Section 7 New Directions in IDT

1.       Section VIII addresses new directions and emerging technologies for IDT. Select three of the following and reflect on how you might apply them to your current or future position in the IDT field:

·         Distributed or e-learning environments

·         Reusable design or learning objects

·         Networks or Web 2.0 technologies

·         Rich media

·         Digital games or simulations

·         Virtual worlds

Distributed or e-learning environments

One way in which I currently use e-learning environments is through continuing education courses through my work, as well as the online courses that I am currently enrolled in through Texas A&M Commerce. When it comes to the continuing education courses that I have participated in as part of my current job, I have had online presentations and lectures on customer service, library issues, new technology, etc. In order to prepare for the past two summer reading programs, I have also participated in online training sessions that presented numerous ideas and feedback to accompany the material designed to help successfully implement the library’s summer reading program. I have to say that I believe that these experiences have greatly assisted me and better equipped me to successfully fulfill my job requirements. I especially found the sessions on the summer reading program helpful and I believe that the ideas presented there, allowed us to improve and successfully expand the program from 180 participants last year, to over 300 participants this year. I know that the online courses that I am taking now and will take over the next few years will greatly assist me as I move closer to my goal of becoming a better educator and school librarian.

Many of the patrons that currently visit the public library also use distributed or e-learning environments on a regular basis. There are many students from the local community college that use the public library’s computers or internet service in order to participate in online classes. In addition, we often have individuals come in to use the computers in order to fulfill certain requirements for their jobs.  For instance, some people that are required to take various continuing education courses in order to maintain a license or certification may use the public computers at the library in order to complete this task. Also, people whose jobs require certain training will often use the library computers to complete their online training sessions.

Reusable design or learning objects 

Two programs that come to mind when I consider reusable design are Google Documents (Drive) and  Microsoft OneDrive. I currently use these two versions of online document creation and storage programs in my current library position. We keep track of items that need to be ordered, scheduled events, and material requests using Google Drive because it allows for the same documents to be viewed by all of the staff and updated on a regular basis. The fact that the same documents can be edited and reused endless times, makes keeping track of this type of information more efficient, not to mention, environmentally friendly. I frequently recommend the use of Microsoft OneDrive  to patrons at the library who are working to construct important documents. It allows them to construct documents using online versions of the Microsoft software that they are familiar with and have access to these documents from the internet. What I find most helpful for the individuals who use this program is that it automatically saves their information periodically throughout the time that they are working and it is often more convenient than a USB drive. I can also see how the use of these two programs would be beneficial in a school environment because it would allow for documents to be readily available to students or teachers and those documents could be easily edited as well.

I suppose that I had not really thought about the fact that reusable design is used quite frequently in the public library, especially when it comes to the use of e-books. The library offers a variety of e-books that can be checked out to patrons on various devices.  The service is a helpful tool that expands the collection of books available to our patrons and allows them to customize their reading experience by being able to adjust the presentation of the e-book to fit their individual needs. For instance, they can increase the font if they need the text to be easily readable or they might use a text to speech feature on their device that would read the text aloud. These options are not available with traditional books and the use of this e-book service makes them feasible. When doing some research online, I came across another program of which I was previously unaware, entitled Tumblebooks. This is an online subscription service available to schools and public libraries that offers a collection of animated books, read-along books, graphic novels, e-books, audio books, and educational videos. Looking at the information available for this resource, I think that it would be a great asset to any school library, as it provides a variety of reusable learning objects that are easily accessible through the internet.

Networks or Web 2.0 Technologies

When I think of networks or web 2.0 technologies, social media is one of the first things that comes to mind. The use of Facebook, Twitter, Tumbler, and other social networking sites has become commonplace in today’s society. I cannot think of any organization or business that is advertised on a large scale that does not have links to these sites. I can also say that my public library is a part of this trend. In addition to our library website, we have a page on Facebook, an account on Twitter, and Tumbler as well. While it might seem as though this is not a big thing because most preteens and teenagers have connections to these sites as well, that is precisely why it is beneficial to our library. By advertising events and posting important information on these sites, we have been able to reach an entirely new audience that might never have considered coming to the library or using our services.  

Another network that I currently use in my position at the library is one that was established to facilitate our Interlibrary Loan program throughout the state of Texas. Participating libraries throughout the state are connected through a central database that shows all of the materials available within the library collections. When patrons request an item that is not available at our library, I can access this database to determine if the item is available at another library. If the item is part of another library’s collection, when I make the request through the program, the information is sent through the network to different libraries that have the item in their collection to see if they are able to lend it to our library. This has been a great asset to our community in that it has increased the amount of materials that are available to our patrons without greatly affecting our operating budget. 

What learning goals or objectives could the technologies you selected help learners foster? Could the technology facilitate attainment of that learning goal better than traditional instruction? Why or why not?

                I feel that e-learning environments, reusable design, and web 2.0 technologies can all help learners in their quest to better understand information and expand their knowledge because they allow the learning process to be tailored to better meet the needs of the learner. These tools can be used to make the learning process more convenient for the student, as students are no longer limited to learning in a traditional classroom format or during set learning times. Instead, the ability to connect to a wealth of information and collaborate with other learners at their own pace and on their own time schedule, allows for more flexibility in how students acquire information. Also, students and educators can use these tools to “customize” the learning process by using features that can better accommodate the learning styles or challenges of each particular student.  It is my belief that these technologies could help students attain learning objectives better than traditional instruction because for many students, methods of traditional instruction are not tailored to their specific learning styles or needs. As much as teachers and educators attempt to meet the learning needs of each of their students, it can be a difficult task when faced with limited time and resources. The incorporation of technology into the learning process makes this task more feasible. While the use of this technology certainly expands the resources that are available to the learner beyond that of traditional instruction, I also feel that in many ways, there will always be a need for some elements of traditional instruction. Although the use of technology can provide students with access to more information and perhaps present that information in a way that is more easily understood, it is my belief that there will still be a need for someone who can answer questions and help clarify misunderstandings. Therefore, I think that incorporating technology into methods of traditional instruction could be the most beneficial way of helping students reach their learning goals.

