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.

Military

Trends                                                                                  Issues

New Technology                                                              Funding

Responsibilities                                                                design constraints

Partnerships                                                                      training

Lifelong learning

P-12 Education

Trends                                                                                  Issues

NTeQ model                                                                       Technology Integration

ASSURE Model                                                                  Collaboration

Evaluation                                                                           Training

Research based                                                                    funding

Post-Secondary Education

Trends                                                                                  Issues

Faculty and training                                                              tension and timelines

Instructional Design Model                                                  funding

Plan and delivery information

Leadership

Service

Integrate technology

Information that is is similar are funding, all given by the government and directed to train the person or students.  There is necessary time line that is set to get the information to use for protection, graduation or for grading or teaching to get to the next level in a position.  They types of models used vary in each area it really doesn’t say if the post-secondary used research based training.  Trainers’ job descriptions are not exactly the same either.

Then explain how they are similar or different from the IDT trends and issues in the context in which you work.

My IDT

Trends                                                                                  Issues

Technology                                                                      faculty and training                                        

Plan and delivery                                                             funding

Research based                                                                Timelines

                                                                                         Collaboration

                                                                                         Integrate technology

In the public school where I work the issues are the same as in the P-12.  The major issue in my opinion is the faculty training when the new technology is brought the campus.  Teacher use the technology only when necessary or forced to use it if they are not comfortable with the computer. When also affects the integration of the technology with lessons.  Each instructional design is supposed to be research based but in education the trends go so fast that none of the issues will be solved if it doesn't give the quick fix.

2.       Chapters in Section VI 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 the earth’s resources cannot sustain that many?

2A. we must take the stance that using less has to become more. This to me is a political issue that some do not believe. We are aware of our problem but, we do not own up to the creation of the problem.   We need to truly teach our children to integrate the past with the present.  This happens every time the lights go out on a campus.  A true teacher can teach without the computer and the web vs. one that breaks into a breakdown of what do we do now? We are not taking care of the earth and its resources or teach our youth the true consequences of what is happening because we are not.  Technology although is wonderful but it is also a culprit of the destruction of our ecosystem. Let’s get back to the basics use the technology to teach them boy/girl scouts techniques so when the computer or electricity goes out it won’t be a shock.

2B. Does our current education system, curriculum, and instructional practices help learners foster the complex problem-solving skills necessary to tackle these issues?

No, the present educational system teaches them to look up someone else’s solution and use it not to use trial and error.  Some of it also says there is only one answer to the problem when there may be multiple choices.  We have lost our free thinkers.  It is said and the teachers hands are tied by tests that regulate the curriculum and graduation and teacher’s pay checks in Texas.

 Are there methods and practices used in European and Asian countries that we should use here in the US? Why or why not?

We are already using the methods that Europe is using in my opinion.  We use the individualized learning with learning disabled students and our Talented and gifted students.  Some schools have adapted the curriculum to programmed lessons on purchased websites upgraded from CD’s.  So there is no Magic Dust.   It is all the same thing just a name change. RTI is the new name for what was already happening.

Computers and internet activity is now almost the norm in school districts but teachers are not required to pass an equivalency test to use or teach technology unless it is your area of expertise in education .

Section 4: Human Performance Technology

1. Chapter 14 discusses the concept and evolution of human performance improvement. Several sections of chapter 14 present a variety of non-instructional solutions to performance problems. 

Identify a performance problem in your area of work. 

I am a brand spanking new librarian on a brand new campus with new staff.  I have been in education for 23 years.  Now that I am on the other side of the circulation counter I am totally lost.  In teaching your are first required to do your practicum under a seasoned teacher.   Then graduate and apply to a school district  for employment, where you are placed with a mentor to guide you for a full year. At this time I am not into my practicum until the spring I do not have a designated mentor form the district or the college. This situation is due to budget constraints for the school district, which cuts the money set aside to pay mentor librarians to assist the new librarians. I was blessed to acquire this position while working for the hours and certification.  So, I blame the economy and politics for this performance issue that will in turn  effect my performance which will affect my PDAS appraisal.  The domino effect.


