STEM First Book K-12

Resource Material

 
Distributed Learning

Distributed learning is educational or training experience that uses a variety of means, including technology, to enable learning."  Distributed learning occurs in obth corporate and academic settings.  Here is an example of each....

• Corporate distributed learning at IBM
•  https://www-304.ibm.com/jct03001c/services/learning/ites.wss/id/en?pageType=page&c=a0000914

• Academic distributed learning at ePals
• http://corp.epals.com/products/platform-offerings/overview.php
   
• Hybrid classes
• http://www.gcccd.edu/online/blended_classes.htm
• Virtual classes
• http://www.adobe.com/products/adobeconnect/elearning.html
• Free distributed learning
• http://www.nationaltechcenter.org/index.php/2009/09/03/federated-registry-architectures/

Reusability
Reusability is " the ability to use the same resource multiple times in multiple ways and in multiple contexts.  Some courses that I have taked have been condusive to reusability.  Some of of those who have had less of this capability seem to have been hybrid courses.  From my experience, these courses are less organized on the online side and everything doesn't always flow as it is intended to do.  The challenge of hybrid courses is that both components, face-to face and online, need to be equally well developed if they are to achieve a reusable status.

Rich Media
Rich media, such as video, animation, audia, and simulation, can help people learn in computer-based training environments.  Here is an example of rich media utilized for teaching math...

http://www1.teachertube.com/viewVideo.php?video_id=224868&title=What_Pi_Sounds_Like

Nanotechnology
Nanotechnology involves working with the smallest of things and manipulating them.  In my field, education, we are constantly battling budget cuts.  The first most useful possibility in my mind after learning more about nanotechnology would be utilizing different nanoproducts to preserve energy and cut costs.  For example, scientists are working on nanoproducts that are super-thin insulators.  These could make our buildings run more efficiently.

Two Roads
When considering the possibility of the future of instructional technology, I would definitely side with the broad and inclusive path.  I once did a study on the Japanese model of Kaizen.  This means continuous improvement.  This could be achieved in the field of instructional technology by encourages openness and letting new ideas be included for continuous improvement.

Section 6

3 Positions for which I might be qualified...

1.  Training and Resource Manager – DC Teaching Fellows
Washington, DC

According to the job posting at http://www.careerbuilder.com/, "The New Teacher Project (TNTP) helps school districts and states fulfill the promise of public education by ensuring that all students—especially those from high-need communities—get excellent teachers."   They are seeking a Training and Resource Manager for our DC Teaching Fellows program.  The responsibilities of this position include the following:
·         Leading hiring, training, and managing of DCTF training staff
·         Implementing TNTP’s curricular framework and materials based on District initiatives, culture, and organization
·         Developing and implementing an operations and communications plan for the Training Institutes
·         Planning for Training Institute opening and closing ceremonies including securing speakers, panelists, workshop presenters, etc.
·         Assisting with the management of pre-Institute Fellow activities like school observations
·         Recruiting, hiring, and training Cooperating Teachers to work with Fellows during both Institutes
·         Ensuring Fellows meet the objectives of the Training Institute curriculum
·         Ensuring students participating in our school program during Institute achieve rigorous academic goals
·         Developing and maintaining relationships with District staff
·         Ensuring that each group of participants becomes a well connected cohort of teachers with a positive culture
·         Assessing faculty performance in order to continually improve Training Institute quality
·         Overseeing Fellow performance management and evaluation
·         Collecting, tracking, and analyzing Fellow performance data and trends
Support Responsibilities include but are not limited to:
·         Acting as the main contact person for Fellow instructional concerns
·         Providing and/or coordinating classroom observations for Fellows
·         Producing and distributing monthly newsletters for the DCTF program
·         Planning and facilitating regular professional development meetings during the school year
·         Identifying development areas for struggling Fellows and developing targeted improvement plans
·         Developing structures to ensure that Fellows fulfill our program mission of increasing student achievement
·         Collaborating with the DC Practitioner Teacher Program (the licensure program for DCTF, also implemented by TNTP)  to ensure a smooth transition from the pre-service training experience to the school year.
Although I am not experienced in the DC public schools, I am experienced in low-income, high need schools, and I am also have a specialization in training and development and adult learners.  I see this position to be one that I could hopefully perform well.

