ETEC 561 Capstone Video

You can view my ETEC 561 Capstone Video here.
http://www.screencast.com/t/K5jbFanzKrk

Section 7: New Direction in Instructional Design and Technology

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

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

Distributed or E-learning Environments

     I am certified to teach EC-6 and although I do not currently have a teaching position, I can see e-learning being very effective with elementary age students. There are many websites that can be used to help build students skills and reinforce the concepts they are learning. One great site to use in E-learning of elementary age students is http://www.e-learningforkids.org. I can see many uses for distributed or e-learning environments for teachers and administration within school districts. The textbook defines distributed learning as “any educational or training experience that uses a variety of means, including technology, to enable learning” (pg. 290). E-learning is growing more popular in the K-12 setting. K-12.com and Connects Academy are online public schools that adhere to the public school rules and standards. This gives some students who does not do well in a public school setting more options for a public education. I have taken all my graduate classes online and have taken full advantage of distance learning. 

Reusable Design or Learning Objects

For my future position I have been creating flipcharts to use for Promethean and Smart boards. I have created flipcharts to use for math, ELA, social studies, and science. The flipcharts are reusable and I can share them with other teachers also. The text defined reusability as “the ability to use the same resource multiple times in multiple ways and in multiple contexts” (pg. 302). Lesson plans templates, and graphic organizers are also reusable learning objects that I will make use of in the classroom. I can’t imagine trying to make it through one day without reusable learning objects.

Rich Media

The textbook defines rich media as “learning products that incorporate high-end media such as video, animation, sound, and simulation” (pg. 312). I feel that rich media is very important to use in the classroom, no matter the grade level. Students have different learning styles and it is important that students can “see” and “hear” instead of just reading to learn. The incorporation of Promethean and Smart boards has opened up so many opportunities for rich media in the classroom. There are many teachers who are creating and sharing their flipcharts so others can use them to incorporate the rich media into their instruction. I have a wide collection of rich media to use for my future classroom and will continue building that collection.

Emerging Instructional Technologies: The Near Future

I must begin by saying that the artificial intelligence technologies have come a long way I am excited to see how effectively it can work for education. At the same time it seems like something in a science fiction movie and freaks me out a little.

Web 2.0 tools are very valuable in the classroom and for education as a whole. Educational games used in the classroom can help motivate students and help get them excited about learning. I have learned so much valuable information about Web 2.0 tools in the ETEC classes I have taken. In my future classroom I would like to use webquest to help students “see” and take a journey while they are learning new concepts. Digital storytelling is another Web 2.0 tool that I would like to use in my classroom. It is a creative way for students to write, illustrate, and actually tell their stories. Web 2.0 gives educators and students many possibilities in the classroom and I am excited to continue learning more of them. 

Section 6: Getting an IDT Position and Succeeding at It

This section of your textbook focuses on jobs in the profession of instructional design and technology: lessons and tips on how to get one and organizations that can support the job search and continued learning in the IDT field. Many of you already have a job in the field or in a related field; however, based on this week’s readings, you’ll reflect on where you are, where you want to go, and what you need to learn or do to get there.

Begin your post for this week with some background: what is your current job, what program are you enrolled in, what brings you to that program, and what do you expect when you graduate (change jobs? obtain a promotion?).

     Currently I am still in the process of searching for a teaching position. I graduated in 2011 with a BSIS in Interdisciplinary Studies and just my luck that was the semester of the budget cuts to education.  I decided to immediately start working on getting a Masters Degree in Elementary Education so I could continue my education.  I believe that educational technology is very important in the classroom so I have been taking ETEC classes for my electives.  I had thought about changing my major but I had already used too many of the hours allowed to change so I will stay with elementary education and continue building on my knowledge of educational technology. When I graduate I am hoping that having a masters degree will help me have greater chances of finding and getting hired for a teaching position. I am not sure what other options I have in using a teaching degree in other job markets.