 Identify non-instructional solutions that may help solve the problem.

A solution to the problem could be a recruitment of seasoned librarians to volunteer their time to train and mentor the teacher with a physical compensation.  The professional development should be monthly for new librarians only for those required to have mentors. Also a once a every other week mentor/mentee campus visit to support and assist with necessary paperwork.

2. Chapter 15 presents performance support systems.

 Define performance support systems. 

Providing performers with varying levels of access to support information and tools at the moment of need.

 Explain how a performance support system might (or might not) help solve the problem you identified above.

The schools have everything in place to support the initial training of the new librarians but, the mentor program. The mentors are the( performance support) that the new librarians need when a new problem occurs in learning the new computerized system the( work interface) to issue books, remove electronic materials or ordering book and the book fair.The blend of the performance support (mentoring)  with the training(individual professional development) is extremely crucial for success of not only the new librarian but the campus as well o the monetary and educational support.

3. Chapter 16 explains knowledge management: the way we manage information, share that information, and use it to solve organization 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 for making decisions. 

What knowledge would help solve the problem you identified above?

The knowledge that would support the issue at hand would be Tacit knowledge.  We need those nuggets of expertise but to specifically direct the new librarians as I know and have seen them used towards new teachers.

How would that knowledge need to be collected and managed to help facilitate problem solving?

Right now the seasoned librarians have created a volunteer list of those librarians who want to assist in that time of need. The list has been complied and sent out to all librarians via email with numbers to call.  All the while even if we don't ask there are some sharing via website. 

4. Chapter 17 describes types of informal learning. 

What informal learning experiences have you participated in at your organization?

I am in the midst of the on-the-job training.  My museum is the real life library that has a multitude of articles that I must 

learn about to assist the instructors as well as the students.  

 Could those informal learning experiences be shared with others? 

When it becomes my turn I would hope the system is better but, what is in place can be updated and links added for the librarians to seek assistance. I will be truly supportive of a new librarian as they have for me.
Mentoring free without the money.



Could the knowledge gained in those settings be codified and managed?

Yes these should and can be coded.  This is how the books, videos and etc. begin with the how to situations.



 Should it be managed or should the informal experiences be replicated or broadened for others?

It should be managed so that everyone's experience of the required situations can be seen in more than one solution methods. I would like to see a booklet or website maybe a blog created to speak about the first year experience of a new librarian and how the experiences

 were handled.
       

Instructional Design and Technology blog Evaluation Models

Chapter 10 discusses evaluation in instructional design and provides you with two evaluation models, the CIPP and Kirkpatrick models for evaluation.

A.      Search for at least two other models used for evaluation and summarize these models.

A logic model is a systematic and visual way to present and share your understanding of the relationships among the resources you have to operate your program, the activities you plan, and the changes or results you hope to achieve.  

Describe how you would use them to evaluate your instruction.

I would use this model to evaluate a program that would be used as an intervention for our low performing students.

 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

Time constraints would the question to the program.

B.      The EFQM Excellence Model is based on nine criteria.  Five of these are "Enablers" and four are "Results".  The "Enabler" criteria cover what an organization does and how it does it.  The "Results" criteria cover what an organization achieves.

  In the EFQM Excellence Model, these are called the Enablers.  If the right Enablers are effectively implemented, an organization will achieve the Results they, and their stakeholders, expect.

Describe how you would use them to evaluate your instruction.

It provides a common language that enables our members to effectively share their knowledge and experience, both inside and outside their own organization. It ensures that all the management practices used by an organization form a coherent system that is continually improved and delivers the intended strategy for the organization. I could see this as a tool to check how the principals and lead teachers view the programs for after school enrichment.

