• 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
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