Next, describe the kind of work that you want to do and the type of organization or institution in which you want to work. Use the WorkMatrixTM in the chapter titled “Getting a Job in Business and Industry” to help organize your thoughts. Do you most desire first, second, third, or fourth level service? Or would you rather design or develop instruction? What features of work are important to you? What economic sector do you want to work in?

     Using the WorkMatrix, I clearly see myself happy with first-level service position of teaching at the elementary level. That could change in the future but currently that is my career choice and what I would like to do. During my student teaching I found that I love teaching and working with children. I will continue to research and learn different educational technologies that I can use in the classroom.  Since I am finishing up the classes left for my degree plan I have taken the required courses.  I have chose to take ETEC classes as my electives to prepare myself to be more efficient with technology in the classroom. 

Based on these intentions, explain what you need to learn. What skills and qualifications do you need? Will you obtain the skills you need in the required courses in your program? What electives might you need to take to help you develop skills specific to your aspirations?

     Based on these intentions I need to continue learning the skills I need to teach children at the best of my ability. I want to continue to learn all I can in educational technology so I will be able to use that knowledge in my future classroom. Even though I am not seeking a position in the IDT field I did find a lot of useful information and questions to consider in the chapter readings. I realize that it is very important to learn as much as possible about the school district I will be interviewing for and not just brief knowledge. I can't assume all school districts will be similar. It is important that I research and prepare for the interview because "preparation is the key to success" (pg. 255). 

Finally, what organizations would best support your continued learning after you graduate? Do you think you would benefit from joining those organizations before graduating? Explain why or why not?

     There are many professional organizations that would support  my continued learning after I graduate. One organization that would best support my continued learning is the International Society for Technology in Education (ISTE). After reading the information, exploring their website, and gaining more knowledge about the organization, I feel this organization would be a great choice for me. ISTE offers many professional learning opportunities. I am very interested in the webinars and the online courses  that are offered. "ISTE provides leadership and service to improve teaching, learning, and school leadership by advancing the effective use of technology in PK–12 and teacher education" (ISTE). 

https://www.iste.org/

 

     During my search I found a second professional  organization that I feel would best support my continued learning after I graduate. The Consortium for School Networking (CoSN) for K-12 education leaders who use technology strategically to improve teaching and learning (CoSN). The Consortium for School Networking (CoSN) is the country’s premier voice for K-12 education leaders who use technology strategically to improve teaching and learning. CoSN provides products and services to support leadership development, advocacy, coalition building, and can help me up to date by offering  awareness of emerging technologies.  Both of these professional organizations will offer what I need to help my continued learning as a teacher who wants to use technology in the classroom and giving me the tools I need to stay up-to-date on emerging technologies.

http://www.cosn.org

Sections 5: Trends & Issues

Chapters in Section V identify trends and issues in IDT in various contexts: business & industry; military; health care education; P-12 education; and post-secondary education. Select at least 3 of these 5 contexts and compare/contrast the IDT trends and issues. Then explain how they are similar or different from the IDT trends and issues in the context in which you work.

I have not been employed as a teacher since graduation so I don't have first hand experiences in answering the question how the IDT trends and issues are similar or different in which I work. I will use my observations as a student teacher.

                            

P-12
Education is ever changing due to the policy makers putting more pressure on the schools for students to compete on a higher level in a global society. High stakes testing is putting more pressure on the school districts while funding is being cut. "IDP professionals design instructional systems to improve learning and performances" but lack of funding causes challenges in meeting that goal to its full potential (210). Administrators  and teachers are being pulled in all different directions. According to the text "Only with much wider recognition of the need for ecological systemic change among policymakers, school district leaders, funders, and researchers will it be possible to communities to succeed in transforming their school systems to meet their needs in the information age" (pg. 219). Will that goal ever be met? I hope so!