2.       Section IX focuses on issues related to instructional design, rather than new technologies: professional ethics, diversity and accessibility, the nature of design, and providing instructional guidance. For each of the technologies you selected above, discuss what ethical issues using the technology might present. Does the technology enhance accessibility and accommodate diverse learning needs? How and/or can you design instruction using that technology? How much guidance would instruction with that technology require? What kinds of guidance would be necessary?

Distributed or e-learning environments 

The use of distributed or e-learning environments can greatly enhance the learner’s accessibility to knowledge and makes the information or learning process more convenient for the learner.  Obtaining information using this technology no longer requires the learner to be present in a traditional classroom setting. Instead, thanks to the use of the internet, students and educators can connect at any time or any place, as long as they have the necessary devices and internet connection. Learners with diverse learning needs can also benefit from the use of e-learning environments because they can access elements that can better assist them in the learning process. For instance, students who learn better when exposed to a combination of auditory and visual elements are able to access information in formats that combine those two, something that might not be available in a traditional classroom. If a student does not understand the information that is presented to them, they can easily search the web to find the same information in a different format that is more easily understood. In addition, users can readily access and share information worldwide or within the constraints of a specified course. Although using e-learning environments allows for collaboration and the sharing of information among users, there are some ethical issues that can arise with the use of this technology.  Educators should be mindful of the target audience that will be using this technology when working to create or design instruction. If the desired users are young students, the appropriateness of the content studied or discussed must be considered and monitored, especially in an educational setting.  In addition, steps should be taken to ensure that both the content presented, as well as the individuals participating within the framework of the e-learning environment, are represented as accurately as possible. Instruction, designed using this technology has become increasingly more widely used among educators in both an elementary setting, as well as higher educational settings, with the use of online classes. Perhaps this is because little guidance is needed to implement the use of this technology. If learners have a basic understanding of how to use a device to access the internet and have knowledge of basic computer operating skills, they should be able to participate in an e-learning environment.

Reusable design or learning objects

When it comes to the use of learning objects or reusable design in developing instruction, there are several ethical issues that educators should be mindful of. The idea of reusable design lends itself to the notion that some initial part of the information originally used will remain intact, in spite of the fact that the information may be added to or redesigned in some way. If the initial information is borrowed from a source, the instructional designer needs to be mindful of copyright issues. In addition, the use of learning objects or reusable design can involve contributions from individuals and it is important that the information that is presented is done so as accurately as possible. When developing instructional design using these objects, educators should also consider whether or not the learning object is appropriate for the targeted learners based on the desired learning objective and the cultural elements of the learning environment. The use of reusable design can accommodate a diversity of learning needs as the learning objects can be modified to assist in meeting the individualized needs of the learner. With the example of e-books, users can adjust such features as the size of text presented or use the text to speech feature found on many devices that will read the printed text orally. Reusable design can also enhance a user’s accessibility to information. With the use of Google Drive, learners can collectively work on a project without being present at the same location. They simply need an internet connection and a method for connecting to the web.

Designing instruction using reusable design or learning objects can be done fairly easily depending upon the object being used. The amount of guidance or instruction needed would vary based upon whether or not the learning object involved electronic devices.

Networks or Web 2.0 technologies 

Networks or Web 2.0 technologies can be used to connect individuals in small groups within an organization or larger groups worldwide. Educators and students can connect with each other through the use of the internet and various networks or networking sites.  Today, most people may think of these instances in terms of social networking sites like Facebook, Twitter, etc. While these sites are helpful for allowing people to connect and share information, there are several ethical issues that educators or instructional designers should keep in mind when considering the use of this technology. Perhaps the most important is the issue of privacy and personal information. When individuals are free to share information on these social networking sites, there needs to be methods in place to help protect each individual’s personal information. If educators are considering using these tools to conduct lessons within an educational setting, it becomes even more important to protect the privacy of the participant, especially if those participating are considered minors. Filters and elements to block access to certain information should be put into place if used by participating minors. Monitoring the appropriateness of the content that is shared among the users of these networks would also be an extremely important issue. Designers should also be mindful of the cultural environment in which the technology will be used. In addition, the accuracy of the content presented, would also be another ethical issue. The use of networks does make learning more accessible in that participants can learn from each other and the ability to connect with individuals from around the world allows for a variety of knowledge to be shared. In my opinion however, I do not know that the use of these tools necessarily allows for the accommodation of diverse learning needs.  Due to the nature of the laws and rules enacted in the school systems to help protect the privacy of students, using networks or web 2.0 technologies as part of instruction would be difficult. If students were given limited access to a specified network specifically created for the instructional purpose, it might be feasible. With that being said, the exchange of information within the network would need to be monitored and a great deal of guidance and instruction would be needed in order for the specified learning objectives to be successfully met using this technology.

Section 6 Getting an IDT Position/ Succeeding at It

This section of your textbook focuses on jobs in the profession of instructional design and technology: lessons and tips on how to get one and organizations that can support the job search and continued learning in the IDT field. Many of you already have a job in the field or in a related field; however, based on this week’s readings, you’ll reflect on where you are, where you want to go, and what you need to learn or do to get there. Begin your post for this week with some background: what is your current job, what program are you enrolled in, what brings you to that program, and what do you expect when you graduate (change jobs? obtain a promotion?)

