Trends and Issues in Various Settings

Instructional Design in Business and Industry

When searching for a useable example of rapid prototyping, I found myself a fish out of water.  The concept I understand quite well, rapid prettying “involves the development of a working model of an instructional product that is used early in a project to assist in the analyses, design, development, and evaluation of an instructional innovation.” (Reiser & Dempsey)  As an educator, this makes complete sense for me, but once I dove into business and industry, I was a bit daunted by engineering and machining terminology.  Yet once I sifted some of the examples which I found, it was clear that this process is valued in the creation and implementation of any project, whether it be for instruction, business, or industry.  Specifically in education, we see classroom management software and applications as quite valuable, but often these programs can be more trouble than they are worth.  By giving instructors the opportunity to use a prototype of any new software for teaching, such as lesson planning programs, they are able to enhance the product through feedback and are more likely to use it once it is fully developed. 

Full Spectrum Training Suggestions

            If I were asked to offer suggestions to the military to use technology in training where little electronic access was available, I would attempt to provide lessons that would be compatible with or without that access.  My first task would be to assess what tools would be available and what my target audience would be.  Then, I would design lessons that would be available in a variety of formats, all of which could be printed if necessary.  This way, paper versions could be copied only if needed.  For example, one location may have access to a computer lab where learners could listed to lessons, participate in web-based quizzes, and take notes on printed outlines, but another location may only be able to print one copy and project it with a document camera for the class.  The goal would be to incorporate the plans and learning theory necessary to facilitate the learning in a train-the-trainer setting that could perpetuate gained knowledge from low to high ranked learners in multiple settings.

Human Performance and Electronic Support

Human Performance in MY Field
I hate to be such a pessimist, but given the running history of the job of being a teacher, there are certainly performance problems on which I could harp.  Now let us not be misled with the opening sentence.  This is not going to be one of those rants about how any bad teacher will almost never be fired.  That is a completely different performance problem.  I was thinking more along the lines of teachers whose performances wane because they have little to no morale and no incentive for improvement. 

In this case, we will examine Cells 1 through 3 in the great state of Wisconsin.   As proclaimed by the infamous “No Child Left Behind” legislation, there are standards in each state that would fulfill many of the descriptors of Cell 1, but wait, and then there is Cell 2, resources?  Do teachers need things with which to educate?  As we move to Cell 3, there is the big (forgive the lack of tact in this one) “slap in the face” with the “adequate financial incentives contingent on performance.”  This could certainly lead into the merit pay argument (no comment and we will not go there…today),  but what about simply getting paid?   The governor of Wisconsin is currently trying to remove collective bargaining rights from teachers in the state.  If this effort is a success, what will the consequences in the area of human improvement be?  There are already barriers in the education environment that make it difficult for these cells to be adequate in the achievement of human performance.  In light of these attacks on educators in the state of Wisconsin, I think it is quite possible that they will be hard pressed to find individuals to fill the remaining Cells 4 though 6.  Am I overreacting?  It is quite possible, but since this exercise is for the purpose of addressing a human performance problem in my field, I find it only fitting to address a current problem that is not only the problem of those in Wisconsin but for us all.  When people in any profession are not provided with the tools and resources they need and awarded with adequate pay, they have no reason to continue in that field.  The only saving grace here is that there are people who are still out there willing to do it for the kids and the greater good of society.

Electronic Performance Support Systems

According to PC Magazine, and electronic performance support system, or EPSS is "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." (http://www.pcmag.com/encyclopedia_term/0,2542,t=electronic+performance+support+system&i=42707,00.asp)
Although the concept of EPSS's is one of streamlining information, training, and tasks, they are not used as widely as one may think.  One of the reasons for this may be the learning curve that comes with adapting to a new EPSS.  For example, although I am a "digital native,"  I find it somewhat daunting every time my job demands that I learn a new EPSS, such as lesson generating systems, student data systems, and so on.  One company that has been consistent with their applications is Apple, but unfortunately, not all schools and business run on Apple machines.  If  EPSS's for specific tasks and professions had the consistency with which Apple approaches their products, it is less likely that each one would not be another attempt to reinvent the wheel.

Blended Learning

Currently at my place of work, an intermediate school in northeast Texas, we have adopted a new concept they call "Club Friday."  Basically, each teacher had to tell the adminstrators something they would be willing to sponsor and are now spending fourty-five minutes each Friday working with kids who have the like interest.  My club in gardening.  I think you can learn a lot from working in the dirt.  My interests asides, this blended learning effort has also incorporated data about children who may also need mentoring, study skills help, or language scaffolding.  There are clubs for these high need areas as well as outlets for those who may not normally get an opportunity to learn how to do things like sew, cook, or take photos.  What we had to do collectively as a school was combine what we knew about our students and our teachers, not an easy task.  This involved everything from testing data retrieved through DMAC to surveys of teachers on campus.  Somehow, our counselor was able to combine all of this into one grand list that matched students with what they needed and hopefully wanted to do on "Club Friday."  The ultimate goal here is that they want to learn SOMETHING, and I do believe it is going alright...