Business 
One significant issue that business and P-12 have in common is they both have are demands for increased efficiency, lower training budgets, and globalized instruction. Chapter 18 states "demands for increased efficiency, lower training budgets and globalized instruction are stimulating the evolution of instruction design” (pg. 181). Policymakers are pushing for education to be more competitive globally, and many businesses complete on a global level. "Designing instruction for different cultures is not a new issue for the instructional technology field (pg. 181). Schools also have many different cultures from the administrators, teachers, and students. 

Military 
In my opinion I feel  the military and P-12 ID have many things in common.  Chapter 19 covers the challenges to instructions designers working without military involvement. One of the challenges states "Creating training that addresses the needs of the military while considering the interest of the individual" (pg. 186). This brought back memories from my student teaching experience of sitting through profession development training and trying to stay awake. A few of the profession development training sessions were about things that weren't realistic to be able to use in the classroom. The person brought it to conduct the training was not prepared and didn't seem to know what he was even talking about. In both the military and P-12 time is money so making those profession development training sessions successful is a challenge that needs to be addressed in both settings. 

Section 4: Human Performance Technology

Not all problems in learning and/or performance require an instructional solution. Many times a non-instructional approach is a more appropriate solution. This week's reading and reflection focuses on human performance, performance support systems, knowledge management systems, and the concept of informal learning.

Chapter 14 discusses the concept and evolution of human performance improvement. Several sections of chapter 14 present a variety of non-instructional solutions to performance problems. Identify a performance problem in your area of work and identify non-instructional solutions that may help solve the problem. 

     During my student teaching in a second grade classroom I noticed a performance problem that I felt could have easily been solved if the problem were addressed.  All the classrooms at the elementary campus were equipped with Promethean boards. A training session was held for all the teachers and it was mandatory to attend. The teachers who were comfortable and proficient with technology learned the new software very quickly and were comfortable to explore the new software and utilize it in their classrooms after the training session. My mentor and a few other educators on campus were not proficient with technology and they were intimidated by the Promethean board. When I started my student teaching assignment I noticed that my mentor only used the Promethean board as an overhead projector and occasionally showing movies. Prior to starting my student teaching TAMU-Commerce had offered a training course on how to use the Promethean board. I was able to show her how to use some of the features and she became more comfortable with it but she wouldn't attempt create or modify existing flipcharts. The students loved when the Promethean board was used and they were much more engaged especially when they knew they would have a chance to come to the board to help solve the problems.

     I feel the problem is the training session is more geared to tech savvy educators and those who aren't are left behind. I think that providing extra support for those educators until they are more comfortable with the technology would give them the confidence they need to get the benefits that the Promethean board could help provide for their instruction and the students success. To solve this problem the administration could set up extra training sessions and each campus, or grade level could have a team leader who could hold training sessions and help those educators who need extra support. The Promethean board is too expensive to sit in a classroom collecting dust only because some of the teachers need more training. The school districts have invested the money for the Promethean boards and to make the investment pay off extra support needs to be provided for the educators who need it. 

Chapter 15 presents performance support systems. Define performance support systems and explain how a performance support system might (or might not) help solve the problem you identified above.

     A performance support system is combination of different tools to help the user perform a task which in turn will improve performance. A performance support system can be in the form of "a computer-based system that improves worker productivity by providing on-the-job access to integrated information, advice, and learning experiences." (Sleight)

     I strongly believe that a  performance support system would help solve the problem of teachers not understanding and needed further training to use the Promethean boards.  If the school districts set up an electronic support site on the schools network for Promethean board help and training with how to video, audio, text, images, data used for walkthroughs the teachers who needed extra support could learn how on his/her own without taking time from others schedule. The teachers could have a greater desire to learn if they could do it on their own instead of having the only option to ask someone for help.

