Section 5: Trends and Issues in Various Settings

•                Chapter 18 discusses instructional design in business and industry. Give an example of rapid prototyping and discuss how this could be used in education.

One example of rapid prototyping I found was its use in web design.  The designing of a website actually lends itself quite easily to the process as described below:

The Rapid Prototyping Process

Rapid prototyping involves multiple iterations of a three-step process:

•                Prototype
            Convert the users’ description of the solution into mock-ups, factoring in user experience standards and best practices.

•                Review
            Share the prototype with users and evaluate whether it meets their needs and expectations.

•                Refine
            Based on feedback, identify areas that need to be refined or further defined and clarified.

Applying this process to education could be easily done.  While not appropriate for the design of an online course as a whole, the formatting and design of the course could be brought online much the same way as another website.  This would allow the instructor or designer to get a visual representation of the course early on and perhaps aid in the ease of full course development.

•                Chapter 19 discusses instructional design opportunities in military education and training environments. I had the opportunity to work two summers in Orlando on a faculty fellowship in the advanced distributed learning lab (ADL) discussed in the book and saw first hand some of the constraints placed on some of the tools that could be used for learning. Pretend you are hired as a consultant for the military. They want to use technology in its training, but electronic access is not always available. Using the Full Spectrum diagram, what alternatives could you suggest for a successful program?

Considering how to apply the Full Spectrum design to the military’s training presents many problems, in both access to technology, as well as, security.  Access should be less of a problem while service members are in the classroom and located on their bases.  In these environments, the optimal plan would be to allow for as much technology in training as is appropriate to the training target.  This could be via an online instructional design, simulator technology, and virtual training.  When the service members are deployed, the continuation of training becomes more limited.  One way to overcome this would be with the use of podcasts; however, this mode of transmission would seem to have potential security issues.  Another methodology would be with stagnant training videos that are not transmitted via the internet.  While this may not be the most ideal form of instruction, it does preclude the potential security threats that are inherent in online transmissions. 

•                Chapter 21 looks at radical educational change in P-12 settings. I visited the Chugach School District in Alaska and know Richard DeLorenzo very well. I can assure you that this change can occur in our schools. Review the Step-Up-To-Excellence methodology and the GSTE. Outline a staff development activity that will introduce both methodologies to your colleagues. 

I would first show video clips of each of the methodologies being used in actual schools, preferably similar to my own district, so that my colleagues had a visual representation that illustrated how each process looks in a school.  I would then present the values of the GSTE, probably in a PowerPoint presentation.  Rather than confusing participants with going back and forth between the 2 methodologies, I would continue the presentation of the GSTE.  Next, I would introduce the Step Up to Excellence process, again in a PowerPoint format.  After showing the participants both strategies for change, I would highlight the differences in each, pointing out the advantages and disadvantages of both.  As a culminating activity, I would have participants divide into small groups and select one of the 2 methods as their preferred way of implementing change.  Each group would then present their findings and rationale to the group as a whole.

•                Navigating through the ranks of a faculty member in higher education can be tricky. A good institution has support for its faculty and provides faculty development opportunities to grow and learn. Research three different university offices for faculty development. Answer the following questions for each office:

•                What are the different names used for faculty development?

•                What division is it under?

•                What services does it offer?

•                How often are programs given and what specifically are they?

Texas A&M Health Science Center

            Faculty Development

            Office of Faculty Development

            Online Courses, Collaborative Courses with Associated Institutions, Problem

                        Based Learning Theory

              Ongoing Course Offerings

UCLA

            Faculty Diversity and Development

            Faculty Awards, Grant Programming, Council of Advisors, Lectureship

                        Program

            Various Opportunities for Networking and Funding

Dallas County Community College

            Professional Training and Development

            Stand Alone Training and Development Courses

            6-8 Courses per Year

Section 7: New Directions for Instructional Design and Technology

• From Chapter 28 locate 5 examples of distributed learning. You may pick and choose from the following list.  
• Corporate distributed learning

Boeing Corporation, as the country’s leading defense manufacturer, has made good use of distributed learning for corporate use.  The company has developed Networked Distributed Mission Operations (DMO) Mission Training Centers in Clovis, New Mexico and Wilmington, Delaware, which allow pilots, maintenance, and ground personnel to train on various pieces of equipment both, physically and virtually.

