Distributed Learning is any educational experience that uses a variety of means including technology to enable learning.
Examples of Distributed Learning:
academic distributed learning- our online classes here at TAMU Cmmmerce
hybrid classes- these are online classes with some supplemental on-site classes. I had two of those in the beginning of my Library Science career. We met face-to face in the beginning and at the end to do presentations.
virtual classes- These are online classes or universities that are totally online. They try to simulate the actual classroom experience as much as possible. An example of a totally online university is Jones International University.
for profit distributed learning-Examples of this are Walden University and Capella University.
Chaper 29
The book defines reusability as the ability to use the same resource multiple times in multiple ways, and in multiple contexts. Reusability is also the ability of developers to use a resource in their own work. Example: In our cataloging and classification class, we used another school's marc records to solve the puzzle of what Dewey Decimal number to assign to a Title. I think the course should have had a database to usespreadsheet, or links to other databases to help with the search. We don't even use what we learned because it is so convoluted to use. More time could have been spent on why the numbers are what they are rather than quizzes to search to find these numbers. We should be able to obtain them freely. Marc records are not copyrighted, so we should have access to them. Actually we did use them. :-) I buy my books processed now or look up the records in our online databse OPAC system.
Chapter 30
The authors of the book define rich media as learning products that incorporate high-end media such as video, animation, sound and simulation. Functional features, or how well the visual coveys the message determines the effectiveness over surface features, which is what type of visual it is. I visited howstuffworks.com and clicked on the home and garden tab, then appliances and found an article on How to Build a Lamp. The visual is a line drawing with each part labeled with an arrow pointing to each part of the lamp kit, base and harp. The article includes step-by-step text instructions on how to build the lamp. I thin that I could do this. I have seen pots and vases and wanted a lamp made from them.
Chapter 31
I wasn't sure what nanotechnology was so again I visited How Stuff Works and looked at visuals explaining what it is and the products using it. I saw a flexible liquid crystal display (LCD) book or magazine in a picture. I thought about how cool that would be to have a flexible, almost paper-thin e-reader with the capacity to download books, newspapers and magazines. I found some information in the textbook about this technology. I think these are definitely on the horizon. We could buy the e-books which never wear out.
Chapter 32
I think after reading both views of the future of IDT that I agree with both of them from my limited reading. I also agree that i n grad school, there should be an added component of managerial skills and a "train the trainer" element to the program. I also feel that the focus should be on accepted methods and practices while still encouraging an openness in method and ideology while striving toward a set of common goals and ambition as Brent Wilson reads in the textbook.
Monday, March 7, 2011
Thursday, March 3, 2011
Section 6
I visited careerbuilder.com. I put in keywords Instructional Design and narrowed my search by education and the location as Dallas, Texas.
I found an opening for an Instructional Designer II. This is an education position. The candidate would perform job task analysis and curriculum design. The candidate must have knowledge of creative application of instructional design and consultation skills on design and development of course materials. I really don't have these skills and truthfully I am not interested in instructional design or curriculum design. This job needs a person with 5-7 years experience.
Instructional Designer : The job type is consulting in a computer software company. The requirements are a bachelor's degree in relevant discipline and 4-5 years experience in an e-learning environment. The candidate should be able to deliver e-learning projects and have strong storyboarding skills. The candidate should have an in-depth knowledge of learning methodologies and experience in Lectora-designed projects would be highly desired. Also, experience in Web Design would be desired but is not essential. Again, I would not be qualified for this position. I think I will keep the one I have.
Instructional Designer. This position is for the Corporate Training Department of a Health care Company. The job requirements are as follows:
-Develop learning experiences utilizing various delivery methods including instructor-led self-study and e-learning including development of metrics to assess training outcomes.
-Conduct pilot classes, rain the trainer sessions, classroom training and leadership workshops as operationally needed.
I wouldn't be qualified for this positioneither, but it sounds like something that I could do after some training.