 EPSS are generally used to provide support for:

• performing a task (procedures and processes)
• finding information in databases
• presenting information in alternate forms (video, audio, text, image, data)

Sleight, D. A. (n.d.). Retrieved from https://www.msu.edu/~sleightd/epssyn.html

Chapter 16 explains knowledge management: the way we manage information, share that information, and use it to solve organization problems. Organizations, such as schools, accumulate a great deal information/data, which must be organized in a way that we can make sense of it in order to use for making decisions. What knowledge would help solve the problem you identified above and how would that knowledge need to be collected and managed to help facilitate problem solving? 

     Access and collaboration could help solve the needed training and support for teachers who need help learning how to use the Promethean board. Teachers can post their knowledge and tips they have to help others. Questions can be posted for other teachers or the IT to answer to problems they are having. "Collaboration focuses on tacit knowledge by providing vehicles for people to surface and share what they know." (p.158) Reiser and Dempsey also stated, "knowledge management enables organizations to improve human performance through easier, more direct access to reliable information and expertise, often bypassing interim steps such as training." (p.163) Using access and collaboration could greatly reduce training time and expenses.

Reiser, R. A., & Dempsey, J. V. (2007). Trends and issues in instructional design and technology. (2nd ed.). Upper Saddle River: Prentice Hall.

Chapter 17 describes types of informal learning. What informal learning experiences have you participated in at your organization? Could those informal learning experiences be shared with others? Could the knowledge gained in those settings be codified and managed? And should it be managed or should the informal experiences be replicated or broadened for others?

     Informal learning is something anyone can take part of anywhere. "Informal learning can take many forms, such as when individuals chat with one another." (p.167) Graduate students use informal learning when they participate in online discussions, we learn from one another. My informal learning experiences during my student teaching was observing and talking with my mentor. I learned as much from her than I did sitting in a classroom and reading a textbook.  She could answer specific questions I had that was not covered in textbooks.  I believe we can all learn a lot through informal learning. 

     The knowledge I gained can be codified and managed. I would keep a notebook with me and write down anything I wanted to remember and keep for future reference. I added the new information to my computer in a folder I created  called 'Teaching Notebook.'  The teaching notebook can be printed up to help other teachers new to the field because chances are others will have the some of the same questions I had and the information can be useful to them as well.

Reiser, R. A., & Dempsey, J. V. (2007). Trends and issues in instructional design and technology. (2nd ed.). Upper Saddle River: Prentice Hall.

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

  

1. 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. 

          Educators must constantly evaluate the effectiveness of instruction to make sure the students are reaching the goals set out for them. After researching different models for evaluation I have chose to discuss the" Conditions of Learning, Nine Events of Instruction by Robert Gagne. Gagne is considered to be a major contributor to the systematic approach of instructional design.  Prior to my research for this class I wasn't familiar with Robert Gagne but I do believe his work is very important to the field of education. In my opinion Gagne's work focuses on all the elements that should be incorporated into any lesson plan. This model provides very important steps to help the students learn what is presented to them and helps to prepare them for the assessment. Educators can look back and assess what stages need to be reviewed or changed. I believe Gagne's nine events of instruction would be beneficial to use at any grade level. Listed below are the "Nine Events of Instruction."

Gagne's Nine Events of Instruction - these events apply to each of the 5 types of learning but not necessarily in the same order for each type.

1.            Gaining attention - pique the learners interest

2.            Informing learners of objectives - discuss what will be taught

3.            Stimulating recall of prior learning - ask questions to call upon what they already know

4.            Presenting the stimulus - teach the lesson

5.            Providing learning guidance - allow teacher facilitated student practice

6.            Eliciting performance - have learner complete a task on what was taught

7.            Providing feedback - let learner know how they did on the task

8.            Assessing performance - evaluate learner on their knowledge of what was taught

9.            Enhancing retention and transfer - provide activity to help learners remember what was taught

http://edtech2.boisestate.edu/spechtp/575/learningtheorist.html

     The second evaluation method I discovered that I think is very interesting is the Goal-Free Evaluation  Model that was created by Michael Scriven. This model would be very helpful for evaluating programs in classrooms which use technology. The Goal-Free Evaluation  is intended to evaluate the effects of the program and to determine if they are meeting the goals they claim. The first step is the evaluator needs to identify the outcomes that resulted from the project and then construct a profile of the needs of the students. If an effect has a positive impact on one or more of those needs, that part of the program that yielded that effect should be positively evaluated. (Bryant). Students can't learn efficiently if the program that is being used does not produce the outcome of the goal that is to be achieved.