• Academic distributed learning

I was surprised to learn that the University of North Texas offers a Master’s degree in Distributed Learning Librarianship.  According to their web site, their purported purpose is as follows:  “The Distributed Learning Librarianship program is designed for graduates planning on working in a library or information center that supports distributed learning. The goals of this program are to provide a grounding in information and telecommunication technologies that underpin distributed learning, an understanding of copyright and intellectual property issues, and a knowledge of the issues facing those providing library services to students in a distributed learning environment.”



• Hybrid classes

The University of California, San Diego offers hybrid courses for its extension class offerings.  This is touted as a fairly evenly split course design, with half the meetings being face to face and the other half being delivered online.  This allows students both flexibility and control over their learning.

• Virtual classes

The Texas Virtual School Network was created by the state legislature in 2007.  This allows participating public and charter schools to offer students an alternative method of gaining either high school or dual credit through online course distribution.

• For-profit distributed learning

The University of Phoenix is a great example of the for-profit distributive learning environment.  Within this business model, classes are all taught online, thus saving the company the cost of faculty and buildings.  The student also has the ease of choosing when and where to participate in classes.  Although there may be some synchronous class meetings, the vast majority of these are asynchronous in nature.  It is important for the potential student at this type of institution to weigh the relative advantage of flexibility to the potential of a lessened value per dollar.

• Chapter 29 discusses the concept of reusability. Think back over the courses you've had over your educational career and identify one with poor reusability characteristics. Explain how the course could be redesigned to improve reusability without changing the underlying content.

Probably the course with the least amount of reusability was a Philosophy of Education course that I took while pursuing my undergraduate degree at Texas A&M.  The course was taught in a lecture format by a distinguished professor.  The insight and passion that the professor brought to the class made the material come to life.  However, this is not a replicable commodity; for some there is a gift of speaking and teaching a group.  This was something he possessed.  That being said, the only manner of replication might be to have the course recorded and present it online.  Although this method would inherently lose some of the magic from being in the presence of a gifted lecturer, it would probably still be a better presentation than another format or structure.

• Chapter 30 takes a look at using rich media. Find or create a visual for instruction describing its surface and functional features. 

Because of the many features that are blocked within my district, one of my favorite sites to get videos to share with my students is www1.teachertube.com.  The following is a sample video that exposes students not only to another way of visualizing the information, but it appeals to those that have a musical learning style.  This video would best be used as an opening to the lesson.  In my experience, when I have used music to relate to a learning objective, my students want to hear the music over and over for their own edification and reinforcement.
 http://www1.teachertube.com/viewVideo.php?video_id=15395&title=50_States_and_Capitals__cartoon_song_

• Chapter 31 discusses the future of instructional technologies in the near future from metadata to nanotechnology. Describe how nanotechnology could be used to improve a specific job or task you are familiar with.  

Considering the vast pieces of information that are contained within a school system, a very useful implementation would be a card or electronic file that that contained all of a student’s academic information from one point to the other.  Perhaps because Dallas is an urban district, or possibly because the nature of ELL’s seems to be more transient than the general population; but, it seems that students

can move from one district to the other before their instructional level and courses can catch up with them. 

• And finally! Chapter 32 provides two points of view on the direction of the field - the straight and narrow road and the broad and inclusive road. Which point of view do you agree with and why?

Although I can see the value of the honing in on a path and critically developing that skill, as an educator I don’t believe that I could ever philosophically negate the value of creativity and the development of ideas.  Thus, for me, I would always have to walk the road of the broad and inclusive.  To limit ourselves to only predetermined concepts without the flair of creativity, is unconscionable. 

Section 6: Getting an IDT Position and Succeeding at It

•   Chapter 24 takes a look at lessons learned from the chapter's author for obtaining a position in instructional design. Take a look at a few of the sources provided for job openings from lesson 1 and search for at least 3 positions that are of interest to you. Describe the general nature of the positions and list the skills required for the job. Do you have these skills?

Manager of Technical Learning, OGE Energy Corporation

    JOB SUMMARY:  The thrust of this position is to head a team that delivers technical training for employee training programs and employee needs assessments. 

