers back in the age where the many advancements and technology were only beginning. They was many instances where I watched the changes and the new terminology affect how and what we taught.

Several years before my retirement I was asked to help pilot the use of Palm Pilots and a new technology for the classroom I used every aspect the ADDIE model without really understanding or even knowing of its existence.  Since was a hands on interactive device I created a set of lessons incorporating each of the six characteristics. I have a PowerPoint in my e-portfolio (http://skoolmarm27.weebly.com/) with pictures and explanations of what the students did showing step by step how these characteristics where demonstrated. It can be located in the section titled “Portfolio” and the title of the presentation is: “Environmental Technology in the Palm of Hand.”

In it I describe what software, hardware and accessories, goals/objectives and expected outcomes along with any additional equipment and supplies that was used by the students. It was so warmly received and reviewed by the district that they asked me to present at the Educational Technology Conference for the spring of the following year as an example how these devices can to incorporate into an outdoor formatted teaching environment.

In today’s academic setting chalkboards, textbooks and even teachers are “old school” tools of trade.  We have metamorphosed past the use of these tools.  If we aren’t embracing the new definition of instructional design we will lose our youth and cause them to be caught lacking. Times and terminologies change and we have added fourth new words to our dictionary that did not exist just twenty years ago. (Gizmodo, 2017)

 

References

ADDIE Model. (2017, June 07). Instructional Design. Retrieved from Instructional Design.org: http://www.instructionaldesign.org/models/addie.html

AECT-. (2008). AECTDefinition and Terminology Committee. Educationaltechnology: A definition with commentary. New York: Lawrence Erlbaum.

Gizmodo. (2017, June 07). Retrieved from Gizmodo.com: http://io9.gizmodo.com/14-common-words-that-didnt-exist-20-years-ago-1455971367

Reiser, R. A. (2012). What Field Did You Say You Were In? In R. A. Reiser, & J. V. Dempsey, Trends and issues in instructional design and technbology (pp. 1-6). Boston: Pearson.

 

 

 

 

 

 

 

 

Week 4: Trends & Issues in IDT

Part A. Chapter in Section V- Chapters 18, 19, 20, 21, 22 (Trends & Issues in Various Settings)

Upon the conclusion of my readings I decided to address IDT in the context of business and industry, military, and post-secondary education.  Making a comparison and to contrast these three IDT approaches an understanding of each works best. In the business and industry areas the role of IDT is to help businesses to design a sales team that is organizationally strong to produce a product that is sellable in the world markets. The breakdown of roles is vital to the industry’s ability to do this so the IDT must put together a team of experts so roles are clearly defined. The Organizational Project Manager (OPM) task is the work closely with the ID to create a team of organizational leaders who will see that the project is completed in a timely fashion, and close to on or below budget as possible. (Shrikhande, 2014) This team of expert’s work closely together to see to it that the project or projects are coordinated in such a way as it will be mutually beneficial to the company. Of the three types of teams that can be developed there can be a virtual team, cross-functional team and a contractor-led team.  In that team, the responsibilities are divided into the Portfolio Manager, who works to achieve a strategic set of objectives.  Then there is the program manager, who manages the team project manager(s). The Project Manager is the backbone to ensure that all projects, trainings, and compliances are in order.

The unique thing about reading this whole section is that all these strategies hits close to home for me.  My daughter has been a PMP (Professional Manager Projects) for more than ten years and she works as a part of a PMO (Project Management Office); which I did not clearly understand until I started reading these chapters from the text.  All the dinner table conversations went over my head though I thought I understood, but until I read the break down in simple terms from the text I did not have an “ah, ha” moment. Suddenly, the conversations of years began to make sense. Such things as creating a detailed operational plan of all steps in any given process made sense.  I recall of her conversations how things fall apart if each step in a process is not properly and sufficiently documented and how difficult it is to make the company and their staff understand the value of documentation. The value of operational templates, and responsibilities of all end users must be clearly outlined in the whole process or there will be chaos and the cost to the company can be astonishing.  There are roles that must be performed and this team must make sure that the company understands the value of detailed documents to all task so that it can be easily reproducible.

The main reason I chose these three contexts is I can relate it to real life and how it has impact my family as the workers who must help make the process happen from planning, to follow through to employee training. This family has a long history of military service and several of my family member where high-ranking officers. They talked about following military protocol and the value and need to have training that is concise and quick.  All the men and women involved in the military must learn a task fast and be ready for the next step in any procedure. The military has a history of encouraging its personnel to maintain and improve so that they can have a strong workforce that must be ready to do double duty for country and themselves.