Bryant, M. (n.d.). Program Evaluation. UNL | CEHS | College of Education and Human Sciences External Home Page. Retrieved September 13, 2013, from http://cehs.unl.edu/mbryant/973/models.html

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?

          The main question that I feel is left out of instructional design evaluations that would be useful to know is how enjoyable it was for the students. Students do not all have the same learning styles,  so it would make sense that when students are being evaluated some methods would work better for students than others.  I believe that a student's success could depend on how they are evaluated.

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?

           Trends and Issues in Instructional Design and Technology by Robert A. Reiser and John V. Dempsey states that Situational Leadership combines leadership and management skills using three key principles:

1. The amount of guidance and direction a leader gives

2. The amount of socio-emotional support a leader provides

3.The readiness level followers exhibit in performing a specific task, function, or objective. (p.115)

      If I were in the position to develop a series of professional development sessions focusing on technology use in the classroom for teachers during a time of economic decline I would use the Situational Leadership four phase approach developed by Hersey and Blanchard.  I would prefer to use teamwork than to take everything on myself. I believe working as a team can bring greater, more rich information and resources to the project.  I would build my team and get feedback from team members. Their knowledge on technology in the classroom will help to generate more ideas for the professional development session. The team member will be assigned their designated tasks. The focus will be all the  free programs that can be used in the classroom. There are many Web 2.0 free tools out there for educators to take advantage of that are capable to meet many goals that educators have for their students.

Reiser, R. A., & Dempsey, J. V. (2007). Trends and issues in instructional design and technology. (2nd ed.). Upper Saddle River: Prentice Hall.

Section 2: Theories and Models of Learning and Instruction

1. This section of the book presents various theories and models that form the foundations of instructional design and technology, including the evolution of approaches to instruction and learning over time. In your blog for this week, reflect on the following:

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?

      Trends and Issues in Instructional Design and Technology by Robert A. Reiser and John V. Dempsey  text defines epistemology as "the branch of philosophy concerned with the nature of knowledge and understanding-their foundations, assumptions, and validity. (p.54) Epistemology is the "theory of knowledge". I see epistemology as the umbrella that covers all knowledge and instructional methods and theories.  Epistemological researchers ask questions such as "what is the extent of human knowledge? How much can one human actually know?" Instructional methods, and models of learning applies to teaching and helps educations to plan, present and successfully get the information to the students in a way they will have the ability to process and understand the information. 

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?

  Based on I've read about positivist and relativist epistemologies, as well as behaviorist and constructivist approaches  I feel that contextual epistemology falls in-between positivism and relativism  because  knowledge is separate from the learner, but it can be independent or created by the learner.  When I think of positivism I relate it to the classroom when I was in high school in the 80's. In positivism knowledge exists independent of the learner, and there is an absolute truth. (p.54) The teacher would instruct us on what we needed to know through lecture and a lot of note taking. In the design frameworks under objectivism it lists that knowledge is engineered externally. The teacher would tell us what we needed to learn and we were to learn it and not question the information. The class was teacher centered and very rarely did we have a class that was student centered. In contrast when I think of relativism I relate it to most of the classrooms today. In relativism knowledge is constructed by the learner, and the truth is contextual. (p.54) Constructivism falls under relativism. In constructivism the teacher guides the student in constructing knowledge by providing a rich context for negotiation and meaning construction. Many classrooms today are student centered thus falling under the relativism perspective. The goal in the class I am taking is to create a blog with our reflections of the chapter readings and knowledge we acquire, thus the instructor is acting as a facilitator and the student is in control of their learning. The blog serves as an artifact of the work that we have completed. 