2.  Instructional Designer

Serco is seeking an Instructional Designer.  This position listing details the following requirements in potential applicants:

US Citizenship required, 4 Year Degree, 5 to 7 years experience, masters degree preferred,  bachelor’s degree required in Instructional Systems Design, Education, Training/Curriculum Development or related field, 5 to 7yrs of professional experience as an Instructional Designer, Consulting and interacting with clients to assess client needs and maintain client relationships, Master’s Degree preferred, Applying instructional design/curriculum development experience, Implementing change management solutions is a plus, Designing and implementing blended learning solutions is a plus, Federal Government experience is a plus.

According to the job description, the following tasks will be performed:

• Contributes to the design & development of leadership development programs.
• Performs job task analysis and curriculum design.
• Works under the supervision of the Project Manager to develop and document instructor-led, paper-based and technology delivered curricula or performance support solutions.
• Broad knowledge and creative application of principles of instructional design.
• Collaborate on training plans and blended learning implementation strategies.
• Strong consultation skills on design and development of course materials.
• Provide quality assurance and peer reviews on design plans and instructional materials.
• Create professional-level presentation materials.
• Regularly participate in meetings requiring close interactions with various project stakeholders, including clients, SMEs (Subject Matter Experts) and end-users. 
• Maintain regular written and verbal communications with the client on the status of various training initiatives.
• Self-direct the work-load and track all work and schedules to ensure that all work is completed within scheduling and budgeting parameters.
• Produce quality results in a fast-paced and dynamic work environment.
• Knowledge of Project Management principles.
• Understanding of blended learning technologies is a plus.
• Broad knowledge of the field of leadership development and performance-centered design.
• Consulting to and supporting member of Federal government senior leadership.

As for my qualifications, I feel confident that I would meet most of these, including the master's degree in Training and Development.  The description in the posting also included oral and written skills and ability to be flexible and basically work to one's best with whatever they are given.  These are tasks I would feel confident to tackle.

3. Instructional Designer/e-Learning

Monster.com lists a postions from CTG, company currently assisting one of its premiere clients in staffing an Instructional Designer.  The job involves planning and creating e-Learning content.  The job post describes the primary job responsibilities to include "helping to identify learning objectives and creating storyboards (voiceover scripts, on-screen content, animation guidance) for Flash e-Learning modules while working closely with a team that includes a project manager, graphic designer, multimedia developer, and editor."

 

Skills Required:

• Instructional design
• Editorial competence
• Experience creating marketing content, animations and graphics
• Strong problem solving skills
• Excellent communication skills 
• Strong skills and experience in designing and writing instructional content on technical topics
• Experience developing scripts for voiceover purposes
• Proficient editorial competence, with the ability to follow and apply the Style guidelines where appropriate
• Knowledge of a typical e-Learning or documentation review process
• Understanding of the role of instructional design/development in a product development process
• Strong analytical problem determination/solving skills
• Excellent communication skills, both verbal and written
• Self-motivated to seek information and clarification whenever needed, and incorporate that    information into appropriate documentation
• Ability to handle multiple tasks
• Ability to work well in a team
• High degree of organizational skills
• Experience creating marketing content, animations and graphics preferred

What I notice in each of these jobs are requirements for individuals who are strong leaders, capable of working with others, and able to design creative instruction targeted at adult learners.  It is exciting to see these opportunities even if I empathize with the author in the regard that so many ID positions are outside of the realm of academia.  I looke forward to learning more about the different positions that are out there!

Online Self-Assessments

I found this activity so interesting!  I really enjoyed checking out the different links and seeing what tools are out there for career building.  As I began to stumble through the first few sites, I took an "Employability Indicator."  This informed me that I am qualified for the job I have.  Great!  I am certain all of those parents of sixth graders would be glad to hear that.  Yet what I found interesting about this test was that it also gave numbers on the current job trends in Texas as well as nationally.  According to http://www.careeronestop.org/, jobs in instructional training and development are on the rise by 36%.  I found this to be quite positive. 

After completing the "Employability Indicator," I moved on to the assigned self-assessment.  This was much longer and in-depth.  It first in what field I would be seeking employment.  I listed Training and Development.  I soon found, after many lists of questions, that I am 80% qualified to work in this field.  That's great in my opinion, because I am aware that I am lacking experience in years.  The funny part comes next...I am 50% qualified to be a gaming change person or a booth cashier.  This has never even crossed my mind, but I guess I know where to turn if I am ever in need of work!  Interestingly enough, social studies teacher was not on the list.

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....