My current position is that of Children’s Librarian/ Circulation Clerk at my local public library. I begin working part-time at the library almost seven years ago, shortly after graduating with my Bachelor’s Degree and teacher certification. Over time, I advanced from my part-time position to full time employment managing the circulation desk. Approximately two years ago, the job of Children’s Librarian was created for the library and I was tasked with assisting with children’s programs as well. I have always enjoyed working with the children and after coordinating various children’s activities and summer reading programs, I began to give some serious consideration to the idea or obtaining by school librarian certification. I have had limited experience in the classroom setting, but the experience that I had was good and I really enjoy the library work that I am currently involved in. Therefore, I think that the idea of being a school librarian would be a good fit. This is my first semester in the Educational Technology and Library Science Master’s Degree program and I hope to be able to eventually complete the requirements for School Librarian Certification as well. Upon graduation I hope to be able to secure a school librarian job within the East Texas area. Achieving this goal might take a bit longer than I had originally anticipated, as I do not currently have the years of classroom teaching experience necessary to complete my certification. I am working however, toward eventually achieving that goal as well.

Next, describe the kind of work that you want to do and the type of organization or institution in which you want to work. Use the WorkMatrix in the chapter titled “Getting a Job in Business and Industry” to help organize your thoughts. Do you most desire first, second, third, or fourth level service? Or would you rather design or develop instruction? What features of work are important to you? What economic sector do you want to work in? Based on these intentions, explain what you need to learn. What skills and qualifications do you need? Will you obtain the skills you need in the required courses in your program? What electives might you need to take to help you develop skills specific to your aspirations?

Eventually I hope to be employed in the educational field, preferably in the position of school librarian/ media specialist. I would like to work with children and teens within a school environment.  It is my goal to be able to have a positive impact on the lives of the students that I work with whether that is in a classroom or library setting.  I suppose that I would most desire first level service as my goal is to become a school librarian. When it comes to designing or developing instruction, I think that I would be most comfortable developing instruction rather than designing it. I know that while I have acquired many useful skills in my current position at a public library, I still have a lot to learn when it comes to applying those skills within an educational environment. With the introduction of new and different types of technology into the classrooms and schools, the job of school librarian has changed dramatically. The position has become one in which knowledge of instructional technology and various media is an important part of the job. I have many skills that I have yet to learn when it comes to technology and its application within the classroom. I hope that I can obtain this knowledge and required skill set through the coursework required in my program. In addition to acquiring these skills, I will also have to complete the teaching requirements in order to be eligible for certification. I do not know that there are any electives that I would need to take in order to develop the necessary skills, as my coursework requires a number of classes that I feel should adequately prepare me for my desired profession.  

Finally, what organizations would best support your continued learning after you graduate? Do you think that you would benefit from joining those organizations before graduating? Explain why or why not?

I think that professional organizations are extremely beneficial resources. Among the organizations that I think would be helpful in my profession would be the following:

 American Association of School Librarians (AASL)- this organization is a division of the American Library Association. It is the “only national professional membership organization focused on school librarians and the school library community”. More information about the organization can be found on their website www.ala.org/aasl/.

The Texas Association of School Librarians (TASL)- the purpose of this organization(as stated on their website) is to “promote library services and librarianship in school libraries in Texas and to cooperate in the promotion of general and joint enterprises with the Texas Library Association”.  More information about the organization can be found on their website www.txla.org/groups/tasl.

The Association of Texas Professional Educators  (ATPE)- this professional organization was founded by educators and is the “leading educators’ association in Texas and the largest independent educators’ association in the United States”. “ATPE exists to serve the needs of Texas public education and fights for our schools on the local, state, and national levels.” More information about this organization can be found on their website www.atpe.org.

Other beneficial organizations might include: the Association for Educational Communications and Technology (AECT), the International Society for Technology in Education (ISTE),and  the Society for Information Technology and Teacher Education (SITE).

I believe that it could be beneficial to join these organizations before graduating because they offer so many helpful resources. They all provide opportunities for professional development and continuing education, whether it is through programs, workshops, online training tools, or other learning resources. In addition, they provide ways to connect and collaborate with other professionals and organizations in the educational field. Many also provide advocacy on behalf of their members and ATPE provides legal protection to its members should the need arise. All of these resources are useful tools that can provide support both before and after I have completed my education.

Section 5 Trends/Issues Various Settings

1.       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.

The trends and issues involving IDT in business and industry seem to revolve around the idea of expansion and profit. Businesses are consistently looking to grow and expand. Designers must address issues of ways to work “cross-culturally”, as corporations often look to expand on a global level. It is important for designers to be mindful of societal cultural factors, as well as learner cultural factors in order to develop a design that is sensitive to the cultural impact that the project may have. Other important issues for designers working in the business field are to find ways to “complete training design and development in less time” and to “ensure the training be delivered quickly, so that it will result in a “positive impact on the profits of the corporation”. These issues can best be summarized by saying that corporations are looking for IDT designers to develop results that are “better, faster, and cheaper”.

Just as our nation’s military has changed over time, the trends and issues in IDT as they relate to the military are consistently changing and evolving. Since the end of the Second World War, “America’s national protective force has evolved from national to global defense”, thus the scope and issues facing the military have changed. These changing issues are ones that instructional designers are expected to meet. Two challenges that impact designers in this field are “international responsibilities of a national or multinational military force, and new technologies”. Designers must prepare and design products that can be purchased and used by not only national forces, but international forces as well. With new technology becoming increasingly available throughout the world, instructional designers that work with the military must learn to work within security constraints, established to help prevent illegal access to important information. Another important issue for designers in this context is to provide designs and alternative choices that address the needs, while adhering to budget guidelines. In addition, the technological scope of the projects that are designed ranges from simple to extremely advanced and designers must be mindful of the fact that “training products must be adaptable to all environments”, as training can take place wherever personnel are. Designers working with the military are often faced with various design constraints unique to this context. As the author states, “designing for the military differs from designing for large corporations on a number of fronts: management, configurations, implementations, and expertise of training instructors”.