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?

In the behaviorist's approach to problem solving the instruction would be teacher centered. The instructor would make sure the students understand the problem.  With the behaviorist's approach if the students do not fully understand the question, the instructor would break instruction into small pieces and when learners respond correctly  immediate feedback is given. (p.38) The students would probably work independently and turn in their completed products to the teacher for assessment.   

The constructivist's approach to problem solving would be student centered. The instructor would present the problem to the students then act as a facilitator while the students took control of their learning during the problem solving activity.  The students will be provided with authentic materials to "draw learners' attention to important information just as the use of color in diagrams or slides can help them distinguish important features of visual information. (p,39) My views lean very heavily toward the constructivist approach. 

The effect the difference might have on the learners motivation is that the behaviorist will give feedback whether it be negative or positive. The constructivist approach is rewarding for the student because they are in charge of their own learning and that is something to be proud of.

Reiser, R. A., & Dempsey, J. V. (2007). Trends and issues in instructional design and technology. (2nd ed.). Upper Saddle River: Prentice Hall.

Section 1: Defining the Field

1. 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?

    Trends and Issues in Instructional Design and Technology by Robert A. Reiser and John V. Dempsey  provides a current definition of instructional technology which will continue to change. Technology is growing and changing at a rapid pace and instructional technology is changing to keep up with the pace. The definition of instructional technology has changed greatly since the early definitions that was simply viewed as media.

   Prior to taking any ETEC classes my thoughts on educational technology were to use technology to teach using computers, pictures, projector, and audio. I was a student in high school in the late 80's and the use of technology in the classroom that I was subjected to was a cassette tape recorder, over head projector, and an occasional film. I took a typing class using typewriters and I don't remember ever seeing a computer being in the school. I must say I was astonished how far instruction technology had come when I entered college in 2007 and started conducting my observations in public school classrooms. The Smart Board was so advanced from what I had seen in the classroom it could have been alien technology, at that moment I was fascinated and even though I was majoring in Interdisciplinary Studies, I use my electives to take ETEC classes to help me be an effective teacher using instructional technology. 

  After reading the first chapter my definition has changed considerably. I thought of instructional technology as a tool to teach the content and to help reach students with different learning styles. I have come to the conclusion that I was missing such a huge part of the meaning. The authors, Reiser and Dempsey discuss that one of the goals for professionals in the field is to improve performance, and the goal should be to help learners apply the new skills and knowledge they have acquired. The terms that are important to reach that goal are creating, using, and managing.  (p.4) 

2. Next, 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.

For a previous ETEC class I design a lesson plan integrating technology. Since it was my first attempt at creating a lesson plan integrating technology I'm sure the lesson could use revision as the Dick, Carey, and Carey model of instructional design points out. I will continue to revise this lesson because I feel it has the potential to be a unit that the students will enjoy. Below is an overview of the lesson plan and the six characteristics of instructional design the textbook lists and my thoughts on how my develop instruction relates.

Lewis and Clark Expedition

Social Studies, Math, and Technology.

Grade: 4

Objective: Upon completion of watching and analyzing the “Lewis & Clark Expedition” video from the History Channel, in a group students will create an expedition using Google Maps of the Lewis & Clark Expedition. Students will plan what supplies and money are needed for the expedition. Students will create a map of their expedition, supplies and money needed and compare it with the other groups in the class.

Teacher: Watch and discuss the “Lewis and Clark Expedition” video from the History Channel.

http://www.history.com/videos/lewis--clark-expedition-charts-new-territory#lewis--clark-expedition-charts-new-territory

Discuss the Louisiana Purchase and Jefferson sending Lewis and Clark to explore the lands acquired in the Louisiana Purchase.