Informal Learning

I hope I address this effectively.  I am always learning.  So when asked to think about learning I have had in an informal setting, I am not sure what the best example would be.  I am a project person.  Every day I am working on something, and since I am a teacher, most of my learning experiences these days are in formally planned settings.  Some of my most memorable "informal" settings would probably be when I was working on my undergraduate degree in history and political science.  There was much time spent on group projects and class discussions.  There were many late nights that seemed to go on in debate about issues old and new.  I especially enjoyed it when we were allowed to compare the Reformation in Europe to an excerpt from The Daily Show's "This Week in God" with Stephen Colbert (when he was still on with Jon Stewart).  As I reminisce, I am coming to the conclusion that my best informal learning experiences are when the leader has allowed for thought, creativity, and autonomy.  When one has ownership, they will commit their heart.

Evaluating, Implementing, and Planning Instructional Programs

I.  Models for Evaluating Instruction
A.  The ADDIE Model

Analyze, Design, Develop, Implement, and Evaluate

The ADDIE Model includes five phases through which the learning environment and learner characteristics are identified.  This is one of the most popular models used for instructional design and evaluation.  One analyzes their audience, designs and researches material, develops the activity, implements the activity, and conducts both formative and summative evaluations of the lesson or project.

Source:  http://ed.isu.edu/addie/index.htmlback from the users.

B. Formative Evaluation Design Reviews

Goal ReviewConduct a formal needs assessment and review the learning goal.

Review of Environment and Learner AnalysisAfter data has been collected; instructional designers should consider the environment and analyze the learners.

Review of Task AnalysisReview the task for completeness.

Review of Assessment Specifications and BlueprintsReview assessment items to determine if they are effective blueprints for achieving the intended goal.

Source:  Instructional Design (2nd ed.) Smith, P. and Ragan, T. (1999). New York: John Wiley & Sons, Inc.

II. Facebook

          When given the assignment to discuss the perceived attributes of a recent technological innovation in my social system, the most blatant example for me would have to be Facebook.  Perceived attributes are a component of adoption and diffusion theory as described by Everett Rogers in his work Diffusion of Innovations.  According to Rogers, this concept refers to the how potential adopters form their opinions of newly introduced innovations.  These opinions may be based on a variety of factors, not simply a relative advantage.  Of the five key attributes that Rogers identified, relative advantage is listed alongside four others:  compatibility, complexity, trialability, and observability.  What this means is that people want to know if something is “compatible with their values, beliefs and needs; is not too complex; can be tried out before adoption, and has observable benefits” (Reiser & Dempsey, 2007).  To anyone who has used Facebook, it is clear that each of these five attributes is characteristic of this application as a technological innovation.  For example, one may customize their account to meet their values, beliefs, and needs; it is not too complex; can be tried and cancelled; and has observable benefits in both private and public realms. 

          I find it only fitting to include an example of Facebook’s most recent victory:

Whether one agrees with the current situation in Egypt or not, the level of organization and instruction incorporated in such protests has most definitely been due to the power of technology and social networking.

III. Situational Leadership

          If I were given a task of designing professional development sessions about technology for teachers, the first thing I would want to do is contact the teachers.  Rather than begin with an environment of inefficiency, it would be more productive to survey the teachers as to what it is they want and need to learn.  I might even contact them with social networking, texting, or email, and then use a web-based suryvey tool.  After assessing these needs, I would look to find the most productive way to present sessions.  This stage of organization would be of the utmost importance, because it would involve time and creativity.  For that reason, I would attempt to involve the learners in this design process.  There might be a teacher who already has a whiteboard set up in his room, or there may be a yearbook sponsor who would be willing to conduct a series on digital cameras, and so on.  By creating ownership and trust, I would hope to build a schedule of needed sessions that are beneficial for the learners involved.  Once establishing that schedule, I would communicate it widely to all involved.  This communication could be done on a school website with links a calendar of events, relevant websites, necessary supplies, and contact information.  Naturally, all things human have their hiccups, and upon closure of the professional development, I would ask that all participants complete a survey to better meet the demand of teachers learning needs in the future.  This could be done formatively during each session, but using http://www.polleverywhere.com/ and summatively on paper or with a web-based survey instrument.

What we don't want to do is....

Some argument to learning theories...

As perceptions of learning are changing in the digital age, so are theories.  This is certainly no effort to "buck the system," but I find the alternative views on learning theory interesting.  If we are all different, we don't all learn the same way, right?  This link is simply some food for thought...

George Siemens

Technology Enhanced Knowledge Research Institute

Athabasca University

http://www.educause.edu/Community/MemDir/Profiles/GeorgeSiemens/57433

Theories and Models of Learning and Instruction

Learning Goal:  to understand how to create a presentation using technology.

Learning theories utilized:  constructivism and cognitivism.