After W.W.II the military offered veterans an opportunity to get educational training after service. This was a part of The Servicemen’s Readjustment Act of 1944 (GI Bill), which had many very good components to it, but the main component was to train a new workforce for the coming highly technological new era. After the war, many Business Colleges sprang up offering education and training for the new GI veteran. My own mother worked as a director of one of those private business schools that trained ex-military men for the modern changing world. The skills offered back them where considered the cutting edge for the time. It gave veterans an opportunity to go for jobs that they never could have gotten before their military service and with the help of the GI Bill. The beauty of this was the government was paying them to do so. Millions of benefits where paid out during that period that made a difference in many young men and women’s lives, especially men of color.  With this training, they could apply and get better paying jobs that required skills that they would never have earned had it not been for the GI Bill (History.com, 2017). My mother left working for the business school later to become a keypunch operator for the civilian workforce of the Air Force. She worked with Fortran data systems when computers were as large as rooms and had to be kept extremely cool.

My youngest son works as a financial reporting analyst that analyzes financial data and puts it in a usable format for management decisions and runs detailed financial reports using specialized programs and computers.  This is another clog in the business machine that helps it run effectively to produce their product whatever that product might be. A protocol is required for financial matters for that part of the business to operate. My other son is at the operational/trainer level where he trains new employees the best practices and most cost-effective way to do the job after having done the job without incident for more than 13 years.  He falls in the category as the military trainer who is skilled at the job and is trained by the company to follow their practices to teach all new hires for that field. I work with college professors to train new geology students about meteorites. This is a part of their freshman science class which is important for all students who are going into geology or some area of science where they have a knowledge of rocks and minerals. In this case the prescribed information that they need to learn is spelled out in the teachers plans which are directed by the department of curriculum. The roles have different titles but they function the same. There’s the professor, the AP (Associate Professor), lecturer, and TA (teacher assistant), who conducts all the labs. The alignments are the same even if they are called by differing names. The final analysis is training the end users to use the technology and understand how it works in producing the final product that is to be sold.  Be it a goods or services.

The differences are subtle but the organizational layout are relatively the same. Each one of these have technological skills that must be mastered to do the task and do it efficiently and cost-effectively.

Part B. Chapters VI – Chapters 23, 24, 25 (Global Trends & Issues)

Questions to ponder: 1. How can we prepare our youth to address the problems of living in a world with 9 billion people when the earth’s resources cannot sustain that many? Sometimes you just cut to the base line and say they must learn new ways of production in order to meet this change that is obviously going to happen.  We need to have ideas and plans in place to address the issue of feeding that many people on the planet and making sure agriculture can keep up, therefore industry must find unique ways to address these concerns. (National Geographic Magazine, 2014)

2. Does our current educational system, curriculum, and instructional practices help learners foster the complex problem-solving skills necessary to tackle these issues?  We are trying to help young learners to obtain the skills through the work of IDT professionals who see the problems and are trying to address it through innovative ideas in how industry perceives our academic needs to meet the demands of the world markets. Through their efforts a solution can be obtained but as I stated earlier it is sometimes difficult to make industry see the whole big picture when their immediate concern is how much money, now!

3. Are there methods and practices used in European and Asian countries that we should use here in the US? Why or why not? The United States has pictured itself as global academic leader until one day they looked up and other countries such as Asia and Europe were out educating their students for the new global world and the US was grossly behind.  What a shock? Our students were low-performing in the areas of basic proficiency in reading, mathematics and science.  We had fallen behind, we were no longer global leaders. The statistics are scattering and embarrassing for the US; according to the OECD (Organization for Economic Cooperation and Development) we had fallen below the average of 64 countries in these key areas (OECD, 2017). We fell far below the average major industrialized countries. Our students have consistently fallen below in those key STEM (Science Technology, Engineer, and Mathematics) subjects along with reading for more than twenty years and the gap is getting wider instead of smaller.

So what is the problem according to an article written just one year ago that states “in the American system, as students start to fall behind, they find it harder and harder to comprehend what is going on in class and fall even farther behind as they go through the years.” Their morale sinks, their embarrassment rises, they stop coming to school, and then they drop out.” (Tucker, 2016). The author of this article goes on to say what the East Asian countries do is stop the momentum before it starts its downward drop by believing that "all students can and will meet the high standards that they set as they progress through their years of education." What they know is if “students are allowed to fall behind, failure will feed on itself.” We need to be of that same mind set. We can’t afford to let them fail!

While in European countries their emphasis is on “critical thinking and reasoning” skills is their main focus that helps them to remain on top of their game. The key components of their education there is a) not memorizing the definition, but getting the concept right; b) results are a very private thing; c) less hierarchical system within their school districts; and d) more available resources to create high-tech classrooms. (Shawon, 2014) (Schleicher, 2014)

America can definitely learn from other countries methods but will they swallow their pride and if they do it so remains to be seen.