There are many issues and trends within health care education that greatly affect IDT designers within this field. Significant factors include: “knowledge and research, costs and managed care, regulations and standards, and convergence”. The fact that health care is such a broad field and encompasses many areas, means that “knowledge advances rapidly”, accompanied by the need for improved instructional design. The introduction of managed care within the health care field, along with attempts to cut raising healthcare costs, has had great impact on the delivery of services as well as education and training. These changes have caused increased interest in the use of informational technology to help “lighten the burden of teaching” and educate patients and consumers. Instructional designers in the field of health care education must also adhere to set regulations and standards when developing their projects.  There are also requirements that must be considered when it comes to the certification of personnel and their continuing education.

When comparing the IDT trends and issues in business versus those within the military and health care education, they appear to have a few elements in common. All of these fields are similar in the fact that they are consistently changing and the role of instructional designers is expected to evolve as well. Designers in these fields must be mindful of the fact that they are often tasked with developing designs that must work “cross-culturally”. In addition, designers are also expected to develop ideas that are: “better” than those previously used, can be developed at a “faster” pace, and are “cheaper” in cost or effectively fit within a set budget. While there are some similarities between the IDT issues faced within these contexts, there are also distinct differences.  Although the goals for implementing IDT within these different contexts are to facilitate learning, the purposes for that learning are all different. Within the business sector, the essential purpose is that of growth, expansion, or profit. The purpose within the military appears to be to create a solid foundation and improve upon that foundation to better equip the individuals who serve and maintain a strong defense. It seems that the purpose, as it relates to health care education is to develop ways to better educate professionals in this field, as well as patients.

I would say that the IDT trends and issues within my workplace are similar to many that are listed within the contexts above. As technology changes and becomes more accessible to the general public, in a public library setting, we are always searching for ways to better educate the public on how to use this technology. This is often a challenging task however, because we are forced to work with limited resources and must adhere to strict budgets.

2.       Chapters in Section V discuss global trends and issues in IDT. As the world’s population grows exponentially, we face unprecedented challenges that have implications for learning. How and can we prepare our youth to address the problems of living in a world with 9 billion people when earth’s resources cannot sustain that many? Does our current education system, curriculum, and instructional practices help learners foster the complex problem-solving skills necessary to tackle these issues? Are there methods and practices used in European and Asian countries that we should use here in the US? Why or why not?

I believe that the key to preparing our youth to address the problems that come with an increasing population and decreasing resources involves educating them on ways to recycle current resources and examine alternative options such as renewable resources. The idea of limited resources in not a new concept and although the population is steadily increasing and the resources dwindling, there are many steps that have been made and continue to be made to attempt to solve this problem. I believe that there are individuals that, if given the right tools, can develop concepts and inventions that can assist us in our struggle to find balance between the world’s population and it resources. The key factor is working to bridge the gap between cultures and economic status that prevents individuals from having the necessary resources to foster their learning and expand their knowledge. As the author points out in Chapter 23, there are many areas where children are privileged to even attend school and in many cases, if they are able to do so, their learning environments leave much to be desired.

I think that in many ways, here in the United States, efforts are being made to adjust our current educational system so that it fosters the complex problem-solving skills necessary to tackle these issues. Over the past few years, we have seen the increased integration of technology within the classroom setting, as well as a greater emphasis on STEM classes (Science, Technology, Engineering, and Math) in an effort to improve competitiveness in technology development.  Although changes are being made, I believe that we could still learn and adapt instructional methods used by other countries in order to continue to improve our educational system. I think that many of the methods used in Korean schools would be helpful if implemented in our school system today. The use of computers and technology within the classroom is commonplace, with “low student-computer ratios”. There is also an expectation that teachers and administrators will continue to receive training and update their “technical and pedagogical knowledge and ICT skills every three years”. Performance indicators are also established in order to ensure that instructors are continually updating their knowledge and skills. The author states that “Korea has set national e-learning policies and plans and provided adequate budgets for their implementation”. I think that a key factor in our school system being able to implement some of these ideas is having the necessary resources or budget to do so. It seems that although educational standards and goals are set, budgets are increasingly tight or sometimes non-existent in certain areas. If we truly want to adequately prepare the coming generations, then I believe that we are doing our youth a disservice if we do not explore other ideas that appear to be successful and look for ways to implement them into our current educational system. Most importantly however, we must make an effort to ensure that the resources needed to achieve this goal are available and can be distributed in such a way that all students have the opportunity to reach their full learning potential. 

Section 4 Human Performance Technology

1.      Chapter 14 discusses the concept and evaluation 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 my help solve the problem.

One performance problem that comes to mind in my current position involves the fact the while each of the employees is essentially in charge or responsible for certain areas of work, there are times that other employees have to be able to perform certain duties normally left to specific employees in their absence. Often, because these employees are not routinely responsible for performing these tasks on a daily basis, they are not as efficient or have difficulty carrying out these tasks. For instance, one of my daily tasks is to maintain the incoming and outgoing Interlibrary Loans that are both requested by our patrons and other libraries. While I am the employee who normally handles these requests, there are times when other employees have had to take on this task and I have noticed that it is often difficult and time consuming for them to do because it is not part of their daily routine. When considering non-instructional solutions that might make help to solve this problem, two ideas come to mind. One of the most helpful solutions might be for me to construct a well organized binder or notebook containing all of the relative information concerning the Interlibrary Loan process and make it readily available to all employees. Inside of this binder, I could have various tools (printed or hand written material) to assist those employees that might be unfamiliar with steps necessary to monitor and process Interlibrary Loans. In addition to providing this physical reference guide, I should make the online help guide that is available on the Interlibrary Loan system more easily accessible for other employees. Perhaps I could place a direct link to this guide on the desktop of the computer where the Interlibrary Loans are processed so that it would be easier for other employees to locate and utilize if necessary. I believe that implementing these non-instructional solutions would help the process to run more efficiently in my absence.

2.     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.