The students will view “Lewis and Clark Expedition” video discuss the Louisiana Purchase and Lewis and Clark Expedition.

Teacher: Ask the students to think about the nearly 8,000 miles Lewis and Clark explored and how they could accomplish such an exploration. Discuss what types of supplies were needed.

The students will get into groups and create an expedition using Google Maps of the Lewis & Clark Expedition. Students will plan what supplies and money are needed for the expedition.

A rubric will be given to each group and jobs will be assigned within the group.

Each group will create a map of their expedition, supplies and money needed using a poster board.

Each group will compare their map with the other groups in the class.

The class will discuss each group’s ideas and display their creations in the classroom.

The students will be accessed of their cooperation in the group and the quality of work the rubric stated.

The six characteristics of instructional design the textbook lists and my thoughts on how my develop instruction relates:
1. Instructional design is student centered. - When creating this lesson plan I wanted the students to have the ability to work in groups to help one another to create the product  and achieve the stated objects with minimal help from the teacher.  
2. Instructional design is goal oriented. - This lesson plan has the goal of mapping the Lewis and Clark expedition, what supplies and money are needed, and present the final product to the class on a poster board. The students are presented with a rubric on what is expected and knowing the goal  they have the freedom to be creative in the way they reach their goal.
3. Instructional design focuses on meaningful performance.- By the students mapping out and planning Lewis and Clark's expedition I feel the lesson does focus on a meaningful performance because instead of just reading a chapter the students will be an active participant in the expedition.
4. Instructional design assumes outcomes can be measured in a reliable and valid way. - The outcomes of the instruction can be measured in a reliable and valid way because the students will be creating a final product of the Lewis and Clark expedition. I feel that creating a project will be a much better choice than a paper-and-pencil test. The students will be showing their knowledge and skills that were used to created the final project.
5. Instructional design is empirical, iterative, and self-correcting. - To reach the goal of the developed instruction the students as a group will be collecting data, using math calculations and revising their expedition projects. Developing the instructional design consisted of research and self-correcting on my part.
6. Instructional design typically a team effort. - Due to the fact I created this instruction for an online class I was not able work on a team. However, I did use advise that teachers have posted online so I did reach out for help and others opinions and ideas. 

3. In the 3rd 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? The first three chapters of your book define the IDT (Instructional Design and Technology) field and provide a history of how it has evolved over time. In your blog post for this week, reflect on the following:

In the 3rd chapter, Reiser distinguishes instructional media from instructional design, excluding teachers, chalkboards, and textbooks from the definition of instructional media. I can understand Reiser excluding teachers, chalkboards, and textbooks from the definition of instructional media  "in order to clearly describe the history of media." (p.18)  Personally I do consider teachers, textbooks, and chalkboards part of instructional media. I came to the conclusion because as the  definition given in the text is "instructional media as being the physical means via which instruction is presented" and in my opinion that includes teachers, chalkboards, and textbooks. (p.18) 

The ADDIE model is made up of the phases of instructional design. What I love about the ADDIE model is that it isn't to be used in a linear step-by-step manner and revision is an important part of the ADDIE model. Revision is often necessary to develop instruction that is effective so the students will get the most out of the instruction.The text states "it is often necessary to move back and forth among the activities of analysis  design, and formative evaluation and revision" and the ADDIE models design makes it easily possible. (p. 12)

Reiser, R. A., & Dempsey, J. V. (2007). Trends and issues in instructional design and technology. (2nd ed.). Upper Saddle River: Prentice Hall.

Welcome to my blog for ETEC 561 "Learning and Technology" with Dr. Dziorny

Hi, my name is Vicki Slayton. I have a BSIS in Interdisciplinary Studies and I am certified to teach EC-6.  I am currently a graduate student at Texas A&M- Commerce perusing a Masters Degree in Elementary Education.I am a proud mother of a daughter age 20, and a son who is 17. I also have a beautiful baby granddaughter named Serenity Aurora (my little princess).