References

History.com. (2017, June). G.I. Bill - Worl War II. Retrieved from History. com: http://www.history.com/topics/world-war-ii/gi-bill

National Geographic Magazine. (2014, June). The Future of Food: A Five-step Plan to Feed the World. Retrieved from National Geographic Magazine online: http://www.nationalgeographic.com/foodfeatures/feeding-9-billion/

OECD. (2017, June). OECD Policy Outlook. Retrieved from OECD: http://www.oecd.org/education/policyoutlook.htm

Schleicher, A. (2014, February 3). Opinion: What Asian schools can teach the rest of the world. Retrieved from CNN-: http://www.cnn.com/2013/12/03/opinion/education-rankings-commentary-schleicher/

Shawon, S. R. (2014, November 21). Differences in education systems of Europe and South Asia. Retrieved from Wordpress.com: https://epiinside.wordpress.com/2014/11/21/differences-in-the-education-systems-of-europe-and-south-asia/

Shrikhande, N. (2014, May 16). Instructional Designer Vs Project manage - 5 Tips to Manage This Crucial Relationship. Retrieved from Jilbee.com: http://www.history.com/topics/world-war-ii/gi-bill

Tucker, M. (2016, February 29). Asian Countries Take the U.S. to School. Retrieved from The Atlantic.com: https://www.theatlantic.com/education/archive/2016/02/us-asia-education-differences/471564/

 

 

Week 3
Section III - Evaluation in Instructional Design

The two models I decided to review are Anderson's Value of Learning Model and Kaufman's Model of Learning Evaluation.

These models were both listed, in my research, along with Kirkpatrick and Stufflebeam to be among the more popular models used in industry along with the others we studied earlier. (Downes, 2016). When I first began to read this section it did not make much sense to me why we were reading information that was geared towards business and industry practices.  It wasn’t until I got further in my readings that I discovered from the background information that is how this whole process began with evaluating on-the-job performance and how well workers understand how to do their jobs. It’s always about the money. Plus the role that effective return on investment (ROI) into human capital, man gaging on-site and virtual design teams along with performance and support, Knowledge management and learning all work together to produce that perfect worker.

Several other models that are well-known are:

• Dick and Carey Systems Approach Model published in 1978; with ten components. http://en.wikipedia.org
• Merrill’s First Principles of Instruction; with four learning phases. www.mdavidmerrill.com 
• Action Mapping www.blog.cathy-moore.com
• Kemp’s Instructional Design Model with nine different components. www.edutechwiki,unige.ch

 My two are listed below:

 First, the Anderson Model – Anderson’s model has a three-stage cycle:

1. Determine current alignment against strategic priorities.
2. Use a range of methods to assess and evaluate the contribution of learning.
3. Establish the most relevant approaches for your organization. What measures should one use? (Watershed Insights, 2016)

The categories that he recommend to evaluate depends on the stakeholders’ values. In reviewing the chart you can see the exact break down of how he evaluates each stage. His model focuses on the alignment between learning program’s goals and the strategic goals of the organization. Felt that we cannot evaluate the success of the learning program unless these goals are met.

 First the Anderson Model -

Anderson's Value of Learning Model 

  

 

From <https://www.watershedlrs.com/blog/anderson-learning-evaluation?utm_campaign=Learning_Evaluation&utm_medium=blog&utm_source=learning%20evaluation>

Kaufman's Model of Learning Evaluation - Kaufman builds on the research done from Kirdpatrick with two important changes or additions.

1. Kaufman splits Kirkpatrick level 1 into "input" and "process." Input is the learning materials and resources available to learners. Process relates to the actual deliver of the learning experience.
2. Kaufman adds a fifth level above organizational benefits to look at the benefits to society as a whole or to a business' clients.

 

From <https://www.watershedlrs.com/blog/kaufman_learning_evaluation_overview>

 

Both of these models would be helpful by giving the instructor a detailed in-depth look at how the student is learning and if the materials taught are being processed as usable knowledge to solve problems that they may encounter. Learning is of no value if it cannot be adapted to the needs of the end users. We ultimately are preparing students for the job market and their ability to learn on-the-job task efficiently. When we can practice this in the classroom we reinforce the skills that they will need for later employment.

 If we look at educating our youth as the final goal to preparing them for work then we have to look at it on all facets. So, return on investment, management of all resources and learner satisfaction must all be considered. We want children to have some level of pride in a job well done. If this is emphasized and taught from at an early age we will create a work force that will enjoy what they do and take that extra step to do it well. We can never forget the history of ID; its beginnings all relate to literate effective workers who can be self-directed and self-motivated to do any task industry is trying to fill.