Performance support systems might be described as the tools and resources made available to workers in times of need to ensure that they can effectively perform the tasks assigned with “little or no training” needed. The concept of performance support was developed by Gloria Gery in the 1980s when she observed that “learning observations” were in many ways “training band-aids” for employees and seemed to effect the overall performance in the workplace.  The underlying theory of performance support systems seems to be the idea that instead of simply dealing with “learning interventions” when problems arose within a work place and hoping that workers would gain the knowledge that they needed, worker performance would be more effective if they were provided with “carefully designed work interfaces” and tools to support and assist them whenever and wherever they needed assistance.  In other words, instead of having to stop and answer questions or retrain an employee to complete a certain task, if tools were made available that would allow that employee to solve the problem independently or complete the task without the need of individualized instruction; the workplace could function more efficiently and effectively. I believe that the implementation of a performance support system could help to solve the problem that I mentioned in the previous reflection question. The introduction of a binder containing all of the relative information concerning the Interlibrary Loan process would be a helpful tool for employees that are not familiar with the procedures involved. If they can refer to the information or instructions listed in the binder when they have questions about the Interlibrary Loan procedures, instead of having to wait for instructions or help from another person, I believe that the process could be completed in a more timely and efficient manner. If employees are able to access the Interlibrary Loan system’s online help guide as well, they would have more resources to assist them with any questions they have regarding the process or steps involved. I suppose that the use of the binder might be considered an internal database, while the online help guide would be more like an external database. These are both key performance support features in a performance support system and I believe that the use of these tools would allow employees that are not as familiar with the Interlibrary Loan process to handle the procedures more efficiently, thus improving performance.

3.     Chapter 16 explains knowledge management: the way we manage information, share that information, and use it to solve organizational 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 it 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?

When considering the problem of other employees not being familiar with the processes or procedures involved in managing the Interlibrary Loans, I suppose that it would first be helpful to evaluate the experience that the other employees have regarding the procedures for the loan processes. This could be classified as “tacit knowledge” because it is knowledge that comes from experience. If I have an understanding of just how much the other employees know about the proper procedures, I can work to implement support features to assist in areas where knowledge is lacking. Perhaps the best way to assess the employee’s knowledge would be through evaluations or surveys. Once the general knowledge has been determined, I would have a better understanding of the areas where assistance might be needed. Using this information, I could then tailor my composition of the binder containing instructional procedures to address the issues that the other employees need assistance with. The knowledge supplied in the binder might be considered “explicit knowledge” because would be knowledge about the Interlibrary Loan program that can be documented, such a proper procedures, associated costs, etc. This might also be considered an example of codification, one of the three components of knowledge management. I suppose I could also include an area in the binder that would address the commonly asked questions gathered from the surveys and allow for other employees to add tips and suggestions that might assist their coworkers in figuring out the proper procedures. This would allow for collaboration amongst employees, which is another component of knowledge management. The final step in managing the knowledge collected to help facilitate solving this problem would be to make the information binder readily available and easily accessible to all employees. Without access to this information, employees cannot receive the support that they need to make the implementation of the procedures for the Interlibrary Loan process most effective.

4.     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?

I would have to say that I believe that my workplace environment lends itself to informal learning on a daily basis. When considering the various people that I converse with each day and the activities that take place, I cannot help but recognize that I am consistently being exposed to informal learning experiences in one form or another. One example of informal learning that I have experienced at my workplace involved trying to fix a machine that we use to clean the scratches from CDs and DVDs. I do not necessarily consider myself mechanically inclined, but if there is a problem with something, I tend to want to try to fix it if I can. I researched the issue that we were having with the machine online and found out that the suggestions given by others did not appear to fix the problem that we were encountering. Therefore, I called the manufacturer and spoke with a technical assistant who was able to talk me through the process of fixing the machine. I would consider this process to be informal learning because I did not intend to learn as much as I did about the components of the machine and how they operate, but I was able to learn information from that experience that I believe will be beneficial in the future. In this instance, I believe that the knowledge that was gained from this experience could be codified and managed so that other employees could use that information to help them fix the machine should another problem arise.  

Another example of informal learning that comes to mind tends to happen on a routine basis when patrons are having difficulty completing specific tasks using electronic equipment or devices and often ask for my assistance. This usually involves the use of computers and the patrons are having difficulty getting the desired results (whether it is creating a document, printing a paper, opening an email, locating information, etc.) I suppose that you could say that this informal learning takes place between myself and the patrons. Often, I am able to show them ways to successfully address the issues at hand, but there are times that I am unsure and have to consult other employees or online forums to search for answers. I think that the knowledge gained from this informal learning could be codified and managed, to allow others frames of reference for various issues. I am not sure however, if that would be the best option. I think that if the informal experiences were replicated (as they tend to frequently be) other employees would gain knowledge of how to handle these situations through experience, which I believe would ultimately be more helpful.

Section 3 Evaluating, Implementing, & Managing Instructional Programs & 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. 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?

One other model used for evaluation was developed in the late 1970s by Peter Rossi and his colleagues. According to this model known as Rossi’s Five Domain Evaluation Model, “each evaluation should be tailored to fit local needs, resources, and type of program”. It was Rossi’s belief that “the evaluation questions constitute the core, from which the rest of the evaluation evolves”. Therefore, the model emphasizes “five primary evaluation domains”: needs assessment, program theory assessment, implementation assessment, impact assessment, and efficiency assessment. With the domain of needs assessment, the question of whether or not there is a need for this type of program might be raised. Under program theory assessment, one might pose the question “Is the program conceptualized in such a way that it should work?”.  Implementation assessment is the domain used to determine if the program was carried out or “implemented” correctly and according to plan. The forth domain of impact assessment deals with cause and effect to evaluate whether or not the program “had an impact on its intended targets”. The final domain, efficiency assessment is designed to address the idea of whether or not the program was “cost effective”.