    SKILLS REQUIRED: Candidates should demonstrated strong knowledge and expertise using instructional methods, adult learning theory and practice, and training techniques, including curriculum design principles and blended learning strategies. Demonstrated commitment to excellent customer service. Strong knowledge of technical training design. Knowledge of and ability to utilize content authoring tools. Demonstrated ability to design and/or deliver technical training. Ability to analyze trends, establish metrics, evaluate training program effectiveness, and make recommendations to ensure continuous improvement. Ability to analyze and evaluate effectiveness of the Technical Learning team capabilities and make recommendations for development of existing and required skills. Demonstrated ability to communicate effectively in speech and writing with members at all levels throughout the organization and outside professionals. Demonstrated management and leadership skills including coaching and mentoring. Ability to develop and sustain effective and cooperative working relationships with peers, managers, and other internal and external personnel, critical to successful performance. Ability to work effectively in a team environment. Ability to effectively use a personal computer with MS Office Suite and related applications (Word, Excel, Outlook and SAP).

    QUALIFICATIONS:  My qualifications are weak in the project management aspect of this position.  While I think that my ability to design and deliver training would be more than acceptable and my strong technical writing skills would be an attribute, my lack of knowledge of SAP, project management software, would preclude me from attaining this job.

Director of Learning & Development, Farm Credit

    JOB SUMMARY: The Director of Learning and Development is responsible for working as a member of a cross-functional team on providing training and development to employees in various stages of their careers. The Director is responsible for creating a workplace environment where employees are encouraged to continuously develop themselves through formal company training; individual learning plans; mentoring; and on the job training. This involves designing and coordinating training to cover both the organization’s current and future needs

    SKILLS REQUIRED: Bachelor’s degree or equivalent experiences in human resources, education, communication, business, or development and learning. An advanced degree in a relevant field such as a MBA or Master’s Degree in Human Resources, Organizational Development or Training is preferred. •Knowledge of organizational development, adult learning theories and curriculum design, as normally obtained through the formal study of or certification in training and development is preferred. •Minimum 10 years experience with employee assessment, development and management. •Excellent written and verbal communication, presentation and professional speaking skills. •Must possess a passion for new ideas and excellence, as well as being highly innovative, self motivated and results oriented. •Ability to translate strategic and operational priorities into targeted learning goals and initiatives. •Must possess strong business acumen; be a strategic thinker and problem solver; and be able to operate in a complex environment that requires adaptability, decisiveness and effectiveness working across all levels of the business. •Demonstrated experience and credibility as a leader in influencing change and new approaches in a traditional and hierarchical environment. •Prior experience utilizing LMS is a plus. •Position requires some travel within association territory.

    QUALIFICATIONS:  This position is a closer match for the skills I possess.  Strong writing, development, and delivery skills are emphasized.  My previous human resources experience would be beneficial to this position.  The biggest drawback to this position is the 10 years prior experience, which I do not possess.  Ideally, working in a lesser position within this type of structure would be good for me.

Instructional Designer/Online Help Developer

JOB SUMMARY: This position will be a part of the user assistance and professional development projects within the Product Development, Education Technology group. The Instructional Designer/Online Help Developer will help define, develop and implement eLearning and user assistance (online help) solution(s) for the extensive customer-facing documentation portfolio for two of Riverside Publishing’s flagship assessment products. This position will work closely with the Product Development Project Manager, Lead Instructional Designer, Content Subject Matter Experts, Information Technology, Sales, Marketing and Authors to design content to support a wide-variety of performance support solutions. The Instructional Designer/Online Help Developer will be responsible for several forms of eContent including storyboards depicting script and narratives, as well as creating user assistance for online application, online help, demos, tutorials, etc.

    SKILLS REQUIRED: Instructional Design, Instructional Technology and Technical Writing experience is required. Demonstrated strong writing, editing and Instructional Design methodology is a must. RoboHelp 9 Authoring, Source Control and Server, FLASH, Captivate, Articulate expertise required.

    QUALIFICATIONS:  Again, my education and personal interest are suited for this job.  However, the lack of experience utilizing the required software would preclude me being a suitable candidate for the job. 

Remember that the field of instructional/educational technology is not just focused on education, but on business and industry as well. Look at the resources provided on page 258 in chapter 25 and select one of these links and complete the self-assessment. What did you learn about yourself from the assessment? 

Overall, the positions that I found were outside of the field of education.  As such, many have requirements or software familiarity that I do not have.  Although I believe that some of these barriers could be overcome, in general I found myself unqualified for each position that interested me.  In order to become more marketable in the fields of business and industry I would need to develop my software and project management skills.

Chapter 26 lists several websites for professional organizations and websites for professional publications. Visit 2-3 websites for professional organizations and 2-3 websites for the professional publications and address the following:

Professional Organization:  American Educational Research Association

Mission: The Association’s purpose is to advance the knowledge, theory, and quality of teaching and learning at all levels with information technology.  This purpose is accomplished through the encouragement of scholarly inquiry related to technology in education and the dissemination of research results and their applications through AACE sponsored publications, conferences, and other opportunities for professional growth.