2. I browsed careeronestop.com. I used the Interest Profiler as a tool for career exploration. I scored the highest in the are of artistic score. I knew that I liked having a career with some creativity. I scored a 12 in the social and enterprising areas. I have always liked jobs where I could talk with and help people such as in retail or counseling. I was originally a psychology major. I also would love to have my own business. Next I scored an 11 on the Investigative area. I like to do some types of research and am a naturally curious person. I scored a 4 in the Conventional area and the lowest was a 1 in the Realistic area. I'm not a hands-on fix-it kind of person. These are not surprising scores as I've had enough jobs to know what my interests are. On the other hand, I was surprised that my Artistic Interest Score was the highest.
3. Chapter 26
Professional Organizations
Academy of Human Resource Development
The mission of AHRD is to lead human resource development through research. The cost of membership is $235 annually. The publications included in the membership are: Human Resource Development Quarterly, Human Resource Development International, Advances in Resource Development, and Human Resource Development Review. Included is the annual research conference with full refereed proceedings. several other meetings are held in different regions of the world. There were some academic programs through Texas A & M and UNT and other professional development opportunities. There are forums and such as well. The organization encourages the incorporation of research results and HRD degree and professional development programs. Included in the membership is an affiliation with two special interest groups.
The American Society for Training & Development
The mission of the organization is to empower professionals to develop knowledge and skills successfully. The cost of a membership is $199 for 12 months. There are two publications included with the membership. These are T & D Magazine and The Buzz. The organization offers several different conferences in different regions of the U. S. such as, "Telling Ain't Training" in Las Vegas in March. They offer quite a few professional development opportunities with a program database of over 30 educational programs across the U.S. onsite and online.
Professional Publications
American Educational Research Journal
According to the site, AERA publishes original empirical and theoretical studies and analysis in education to improve education processes and outcomes.
Publication Standards:
Consult the Standards for Reporting on Empirical Social Science Research in AERA Publicaitons and the Ethical Standards of the American Educational Research Association.
-APA Style with length Between 20 and 50 pages. There are other elements to consider on a submission preparation checklist.
It is peer reviewed and can be found online.
The American Journal of Distance Education
According to the site, the goals of this journal is disseminating information about research and scholarship in the Americas.
Submissions:
As stated on the website, AJDE, encourages the submission of articles about methods and techniques of teaching at a distance, about learning and about management and administration but also encourages authors to write about policies, theories, and values that drive distance education. The articles should be based on research. Authors should review existing literature. The Chicago Manual of Style should be used as the manuscript style guide. The articles should submitted by e-mail and should not exceed three to four thousand words. The journal is peer reviewed and online.
I found the organizations to be of value especially if I needed training, professional development or was looking for a new job. They also keep one up to date on the latest news and research. The journals were very helpful in providing articles on education, research and distance learning. I had heard of the journals in doing research for other classes.
I found an opening for an Instructional Designer II. This is an education position. The candidate would perform job task analysis and curriculum design. The candidate must have knowledge of creative application of instructional design and consultation skills on design and development of course materials. I really don't have these skills and truthfully I am not interested in instructional design or curriculum design. This job needs a person with 5-7 years experience.
Instructional Designer : The job type is consulting in a computer software company. The requirements are a bachelor's degree in relevant discipline and 4-5 years experience in an e-learning environment. The candidate should be able to deliver e-learning projects and have strong storyboarding skills. The candidate should have an in-depth knowledge of learning methodologies and experience in Lectora-designed projects would be highly desired. Also, experience in Web Design would be desired but is not essential. Again, I would not be qualified for this position. I think I will keep the one I have.
Instructional Designer. This position is for the Corporate Training Department of a Health care Company. The job requirements are as follows:
-Develop learning experiences utilizing various delivery methods including instructor-led self-study and e-learning including development of metrics to assess training outcomes.
-Conduct pilot classes, rain the trainer sessions, classroom training and leadership workshops as operationally needed.
I wouldn't be qualified for this positioneither, but it sounds like something that I could do after some training.