 Essentially, Rossi’s Five Domain model of evaluation looks to see if there is a need for the program, if the program will work, how it can be carried out, if it accomplished the desired task, and if it was efficient. Although I have not had any recent classroom teaching experience, I can see how considering these five steps would help me to better evaluate lessons that I teach. The times that I have conducted lessons, I have not always stopped to consider if the lesson was implemented exactly as planned. This is often due to the fact that there are many consistently changing variables within a classroom setting that can affect the successful implementation of a program or lesson. When I think about the way that budgets are steadily declining, I can see where the last domain in this model would be most helpful because if the program were not cost effective, it would most likely not be able to be successfully implemented in a school setting where budgets are often tight.

Another evaluation model mentioned in this chapter is that of Robert Brinkerhoff. His evaluation method known as the Success Case Method (SCM) is “focused on finding out what about a training or other organizational intervention worked”. In other words, according to this model, an effective method for determining what “works” is by comparing successful cases to unsuccessful ones. Like Rossi’s Five Domain Evaluation Model, there are also five steps to this model of evaluation. The first step in the process is to focus and plan the success case study. After this has been completed, the next step involves constructing a visual “impact model”. The third step involves conducting surveys or questionnaires to determine the best and worst cases. After the successful and unsuccessful cases have been identified, the fourth step is to conduct “in-depth interviews with multiple success cases”, and “nonsuccess cases”. This step allows for the identification of “facilitating and inhibiting use factors”. The final step requires documenting and communicating the evaluation findings.  This final report should contain “detailed data and evidence”, as well as a “rich narrative” that tells how the program was successful and ways for it to be even more successful in the future.

I like the fact that the Success Case Method of evaluation involves feedback from individuals involved in the program or those receiving the instruction. In my opinion, this would be very helpful when evaluating my lessons or instructional designs. I think that the idea of surveying the participants or students would be a fairly simple method for providing initial feedback on the success or failure of my instruction.

When evaluating instructional design, I think that it might also be helpful to address the question of how different learners or groups were affected by the program, not just the targeted group. In addition to that, I think that it would be good to consider ways in which the design could be adapted. This might be extremely helpful in areas where there is inefficiency with the instructional design due to budget restrictions or lack of available resources.

2. Chapters 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?

With situational leadership, effective leadership is “task-relevant”, meaning that the leader is expected to adapt his or her leadership style to that which works best with the individuals he or she is in charge of leading and the task at hand.  According to Dr. Paul Hersey’s model of situational leadership, there are four phases for “developing leadership skills and influencing individuals”. These phases are based upon the following three factors: “the amount of guidance and direction a leader gives, the amount of socioemotional  support a leader provides,  and the readiness level followers exhibit in performing a specific task, function, or objective”.  When approaching the task of facilitating this series of professional development sessions, I think that it is important to determine the goal of sessions and evaluate the current skill levels of participants, as well as the resources that are available to conduct the sessions.

As the leader, communication throughout a project is essential to the success or failure of the project. Speaking from limited experience, I know that when I have participated in training sessions, I want the instructor to provide direct and detailed instructions, but I also do not want to feel intimidated or overwhelmed by the process. I view the situational leadership approach as being able to adjust your leadership style to that which works best with your participants in order to accomplish the goal. At the beginning of the program, my leadership and instructional approach should be one that is direct and detailed, while being observant of the participants’ response. As the training progresses, my leadership style should adjust to reflect the fact that the learners are gaining knowledge and therefore, will look for me to provide clarification that they are making effective progress. At this point in the process, I would like the participants to feel as though we are working together to achieve the goal. Providing training to help teachers incorporate technology into their classrooms is a great goal, but doing so during a time of economic decline will greatly impact the ability of the teachers to use what they learn because the resources will be scarce due to lack of funds.  This is why it is important to evaluate the scope of the project at the beginning to determine if the project is manageable with the current resources. As the leader, I need to be mindful of those factors and provide ways that the teachers can adapt what they learn based on the available resources. Ultimately, my role as a leader should be to provide instruction, direction, and motivation to help the teachers meet the goal of the project. In this position, it most important that I am able to build positive relationships and adapt to changes and challenges that may arise.  

Section 2 Theories/Models of Learning & Instruction

1.       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?

Epistemology is a branch of philosophy that deals with the idea of the nature of knowledge and the ways that people come to believe that knowledge. Instructional methods or theories are ideas that examine how people come to understand and remember ideas. In other words, theories, methods, and models of learning are used to examine the ways that people acquire information or how they are taught. Epistemologies focus more on the idea of what knowledge is and how people construct meaning for what they have learned.

An epistemological idea may state a belief about learning, but does not look at the process or steps by which that knowledge was acquired.  Epistemologies are often influenced by an individual’s prior experiences. One person’s belief may differ from another individual’s due to different experiences that help to shape the meaning that is applied to the knowledge they have acquired. For instance, one student in a classroom may have the belief that math is difficult to learn, while another student might think that math is easy. These different epistemological ideas could stem from the application of certain instructional methods that were successful in helping one student to learn the material, while unsuccessful in helping the other. My cousin experienced this in his algebra class. He had consistent difficulty understanding the information that was being taught and therefore, developed the belief that algebra was too difficult for him to ever learn. This is something that I hope to do my best at trying to prevent from happening when I begin teaching by incorporating various learning models into my instruction. The last thing that I want my students to leave my classroom thinking is that they are incapable of learning what I am trying to teach them.

Instructional methods or models of learning focus on the ways that people learn and remember information, not whether they believe what they are learning. These methods or “steps” are ways designed to assist the facilitator in delivering information to learners. Some examples of learning models are project based learning, Blooms taxonomy, and learner centered activities. Models of learning are an essential part of the classroom because they provide guidance for teachers when they are attempting to determine the most effective method of presenting information to their students.

 Epistemology examines the ways in which people come to believe that what they have learned is or is not true, while learning models or theories focus on the methods of delivering information to learners. You might say that epistemologies or “beliefs about learning” establish a foundation for the development of various theories, methods, or models of learning and thus, a structure for the educational process.