Cost of Membership:  $115 per year for a regular membership and $35 per year for graduate students.

Conferences and Meetings:  The group meets annually, but has over 140 Special Interest Groups that meet throughout the year.

Opportunities for Professional Development: There is a strong support of professional development within this organization.  In addition to the conferences, there are numerous web-casts and specialized lectures available to its members.

Professional Organization:  Association for the Advancement of Computing in Education

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

Cost of Membership:  $150 per year for a regular membership and $40 per year for graduate students.

Conferences and Meetings:  AACE has numerous international conferences on various specialized interests throughout the year.

Opportunities for Professional Development: Professional development within AACE seems to be geared more in the format of conferences and publications.  While there is certainly the opportunity for growth via these sources, there does not appear to be as strong a focus on professional development.

Chapter 27 looks at competencies for instructional design and technology professionals. If you were responsible for identifying the domains, competencies, and performance statements for a performance technologist, what would they include and why? 

The basis for the domains and competencies I chose was from the International Society for Performance Improvement.  After researching several different methods for quantifying the role of the human performance technologist, this seemed to be the most logical approach to use as the foundation for my design.

OUTCOMES:

1.     Determine the outcome or expected result of the assignment.

2.    Determine what will be measured or accepted as evidence that the business need was met.

3.    Explain the importance of focusing on accomplishments.

SYSTEMS:

1.     Identify the current work, workplace, or market environment in terms of how it affects organizational and group performance.

2.    Identify the environment and culture of the work and workplace and how it affects organizational and group performance.

3.    Identify if there is a lack of alignment between or among—v Goals and objectives v Performance measures v Rewards and incentives v Job/work/or process designs

4.    Identify barriers and leverage points, both in the workplace and surrounding your project, in terms of how these factors could affect processes; organizational and group performance; and the development, implementation, and outcome of your proposed solutions.

5.     Drive conversations around the barriers and leverage points that have been identified.

6.    Explain the benefits of taking a systems approach in a conversation, design document, or project plan.

VALUE-ADDED:

1.     Identify two or more possible solutions or courses of action.

2.    Identify the worth of the requested solution or those under consideration, by comparing factors such as:  Cost, Adoptability, Organizational Support, Risk.

3.    Recommend solutions that add value, are feasible, and are more likely to accomplish the goals or aims of the project with minimal risk

4.    Describe the potential value added and how that value will be measured.

5.     Point out the risks, tradeoffs, and assumptions on which decisions or choices are based.

6.    Document—using a contract, memo of understanding, or description in project description—the expected value added, the costs (materials, resources, time, etc.), and a schedule of deliverables.

7.     Explain the importance of doing work that adds value and the importance of demonstrating the value gained.

8.    Contribute insights and call out implications throughout the work.

9.    Display honesty; push back, challenge assumptions. Represent yourself honestly, not as having expertise beyond your capabilities.

PARTNERSHIPS:

1.     Collaborate with stakeholders, experts, and specialists, making use of their knowledge, capabilities, and influence.

2.    Take the initiative to define your expectations, working relationships, roles, responsibilities, etc.

ANALYSIS:

1. Develop a plan or process for conducting the analysis.

2.Develop any tools or documents, such as interviews, surveys, or observation forms, required to capture the data

3.Conduct the analysis.

4.Analyze the data.

5. Interpret the results.

6.Make recommendations based on the results.

DESIGN:

         1. Decide on one or more solution set(s), such as—

                   v Process redesign v Training v Change/benefit

2.Define the desired performance.

3.    Identify the objectives of the solution and all elements of the solution.

4.    Develop a plan for accomplishing the objectives and elements that includes strategy and tactics.

5.      Agree on roles and responsibilities for stakeholders, high performers, and subject matter experts to be involved in the development and implementation of the solution.

6.    Identify key attributes of the proposed solution—such as learning strategy and tactics, transfer systems, feedback, etc

7.     Identify how the solution will be produced or actualized.

8.    Identify the resources required.

9.    Identify methods for delivering or deploying the solution.

10.  Identify how the solution will be maintained or reinforced.

11.   Identify methods for evaluating the effectiveness of the solution.

DEVELOPMENT:

1.     Ensure that the chosen solution is developed according to design specifications.

2.    Conduct formative, pilot, and user evaluations of all elements of the chosen solution/product to determine if it performs as expected and accomplishes the desired goal(s).