2. I browsed careeronestop.com. I used the Interest Profiler as a tool for career exploration. I scored the highest in the are of artistic score. I knew that I liked having a career with some creativity. I scored a 12 in the social and enterprising areas. I have always liked jobs where I could talk with and help people such as in retail or counseling. I was originally a psychology major. I also would love to have my own business. Next I scored an 11 on the Investigative area. I like to do some types of research and am a naturally curious person. I scored a 4 in the Conventional area and the lowest was a 1 in the Realistic area. I'm not a hands-on fix-it kind of person. These are not surprising scores as I've had enough jobs to know what my interests are. On the other hand, I was surprised that my Artistic Interest Score was the highest.
3. Chapter 26
Professional Organizations
Academy of Human Resource Development
The mission of AHRD is to lead human resource development through research. The cost of membership is $235 annually. The publications included in the membership are: Human Resource Development Quarterly, Human Resource Development International, Advances in Resource Development, and Human Resource Development Review. Included is the annual research conference with full refereed proceedings. several other meetings are held in different regions of the world. There were some academic programs through Texas A & M and UNT and other professional development opportunities. There are forums and such as well. The organization encourages the incorporation of research results and HRD degree and professional development programs. Included in the membership is an affiliation with two special interest groups.
The American Society for Training & Development
The mission of the organization is to empower professionals to develop knowledge and skills successfully. The cost of a membership is $199 for 12 months. There are two publications included with the membership. These are T & D Magazine and The Buzz. The organization offers several different conferences in different regions of the U. S. such as, "Telling Ain't Training" in Las Vegas in March. They offer quite a few professional development opportunities with a program database of over 30 educational programs across the U.S. onsite and online.
Professional Publications
American Educational Research Journal
According to the site, AERA publishes original empirical and theoretical studies and analysis in education to improve education processes and outcomes.
Publication Standards:
Consult the Standards for Reporting on Empirical Social Science Research in AERA Publicaitons and the Ethical Standards of the American Educational Research Association.
-APA Style with length Between 20 and 50 pages. There are other elements to consider on a submission preparation checklist.
It is peer reviewed and can be found online.
The American Journal of Distance Education
According to the site, the goals of this journal is disseminating information about research and scholarship in the Americas.
Submissions:
As stated on the website, AJDE, encourages the submission of articles about methods and techniques of teaching at a distance, about learning and about management and administration but also encourages authors to write about policies, theories, and values that drive distance education. The articles should be based on research. Authors should review existing literature. The Chicago Manual of Style should be used as the manuscript style guide. The articles should submitted by e-mail and should not exceed three to four thousand words. The journal is peer reviewed and online.
I found the organizations to be of value especially if I needed training, professional development or was looking for a new job. They also keep one up to date on the latest news and research. The journals were very helpful in providing articles on education, research and distance learning. I had heard of the journals in doing research for other classes.
Wednesday, February 23, 2011
Section 5
1. The book states that rapid prototyping is the development of a working model of an instructional product that is used early in a project to assist in the analysis, design development and evaluation of an instructional innovation. An example could be a software product asigned to help students achieve success on the TAKS test. An early product could be sent to a few schools to test the product so that the final product can be analyzed, developed and evaluated with impact from teachers and students. Another example might be rapid prototyping of digital e-readers and games. A pilot study could be done when rapid prototyping is used in Instructional Design.
2. In using Full spectrum Training, one is training in a classroom, on a Garrison or Base and in a deployment setting. With limited electronic access. I would design a system that would work using completely mobile electronic units like the example in the book. If the military client wants technology used, then these Deployable Learning Resource Centers (DLRC) must be used. The units would store and distribute coursework, testing and record learner progress. The units would connect to other networks when available. This is what the Marine Corp did to solve this problem of being completely mobile. As a consultant, one also must take into account cultural differences in the learner or trainer as well as budget constraints, rigid timelines, prior knowledge and motivation.