2.       Chapters in this section discuss three contrasting epistemic stances: positivist, relativist, and contextualist (or hermeneutical). Positivists believe that the only truth or knowledge is objective truth. Relativists don’t believe that objective truth is possible and that all knowledge is subjective to perception or relative to a particular frame of reference. Contextualists believe that truth or knowledge is relative to context rather than individual, subjective understanding. While designers and educators with a positive 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. Reflect on whether your stance is primarily positivist, relativist, or contextualist. Then, identify an instance when your perspective or stance as a learner conflicted with that of your instructor. Describe the conflict that you experienced and analyze whether opposing epistemic stances may have been at the heart of the conflict.

When considering these three epistemic stances, I would have to say that my beliefs would most closely align with that of a contextualist. This theory or belief that truth or knowledge is relative to context rather than individual, subjective understanding makes the most sense to me. If you do not have any context to which you can relate the information that you are learning, I think that it would be difficult to assign meaning to the knowledge that you have acquired.  Positivists seem to believe that the only truth is that which can be proven, while relativists seem to believe that all knowledge is subject to perception or the idea that the truth is only true if you believe it to be. I believe based on what little I have seen and experienced within the educational field, that a great deal of classroom instruction today centers around a positivist stance, mainly due in part to mandatory testing. While there are certain areas of learning where I might be inclined to take a more positivist stance, (especially when it comes to basic math and science concepts), I still tend to believe that even if information can be proven, it does not necessarily translate to meaningful knowledge if there is no context by which it can be related to give it “personal” relevance.

In thinking about an instance where my learning perspective conflicted with that of another person, one example that comes to mind was more of a discussion rather than a lesson. This discussion involved the theory of Creationism versus Evolution. In our discussion, we had great differences of opinion regarding these topics. One of the individuals involved in this discussion tended to have more of a positivist stance. He believed more in the idea of Evolution than Creationism because much of what he knew regarding Evolution could be supported by scientific evidence. He did not want to believe in the idea of Creationism because of the fact that he knew of little scientific evidence to support that belief. If there was no evidence to support a theory that was presented, he did not want to believe that that theory could be true. I certainly believe that opposing epistemic stances were a factor in this conflict because he was only willing to believe something to be truth if there was proven evidence to support it.

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?

When it comes to the behavior theory of learning, Skinner believed that “learning can be understood, explained, and predicted entirely on the basis of observable events, namely the behavior or the learner along with its environmental antecedents and consequences”. In other words, evidence of learning can be seen by watching the learner and how he or she responds to given cues within the learning environment that indicate to the learner if their behavior was correct or incorrect. Essentially, this theory deals with trial and error. This perspective is empirically based in that in order to determine if learning has occurred, behavior must be observed both before and after an intervention.  With this theory, learners have more of a “passive” role because they are basically just responsive to stimuli and dependent upon the instructor’s reinforcement. Behaviorists see learning as a way to acquire a new behavior and focus on the use of conditioning, whether operant or classical. In this type of classroom, the instructional design would lend itself to more “teacher centered” instruction with repetition and feedback necessary to determine if learning has occurred.

 A constructivist perspective on learning is essentially opposite from a behaviorist viewpoint. Constructivists believe that “the learner actively imposes organization and meaning on the surrounding environment and constructs knowledge in the process”. Another way of explaining this might be to say that instead of relying on cues from the surrounding environment to help determine the learner’s behavior, the learner uses existing knowledge to adapt to their behavior to their surroundings and constructs new knowledge as a result of those experiences.  With constructivism, learning is an “active process”, encouraging students to “analyze, interpret, and predict information”, thus using problem solving and higher order thinking skills. In this type of classroom, instruction would be more “student centered”, providing opportunities for students to discover and apply ideas themselves.  I can see how the incorporation of this perspective on learning into instructional design would be extremely beneficial to students.

When it comes to problem solving in a classroom setting, a behaviorist is likely to begin by teaching students the steps needed to solve the problem before using those steps to develop the solution. The behaviorist theory essentially assumes that learners will “master content before applying what they have learned in order to solve a problem”. For example, if students are given the task of measuring the length of the classroom a behaviorist might approach this problem by introducing their students to the concept of measurement and the proper way to use measuring tools such as a ruler. Once students have been given these tools, they would use them to determine the measurement of the classroom. When it comes to learner motivation, behaviorists are interested in behavioral responses and would most likely use environmental stimuli to reinforce desired behavior. If learners received positive reinforcement, they would be motivated to continue to perform correctly and negative reinforcement would entice them to change their behavior. The feedback that students get when presenting their findings to the teacher would be motivation to either try again or consider the task completed and the skill successfully learned.

The constructivist approach to problem solving would likely involve the introduction of the problem at the beginning and then allowing the students to develop ideas or steps on their own for solving the problem. This theory assumes that students will “master content while solving a meaningful problem”. Constructivists are most likely to approach a problem by applying their existing knowledge in order to provide meaning and develop a reason, as well as a solution to the problem. In the example of students being tasked with measuring the length of the classroom, a constructivist might assign this task to their students without giving them any explanation about measurement or what tools that they needed to use. They might also allow the students to work together to figure out how they can best determine the length of the classroom. While some students might have prior knowledge about measurement and the use of rulers, other students might have different ideas about measurements, based on their existing knowledge, which could be helpful in solving the problem as well. For instance, some students might think to measure the classroom using their shoe because they know it to be a certain length, while others might want to measure the length in hands. Constructivists allow students to approach the problem with little instruction from the teacher (mainly just guidance), and develop their own methods for reaching a solution. This approach can lead to the learners to developing additional questions, which serve to motivate them to continue to work toward a solution.

ETEC 561: Section 1 Defining the Field

ETEC 561 Blog Assignments

Section 1 Defining the Field

1.      How do the definitions in the first chapter compare to your own definition of instructional or educational technology? What experiences or other influences have shaped your definition? How has your definition changed from examining the definitions in the first chapter of this book?