Gagne’s Nine Events of Instruction:

Source:  http://ide.ed.psu.edu/idde/9events.htm

Gagne's Model as it Compares with the Learning Principles from Trends and Issues in Instructional Design and Technology (Dempsey & Reiser, 2007) :

How one might use the whole-task approach, scaffolding, and mathemagenic methods to help students learn to perform a task:

To achieve the above listed learning goal, I could incorporate many different approaches to learning, including the whole-task approach, scaffolding, and mathemagenic methods. 

·        The whole task approach utilizes the entire process as a whole, a great way to learn using technology.  In this case, student’s first step would be sitting in front of a computer and beginning their task. 

·        Scaffolding is an approach that instructors may incorporate to help students learn beyond their actual development, with only necessary assistance, to expand into their “zone of proximal development,” as described by Lev Vygotsky (1978).  In creating presentation, with any selected presentation software, educators might incorporate scaffolding by assisting students with only what they need.  For example, I teach sixth grade, and almost all of my students know how to use PowerPoint.  There is no reason to teach them how to do what they already know, but some may need help incorporating hyperlinks, video, sound, animation, etc. in their presentations. 

·        Through the mathemagenic approach, students apply higher-level thinking skills to collect information, dissect information, and synthesize information to determine which data is valid.  This approach is most important in the research process of gathering information for a presentation.  If a student is creating a product to present what they have learned by the Renaissance, they must decipher through what they have found and determine if the sources are reputable.  Then they must find the most effective method for synthesizing that information which they have collected.

So what are the benefits of engaging in design research?
     Regardless of an educator's area of expertise, learning is learning.  We all learn differently, and whether one aspires to be an instructor of pedagogy or andragogy, they will never be able to reach their audience effectively if they have not taken the time perfect their craft.  The research on instructional design evolves just as our society does, and these continuous changes make every instructor's awareness and engagement in design research all the more pertinent.

Review of a Cross-Curricular Approach

            The rationale for conducting the "Energy technology: a cross-curricular approach in Japan" study was two-fold (Journal of Technology Studies, 30 (2), 123-128, Hirai, S., Ohiwa, O., Shinde, M., King, C., & Yamazaki, S.  (2004)).  According to the authors, the first purpose was to “develop and reflect upon a new energy technology curriculum at the lower secondary school level using an action research method,”   and the second purpose was to “determine the effect of collaborative activities, with the families of the pupils enrolled in the curriculum, as a means to help develop pupils’ cross-curricular competence.”  The research utilized was from a variety of strands.  Of the key components of the study were the Japanese standards for technological education, around which some areas of the study were organized and expanded.  The authors also drew from a variety of comparative studies about technology education as well as literature which presented studies about social accountability in technological education.  The purpose was to determine, through action research, the collaboration of students, their families, and their communities could enhance and improve their performance and success in their technology education.  The researchers of the study also presented how the utilization of cross-curricular approaches and technology portfolios would enhance the pupils’ learning experience through research which aimed at improving student performance through the involvement of family and community.  With a heavy focus on social accountability for the use of technology, the study was of participatory research method.  The researchers were studying a compilation of issues that involved both the local practice of cross-curricular methods within a grade eight classroom as well as the social issue of family and community involvement in technology education.  The participants of the study were of two separate 8^th grade technology classes.  One class participated in the proposed collaborative curriculum where the other was self-paced.  The results certainly spoke for themselves.  The student’s of the collaborative study improved steadily where the others stayed the same through the duration of the study.  The researchers compiled this quantitative data with qualitative data, which included classroom observations and student interviews.

            Personally, as an educator in public school, I found this article relative to what I do every day.  We work constantly to maintain parental involvement, and our studies are just as conclusive as these in Japan:  when kids have a support system, they are more successful.  The presence of social accountability in this research is also vividly important, as technology can present a dichotomy of the unity of knowledge and human separation.  What these researchers touch on is the ever more popular desire of the human experience to be braided into the utilization of technology.

eReaders or Textbooks?

According to edutopia.org and edukindle.com, eReaders are becoming ever more popular in the classroom.  Many textbooks are now being offered in the ePub format for use on mobile reading platforms like the Nook, the Sony, and, through an arrangement with Amazon, the Kindle.   These readers are hardware designed for reading ebooks.  Some libraries are beginning to use Kindles and purchase Kindle books, and with the movement toward open textbooks, some companies are publishing in ebook formats.  There are some drawbacks to this new approach to reading.  The most common problem is that there is no universal format for these publications.  Although PDF and epub formats are the most mainstream, different publications sometimes require different software.  Some librarians have also complained about the fragility of the Kindle screens, a problem that may not be worth the cost of repair when a paper book would simply require a piece of tape.  As these eReader technologies evolve, instructors, students, and most of all, textbook companies, will be adapting to stay ahead of the curve, but what does this mean for learning standards and the textbook industry?  With the changing approach to information being adaptable through applications like Wikis, how will standards be maintained in revisable eReaders?  Does that mean we get to add back some of our old Social Studies standards?