3. I would introduce GSTE or Guidance System for Transforming Education at a staff development session.
First I would define GSTE and SUTE or Step Up to Excellence. GSTE is a process methodology designed to help change leaders in school districts, create and sustain district-wide improvement. Then, as a team at each table, have teachers make posters with drawings and captions to illustrate the four of the core values underlying GTSE. Each table has four different values to illustrate and present to the others. Then ask teachers what the ideal school district system would look like if it were free of the bureaucratic red tape and hassles that plague most districts. As a team, at each table, draw a picture of what that would look like . Then show the Step Up To Excellence - 5 Steps Hierarchy Table to show how to build or create that school system.
4. I looked at Three different universities to find out information on staff/faculty development.
The first one that I looked at was University of North Texas(UNT). this college called the sessions staff development. This is personal and professional development. Staff development is under the Division of Student Affairs. This office provides personal and professional development opportunities to cultivate the success of students. The services it offers are education, communication, collaboration and staff recognition. These sessions are offered at different times through out the year. Most of these are once a year sessions.
Under the office of Employee & Organizational Development(EOD), I found staff development opportunities. EOD offers workshops, courses, programs and consulting services to cultivate professional growth. Some areas for growth: Professional Development, technology Training, Required Employee Training, Performance Evaluation, Organizational Development. Different sessions are offered once throughout the year.
The next college I research was the University of Texas at Austin(UT). I found information under the Center for Teaching & Learning(CTL). Online, I found Teaching and Learning Resources such as Academic Transformation Speaker Series, Multimedia Tutorials, and Teaching with Technology to name a few. I also found Seminars and Training such as Teaching with BlackBoard and eGradebook. The was a New Faculty Seminar as well as Instructional Workshops and a Digital Media Internship. I also found an area for Assessment and Evaluation. the New Faculty Orientation Seminar was given annually. New Faculty monthly faculty luncheons were also offered. The university offers many online opportunities for staff development such as eGradebook as well as scheduled classes or one-on-one training.
2. In using Full spectrum Training, one is training in a classroom, on a Garrison or Base and in a deployment setting. With limited electronic access. I would design a system that would work using completely mobile electronic units like the example in the book. If the military client wants technology used, then these Deployable Learning Resource Centers (DLRC) must be used. The units would store and distribute coursework, testing and record learner progress. The units would connect to other networks when available. This is what the Marine Corp did to solve this problem of being completely mobile. As a consultant, one also must take into account cultural differences in the learner or trainer as well as budget constraints, rigid timelines, prior knowledge and motivation.
3. I would introduce GSTE or Guidance System for Transforming Education at a staff development session.
First I would define GSTE and SUTE or Step Up to Excellence. GSTE is a process methodology designed to help change leaders in school districts, create and sustain district-wide improvement. Then, as a team at each table, have teachers make posters with drawings and captions to illustrate the four of the core values underlying GTSE. Each table has four different values to illustrate and present to the others. Then ask teachers what the ideal school district system would look like if it were free of the bureaucratic red tape and hassles that plague most districts. As a team, at each table, draw a picture of what that would look like . Then show the Step Up To Excellence - 5 Steps Hierarchy Table to show how to build or create that school system.
4. I looked at Three different universities to find out information on staff/faculty development.
The first one that I looked at was University of North Texas(UNT). this college called the sessions staff development. This is personal and professional development. Staff development is under the Division of Student Affairs. This office provides personal and professional development opportunities to cultivate the success of students. The services it offers are education, communication, collaboration and staff recognition. These sessions are offered at different times through out the year. Most of these are once a year sessions.
Under the office of Employee & Organizational Development(EOD), I found staff development opportunities. EOD offers workshops, courses, programs and consulting services to cultivate professional growth. Some areas for growth: Professional Development, technology Training, Required Employee Training, Performance Evaluation, Organizational Development. Different sessions are offered once throughout the year.