Before beginning this class, I would have defined instructional or educational technology simply in terms of the physical devices or programs used to facilitate instruction within a classroom setting. I suppose that this is much like the early definitions of instructional technology, in that those definitions focused strictly on the physical method by which learners received instruction.   When I think of educational technology, I tend to think of the more advanced classroom settings where the teachers and students are both able to incorporate the use of various devices/media into the everyday classroom procedures. This seems to go along with Lumsdaine’s thought that educational technology might be viewed as “the application of science to instructional practices”.  I live in an area where the schools serve many students and families that would be considered economically disadvantaged. The schools here are gradually incorporating technology within the classrooms, but only as budgets will allow. Therefore, I tend to base my definition of educational technology on the elements that I have personally witnessed or experienced being used within a classroom setting. When I think of instructional or educational technology, I tend to think more about the devices like: computers, iPads, projectors, smartboards, various software programs, etc. that could be used by teachers and students on a daily basis to assist with the learning process.  I know that there are other technologies out there, but I have not had the opportunity to experience the use of these and therefore, tend to think strictly in terms of the devices and technology that I have knowledge of.  After considering the various definitions for instructional/ educational technology, I would say that my definition of these terms has evolved.  I really had not thought about the idea of instructional technology as being a process until reading this chapter, but it does make sense that it about the process of applying the technology within the classroom to help facilitate learning. Technology in a classroom setting is not effective if it is not correctly utilized. The idea that instructional technology is about more than just using gadgets in a classroom is something that I had not really given much thought to before reading this information, but I now see that it encompasses so much more. After reading the various definitions presented in this chapter, I believe that I like the latest definition developed by an AECT committee. Their definition of instructional technology states that it “is the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources”. I think that this definition is fitting because it seems to address the various aspects that make instructional technology what it is today. Now I am aware that educational/ instructional technology is about more than the gadgets and gizmos used in a classroom, it is about the various elements and technological applications that work together to help learners succeed.

2.      Next, think of a lesson or unit of instruction that you have developed. Or if you haven’t ever taught or developed instruction, think of one that you have received. How does that lesson adhere or fail to adhere to the six characteristics of instructional design? How would you redesign it to better adhere to the six characteristics?

I have very limited experience when it comes to developing lessons or units of instruction therefore, I will discuss a lesson that I received as part of training at my current job. In my opinion, this particular lesson did a good job of adhering to the majority of the six characteristics of instructional design. The lesson dealt with various elements of technology with the objective being the creation and posting of an online video to be viewed by library patrons. The initial lesson was certainly student centered, as the teacher provided written, verbal, and visual instructions throughout the lesson so that I was able to clearly follow the procedures being taught. There was also a distinct goal to the instructional design of this lesson, in that I was supposed to learn how to shoot a video, edit that video, and post it online for others to view. When it comes to focusing on meaningful performance, I felt as though the instructor had clearly defined the performance measures that would indicate that I was successfully or unsuccessfully achieving the said goal. If I followed the instructions given, I would see the desired results and know that I was developing those skills correctly.  The fact that at the end of the lesson, I could independently produce, edit and post a video online allowed my teacher to reliably measure the outcome of his lesson. As far as this lesson adhering to the idea that instructional design is empirical, iterative, and self-correcting, I felt as though this is the area where the design fell a bit short. I believe that this was due in part to the limited time frame for this lesson and the amount of information/skills that needed to be taught within that time frame. While I was given opportunities to observe and practice the steps necessary to learn the skills presented, I did not feel that I was given an adequate amount of time to continue to practice the skills and make corrections where I needed. This chapter states that instructional design is usually a team effort. I can see where this particular lesson might not adhere to that characteristic; if you consider the fact it only involved one instructor and a student. I think that the lesson could have been more successful if perhaps there had been additional individuals involved. Every individual learns differently and sometimes it is helpful to have something explained or shown in a different way because it helps the learner to better comprehend the task at hand. I think that by including more individuals, whether students or teachers, would help to improve this lesson. Overall, however, I do believe that the teacher provided a successful lesson. It took a great deal of repeated practice on my own after the lesson had concluded, but in the end, I successfully produced a video and now have knowledge of the skills necessary to accomplish that task.

3.     In the 3^rd chapter, Reiser distinguishes instructional media from instructional design, excluding teachers, chalkboards, and textbooks from the definition of instructional media. Why? Would you consider teachers, chalkboards, and textbooks instructional media? Is the purpose of instructional design to incorporate media into instruction?

In the beginning of this chapter, instructional media is defined as “the physical means by which instruction is presented to learners”. Under this definition, “every physical means of instructional delivery” would be classified as instructional media. I believe the Reiser excluded teachers, chalkboards, and textbooks from the definition of instructional media because those elements have been present within classroom settings for years and apparently produce satisfactory results, as they continue to be used. As stated in the chapter, these three mediums were the “three primary means of instruction prior to the twentieth century (and still the most common means today)”.  It seems as though by not including these elements in the definition of instructional media, Reiser is attempting to narrow the focus when discussing the history of instructional media and the influence that various mediums (such as film, audiovisuals, television, computers, etc.) have had within a classroom setting throughout the years.  I think that I would consider teachers, chalkboards, and textbooks as instructional media because they are certainly means by which classroom instruction can be delivered.  I do understand, however, how it might be helpful to remove them from consideration if you want to narrow your focus and examine the history/influence of additional instructional mediums that have not always been used within a classroom.  If you do not consider teachers, chalkboards, and textbooks as instructional media, then I think that incorporating media into instruction is not necessarily the sole purpose of instructional design. Instead I see instructional design as a means by which individuals can assess learning needs and develop an instructional plan to effectively meet those needs. Sometimes instructional design may involve the incorporation of instructional media in order to try to achieve the desired learning result, but it is my understanding that instructional design is about more than simply ways that mediums can be used to facilitate learning. Instructional design involves determining the learner’s needs, along with the desired results, and developing processes that will bridge the two.