The authors of our text dedicated a whole chapter on “return on investment” (ROI) if this was not a vital aspect of the process I’m sure it would not have warrant a whole chapter of explanations. We must always look at the bottom line of profits and lost.  That’s the industry’s way of evaluating whether something is worth our time or not.  We must look at our teaching mythology the same way. Are we teaching students to be trainable employees and is the way we’re doing it worth our time? Our product should be a global worker who can tackle any task and learn easily and willing to face unknown challenges.

Section IV - HPI & HPT Plus Informal Learning

This section was so loaded with acronyms I had to start a list with the meaning of each to keep up with the writings. The terminology is a little self explanatory Human Performance Improvement (HPI) and Human Performance Technology all relate to getting the job done and getting it done well and cost effectively. But when I got to Chapter 17, Informal Learning, that is where I found my niche. I am a proponent of informal learning and its value in educating all young children. In the opening statements I found a worthy pithy quote by Winston Churchill that stated: "Personally, I'm always ready to learn, but I do not always like being taught." I looked at that statement and found profoundness in the words.  When you can take a child or any individual outside of the formal sitting and make that learning fun it becomes what I call one of my favorite statements "learning is fun; but fun work."

 We have managed to take all the fun out of learning and replaced it with "stressed testing." When you can take a learner outside of the normal teaching/learning environment it gives them the opportunity to learn without the stress of learning.  It just kinda happens and what's so wonderful about it children don't even realize it until its already done.

When I taught middle school science i would just take the class outdoors and spend time making observations and allowing students to ask questions and giving quick answers, not that detailed from the textbook definitions for stuff, just common sense answers.   You would be surprise the connections that can be made once you return to the formal classroom. Informal situations may not solve all problems, but we all learn better and more in a relaxed environment with no pressure to retain any particular concept or task. We just learn by trial and error and gentle prodding. The students would begin to ask when were we going outside again to do some science. It's the kind of learning children use to do before formal schooling was developed but the problem was too many parents had little to no education and therefore could not build on that information from that nice informal setting. They really did not that formal component.

Museums and theme parks take advantage of these types of settings to educate the public on many issues. There was a blog site that I found that discussed the value of informal learning with the aid of SMEs(Small and Medium Enterprises). The writer said: "the highest level of learning with the deepest cognitive impact is informal learning. It's what we call those precious learning moments where passion and curiosity meet to break all motivation and knowledge barriers. It is the self-directed learning that is triggered by an intrinsic drive and continues until all objectives in performance and knowledge have been achieved"  (Laskaris, 2015).  How beautifully stated, he listed six benefits of informal learning. I have condensed them below:

 Gathering and collecting knowledge is easier because of all the exhaustive media and devices we have  at our fingertips

1. Learning informally is more relaxing and less threatening
2. SMEs are willing to share more knowledge and expertise
3. Its close to natural way of learning and people tend to follow the pathway that best suits them
4. Resistance to learn new concepts is lower
5. Boredom and procrastination are replaced with excitement and curiosity. (Laskaris, 2015)

 

The blog touched on some important aspects of informal learning and discussed a brief comparison to formal settings where informal learning situations might not be the best idea. But by and large it focused on the informal method as a relaxed way to learn and to gain information from others who are more knowledgeable in the field.

 Every corporate concern and now some volunteer organizations have what is called "happy hours" so that employees can meet in an informal setting.  They talk shop and learn from the more seasoned employee. It also gives them a chance to unwind after the stress of the regular day. Teachers do it in the Teacher's Lounge at planning periods and lunch breaks. New teachers to the profession can learn such skills as handling classroom disciplinary problems to sharing a new app that the children enjoyed.

 Our professors try to give us a kind of informal relaxed feel by giving us an open forum to share ideas and new discoveries when we met on line in discussion threads. Even through it is a formal class the discussion threads are geared towards informality so that all will feel comfortable sharing.

As with anything one thing does not solve all problems, but if we carefully balance these things we can get a better end product, where performance support, knowledge management systems, and informal learning can meet collaboratively to solve many of industries problems.

References:

Downes, A. (2016, January 20). 4 Learning Evaluation Models You can Use. Retrieved from eLearning Industry: https://elearningindustry.com/4-learning-evaluation-models-can-use

Laskaris, J. (2015, November 25). Talentlms. Retrieved from Loosen Your tie and let down your hair: https://www.talentlms.com/blog/6-benefits-of-informal-learning/

Rossett, A., & Hoffman, B. (2012). Informal Learning. In R. A. Reiser, & J. V. Dempsey, Trends and Issues in Insructional Design and Technology (pp. 169-177). Boston: Pearson.

Watershed Insights. (2016, January 6). An Overview: Anderson's Model for Learning Evaluation. Retrieved from Watershed Insights Blog: https://www.watershedlrs.com/blog/anderson-learning-evaluation?utm_campaign=Learning_Evaluation&utm_medium=blog&utm_source=learning%20evaluation