The next college I research was the University of Texas at Austin(UT). I found information under the Center for Teaching & Learning(CTL). Online, I found Teaching and Learning Resources such as Academic Transformation Speaker Series, Multimedia Tutorials, and Teaching with Technology to name a few. I also found Seminars and Training such as Teaching with BlackBoard and eGradebook. The was a New Faculty Seminar as well as Instructional Workshops and a Digital Media Internship. I also found an area for Assessment and Evaluation. the New Faculty Orientation Seminar was given annually. New Faculty monthly faculty luncheons were also offered. The university offers many online opportunities for staff development such as eGradebook as well as scheduled classes or one-on-one training.
Wednesday, February 16, 2011
Section 4
1. One performance problem that I gave is getting students to take AR tests so they can pass and reach higher levels of reading. Human Performance Improvement is influenced by many factors including recognition of systematic thinking, organization complexity and a focus on performance. Human capital is at the base of performance according to the book.
In improving HPI for taking AR tests, I have to look at what I'm am doing, what teachers are doing and how it influences what students are accomplishing, i.e. taking and passing AR tests to reach personal goal. HPI(reaching AR test goal for six weeks) is the end result of interacting elements such as clear expectations. Do teachers and students have clear expectations of what I expect of them as far as participation and such and what my role as administrator is for the program. I expect teachers to participate in the program and help students to log on and take the tests and set their goals. I expect students to read at least one AR book per six weeks and take a test on that book. Another interacting element in HPI is appropriate incentives and consequences. If students reach their six week goal, they get to sign a bulletin board in the hall and choose an AR prize. If they don't reach their goal, students do not get to do either activity. There are other elements that interact to foster HPI such as timely and specific feedback, adequate resources, targeted training( I need to work on this), knowledge sharing and many more.
2. According to the book, an Electronic Performance Support System or EPSS, provides integrated access to information, advice, learning experiences and tools to help someone perform a task with minimal support from others. The book also includes an example of components of an easy EPSS. These are an Information Base, Learning Experiences, Embedded Coaching and Help Tools, An Expert Advisor and Customized Tools.
The EPSS definition was broadened to mean performs all of these functions listed above, plus it should function as an "electronic infrastructure" that captures, stores, and distributes individual and corporate knowledge assets through out the organization. The EPSS is a constantly changing system. An EPSS may also be software applications that provide integrated support for process, knowledge, tools, data, and communication.
According to wikipedia, an EPSS is any computer software program or components that improves user performance.
According to Answers.com(Reference Answers), an EPSS is a computer system that provides quick assistance and information without prior training to use it.
An example for me would be the help and tools for Word or Destiny. Destiny actually has online support or a number to call. It seems like every software package for business or education comes with tools and support built right in so that anybody can use it without prior training. You are in essence, training yourself.
I think that EPSS are not used more because many people are entrenched in traditional learning and may be overwhelmed with the thought of learning by using a computer rather than face to face classes. I have heard people tell me that they are not self-motivated enough to use this type of system because they are usually self-paced. On the other hand, many people do use these types of systems and like to learn on their own, in their own way, and on their own time. I believe that these types of systems will become even more prevalent in the future. I also think that one reason people don't use these systems is that they may not realize these types of systems exist. I find it very rewarding to find the answer to a question or figure out how to do something on my own using an EPSS rather than to ask someone.
3. One problem we have as librarians is proper training on our AR program. I have never had any training in this area, yet I am the administrator for the program and must answer other's questions. Anything I have learned has been from asking the other librarians, searching to find the answer myself and trial and error. I need to know how to use this program efficiently and train teachers on how to use it. I think that a blended approach to learning how to use the software and administer the program both educationally and technologically. I feel that we need at least one face-to-face training session or webinar where we are all in a classroom together. We need to be together to collaborate and share ideas in person as well as by e-mail. We also need online lessons that we can go through on our own time to get more in-depth knowledge. We could then create our own knowledge repository or database of information and shared ideas for all of our use. We can share or mange in this way our collective knowledge so that all librarians have access to this information.
