Sunday, September 29, 2013

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. 

Friday, September 20, 2013

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.





Saturday, September 14, 2013

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





     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.


Friday, September 6, 2013

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.