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

Honesty in responses would be the issue.

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.

Day 1

Professional Development

Topic Why Integrate?  Give a Pretest about the uses of technology in our daily lives.(teacher created) Use a video to introduce the topic.  Look at data of student performances about the integration of technology into the educational classroom.  (You tube for videos)

Day 2

What is technology integration defined in teacher terms?  Introduce blogs; I pad lessons, cell phone lessons, face to face lesson online etc.

Have them create a lesson integrating technology into a vertical lesson plan. 

Day 3

Have either the technology teacher or a teacher that has had no problem integrating technology into the class teach the teachers effective websites and teach a grade appropriate lesson to the teachers.

How will you use Situational Leadership to facilitate this project and manage scarce resources? 

Depending on the years of teaching experience and the knowledge of the topic I would delegate the workshop the leadership team to take control after meeting with them before and listening and practicing the workshop before teaching it to give my personal input of clarity.

Epistemology (How I study and how I know I have learned it)

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. 

 In your definition the study  of what and how we come to know.

 So that i can place it in my own terms it is how I know it for myself in my own terms.  How my the events took place in my accumulation of knowledge. 

What are the differences between theories, methods, or models of learning and epistemologies or underlying beliefs about ways of knowing?

Epistemology:  According  to Webster the study of or theory of the nature and grounds of knowledge.  

 My definition How we learn.

 Instructional methods: how it is taught 

theories: the taught of why and how

According to Webster theory: an idea or set of ideas that is intended to explain facts or events.

My definition: What we think happened according to What we know. 

According to Webster method: a careful or organized plan that controls the way something is done.

My definition:steps to how I do or plan of action.

According to Webster models: types or version of a product.

My definition: sample

The steps of education and life of how we take what we see and copy and adjust to life.  But each has and objective and goal of what we are to learn to thatt will result to success through trial, error and tested models. This is the basis of the educational model used to teach all subjects in school.

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 positivist 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. 

I think not sure but I am a relativist. I just know and I go with my personal feelings and opinion to make my decision that benefits my learning.  I tend to go with my gut feeling about situations and how people will react in a given learning situations based on previous first hand knowledge. 

Then, identify an instance when your perspective or stance as a learner conflicted with that of your instructor. 

I don't think that I have ever had a strong opinion against how or what an instructor has said about anything. I take all situation in my college career as learning experiences.  But, if I had to say one thing I am have a strong offense to right now is an issue that will not be resolved. I have a strong issue with the online college course vs. face to face course offered as a whole.  Seven years ago I was able to take my Masters classes for my first Masters face to face and I felt as if I was getting more support and education than this type of education.  I have no one to turn to about this task because it is a massive decision that was done to benefit the college for monetary reasons and apparently for  those students who have time constraints and  need this type of platform to receive a masters.  

Just recently I read in the local newspaper how online courses are more expensive to take than face to face course. But my issue would not be to the finance just the comfort and classroom support. It is not my learning style at all and I feel like a failure and stressed at the program as a whole.

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. 

Behavior: emphasis with  reinforcement, verbal behavior, an social development We are to reinforce consequence  rather then condition and unconditional stimuli 

In total : response to to learning

Constructivist: development is assimilated from the environment and their activity.

In total: learn by doing

How do the approaches differ in both the nature of the problem to be solved and in facilitating the problem solving process?

Behaviorist try the task and wait or watch  for a response. I think of Scientific Method and watching for patterns of what would be normal or tested reactions to situations. Teacher led experiences.

Constructivist  given a task will not need the patterns will not have a set method to get to the task but jump in it feet first without consequence. Student lead experiences.

 Finally, what effect might these differences have on learner motivation?

Nature of the problem solving

 Behavior see the problem set objective and decided to test a theory of what might happen based on trial and error.

Constructivist Have previous knowledge of what has happen and they use previous knowledge to solve the problem. So they use see the end in mind first.