4. I, like others have had many informal learning experiences. I particularly liked my visit to Old Sturbridge, Mass. and the Collinsville Ax Factory in Collinsville, CT. In Old Sturbridge, I was able to experience a New England town in the 1800's time period. In Collinsville, I visited the ax museum and see the actual building where the factory had been. This visit gave me a glimpse into the lives of the people who lived in this town by looking at artifacts, pictures and clothing. The factory was built on the Collinsville River which was the lifeblood of the town as was the factory. It felt like I was stepping back in time to catch a glimpse of what life and the businesses that supported the town was like. The purpose of going to these two places was purely pleasure, interest and curiosity.
The museum and Old Sturbridge were both very engaging for me. I was totally immersed in what I was seeing and hearing. I felt like I was really experiencing life in a New England town from the 1800's. In Old Sturbridge, I especially liked looking at what a typical New England classroom would have been like. We walked in and sat down in a real classroom building. We socialized a lot with the people who worked there as well as the people visiting the site. We also learned what people from this era would have done for pleasure and socialization when one wasn't working. I talked with people dressed up in period dress and tried to do some of the things that people of this time might have done like crush grain for bread. The instructors were the people working there. Their role was that of formal instructor, participant, and facilitator. My role was an active participant and learner as well.
In improving HPI for taking AR tests, I have to look at what I'm am doing, what teachers are doing and how it influences what students are accomplishing, i.e. taking and passing AR tests to reach personal goal. HPI(reaching AR test goal for six weeks) is the end result of interacting elements such as clear expectations. Do teachers and students have clear expectations of what I expect of them as far as participation and such and what my role as administrator is for the program. I expect teachers to participate in the program and help students to log on and take the tests and set their goals. I expect students to read at least one AR book per six weeks and take a test on that book. Another interacting element in HPI is appropriate incentives and consequences. If students reach their six week goal, they get to sign a bulletin board in the hall and choose an AR prize. If they don't reach their goal, students do not get to do either activity. There are other elements that interact to foster HPI such as timely and specific feedback, adequate resources, targeted training( I need to work on this), knowledge sharing and many more.
2. According to the book, an Electronic Performance Support System or EPSS, provides integrated access to information, advice, learning experiences and tools to help someone perform a task with minimal support from others. The book also includes an example of components of an easy EPSS. These are an Information Base, Learning Experiences, Embedded Coaching and Help Tools, An Expert Advisor and Customized Tools.
The EPSS definition was broadened to mean performs all of these functions listed above, plus it should function as an "electronic infrastructure" that captures, stores, and distributes individual and corporate knowledge assets through out the organization. The EPSS is a constantly changing system. An EPSS may also be software applications that provide integrated support for process, knowledge, tools, data, and communication.
According to wikipedia, an EPSS is any computer software program or components that improves user performance.
According to Answers.com(Reference Answers), an EPSS is a computer system that provides quick assistance and information without prior training to use it.
An example for me would be the help and tools for Word or Destiny. Destiny actually has online support or a number to call. It seems like every software package for business or education comes with tools and support built right in so that anybody can use it without prior training. You are in essence, training yourself.
I think that EPSS are not used more because many people are entrenched in traditional learning and may be overwhelmed with the thought of learning by using a computer rather than face to face classes. I have heard people tell me that they are not self-motivated enough to use this type of system because they are usually self-paced. On the other hand, many people do use these types of systems and like to learn on their own, in their own way, and on their own time. I believe that these types of systems will become even more prevalent in the future. I also think that one reason people don't use these systems is that they may not realize these types of systems exist. I find it very rewarding to find the answer to a question or figure out how to do something on my own using an EPSS rather than to ask someone.
3. One problem we have as librarians is proper training on our AR program. I have never had any training in this area, yet I am the administrator for the program and must answer other's questions. Anything I have learned has been from asking the other librarians, searching to find the answer myself and trial and error. I need to know how to use this program efficiently and train teachers on how to use it. I think that a blended approach to learning how to use the software and administer the program both educationally and technologically. I feel that we need at least one face-to-face training session or webinar where we are all in a classroom together. We need to be together to collaborate and share ideas in person as well as by e-mail. We also need online lessons that we can go through on our own time to get more in-depth knowledge. We could then create our own knowledge repository or database of information and shared ideas for all of our use. We can share or mange in this way our collective knowledge so that all librarians have access to this information.