IMPELEMENTATION:

1. Design a change strategy that includes the following:  communication, implementation, scheduling, assessment.

2.Develop tools and procedures to help those involved in the implementation.

3.Participate in the implementation or deployment of the solution.

4.During implementation, solicit feedback related to the utility and relevance of the solution.

EVALUATION:

1. State outcomes of the evaluation effort in measurable terms.

2.Design a measurement strategy or plan based on the program’s or project’s goals and outcomes

3.Develop the tools, instruments, and guidelines for collecting and interpreting data and selecting samples.

4.Measure the results of the solution or help the client evaluate the impact of the solution.

5. Identify what can be done in the future to improve the way in which needs and opportunities are identified and solutions selected, valued, developed, and deployed.

6.Report your findings and recommendations.

7. Explain the value of evaluating (ethics).

Section 4: Human Performance Technology

Chapter 14 discusses the concept of the 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 provide a non-instructional solution to solve the problem.

As an ESOL teacher, one of the problems that I saw in the teaching of LEP students was a disconnect between what the teacher expects the student to learn and what the student takes as value from the lesson.  Several years ago, as part of a cadre of professional development designers and presenters, I attended a SIOP (Sheltered Instruction Observation Protocol) training workshop presented by the authors of the model.  One of the key elements of the model was the explicit written expression of both language and content objectives. This concept intrigued me.  Thus when I returned to my classroom, I began posting the both language and content objectives, having the students write them down in their journals, and reviewing them at the close of class.  This simple activity proved extremely successful.  My students were then able to make a connection between what I wanted them to learn and what the lesson was. 

Chapter 15 presents several definitions of electronic performance support systems. In addition to these definitions, locate a few more and indicate your preference explaining why you prefer it. Additionally, describe why you believe EPSS have not been widely used and if they are more likely be become more prevalent in the future. 

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

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

I prefer the Gery definition of EPSS because it is a clearer explanation of what is actually expected of the system.  The PC Mag definition leaves the potential user believing that no prior training is required.  This thinking is fundamentally flawed and assumes a technical knowledge that the end-user may not possess. 

The most obvious deterrent to implementing an EPSS is the resistance to change.  The process requires, as stated in the text, a change in both productivity and management style.  Additionally, lack of wide-spread knowledge may preclude users from envisioning the potential positive impact on performance.

As the world becomes more and more entrenched in technical design, I believe that EPSS will ultimately gain in popularity and become more accepted. 

Knowledge management is the way we manage information, share that information, and use it. Organizations, such as schools, are full of information/data and we must organize that data in a way that we can make sense of it. We use data to make decisions and good data=good decision-making. Identify a real or hypothetical problem in your line of work. How might a blended learning approach, including the use of a knowledge management system, be use to solve the problem? 

The inability to effectively manage our collective knowledge within public schools is a systemic shortcoming in most schools.  Often the issue is not that no one knows what to do, but that the information is divided, much like random puzzle pieces.  The function, therefore, of the Knowledge Management System is to put the pieces of the puzzle together in a central location, so that the parts create a cohesive whole. 

An easy example of this in my department comes in scheduling.  As LEP students have different needs than other students, the ESOL department has created a curriculum that deviates from that of the general education student.  Scheduling of students, however, is done by the Counseling department.  Often times, the goals of the Counseling department, to graduate a student in four years, is in juxtaposition to the goals of the ESOL department, to assure that students have adequate language skills to be successful in general education courses.  The effective implementation of a Knowledge Management System could create an environment where the information held by and the goals of both departments are combined. 

Describe the types of informal learning you have been exposed to in your adult life. What was the purpose? What was the experience like? Was it engaging? Social? What role did you play? What role did the instructor play? 

Informal learning by definition is self-motivated.  When teachers share knowledge and expand their horizons in a natural environment they create a more valued work experience.  A reverse example of this happened in my school.  There are several departments that met informally to discuss shared students, both superior and problem students.  The administration found that those departments had an overall better relationship with their students, and consequently the students performed better.  Thus, they wanted to formalize the experience.  In doing so they created mandated times and forms and specific learning objectives to be covered in each meeting.  The result was that teachers were resentful and ultimately spent more time understanding the process than they did brainstorming effective strategies for their students.   As stated in the text, there is a time and place for both formal and informal learning and sharing of information.  It is important to value the benefits of each.