4. I, like others have had many informal learning experiences. I particularly liked my visit to Old Sturbridge, Mass. and the Collinsville Ax Factory in Collinsville, CT. In Old Sturbridge, I was able to experience a New England town in the 1800's time period. In Collinsville, I visited the ax museum and see the actual building where the factory had been. This visit gave me a glimpse into the lives of the people who lived in this town by looking at artifacts, pictures and clothing. The factory was built on the Collinsville River which was the lifeblood of the town as was the factory. It felt like I was stepping back in time to catch a glimpse of what life and the businesses that supported the town was like. The purpose of going to these two places was purely pleasure, interest and curiosity.
The museum and Old Sturbridge were both very engaging for me. I was totally immersed in what I was seeing and hearing. I felt like I was really experiencing life in a New England town from the 1800's. In Old Sturbridge, I especially liked looking at what a typical New England classroom would have been like. We walked in and sat down in a real classroom building. We socialized a lot with the people who worked there as well as the people visiting the site. We also learned what people from this era would have done for pleasure and socialization when one wasn't working. I talked with people dressed up in period dress and tried to do some of the things that people of this time might have done like crush grain for bread. The instructors were the people working there. Their role was that of formal instructor, participant, and facilitator. My role was an active participant and learner as well.
Wednesday, February 9, 2011
Section 3
One example of Evaluation in Instructional Design is Clinical Evaluation. This is a formative one to one evaluation where the designer works with the individual learners to obtain data to revise the materials being make (Dick & Carey, 1996). During the one on one evaluation, one learner at a time reviews the instruction and give comments on it to the evaluator. The purpose of this type of evaluation is to identify obvious problems in the instruction such as unclear sentences, typographical errors, poor or missing directions and such.
Another formative evaluation is Needs Assessment. This type of evaluation is used to obtain the reason for creating the instructional program. Reviews of existing studies, test and curricula, expert's reviews and measurement of target audience characteristics are involved in gathering of data (Flagg, 1990).
A technological website that I have been trying to get teachers to use in their lessons is Discovery Education. DE is a website that offers curricular resources for students and teachers involving the ability to stream videos to use for instruction and learning.
Perceived Attributes: A relative advantage is dynamic videos to engage students in a digital world, it's ease of use and a multitude of curricular resources. Another perceived attribute is its compatibility. DE only takes a computer with access to the Internet and a projector, which we have. Another perceived attribute is complexity. Discovery Education is very easy to use. It is easily observed. The videos are easy to download or stream, save and watch later. Another perceived attribute is DE's trialability. It can be tried out before is is adopted. All of these attributes assisted in the adoption of the technology. I personally think any real lack of use has been due to a lack of time to look at it and working on TAKS test objectives.
I would use situational leadership in developing a series of professional development sessions on technology use for teachers. We could create sessions on using K-12 databases, Discovery Education and creating a class blog.
1. I would choose a team made up of a person from each grade level and one from Specials classes. I would have them choose a lesson that would be appropriate for their grade level and we could search together to find lessons. I would also introduce them to blogger and tell them to play around with it for use later. Then I would ask them to each create a short lesson appropriate for their subject or grade level that supports the TEKS. We would all show a small part of the lesson during the session. Then I would have them type up the lesson they found or created using resources from DE and submit to their grade level team.
2. The next step is moving from a directive role to one where I explain and clarify decisions and reward improvements. I would have them use K-12 databases to create short lessons on their own to do demonstrate in the next session. I would also review and help clarify what we are using K-12 databases for and how it supports the curriculum. I would also give rewards such as a book from the library or a flash drive or some other small technology thing for the grade level or Specials team who has the most participation using K-12 databases and Discovery Education. I have already made it mandatory for every teacher to have an account with DE.
3. Step 3 is focusing on results. In our next session we could discuss the level of participation and the success of using lessons infused with these two technologies. We could also have a contest for the most innovative use or favorite lesson using K-12 databases and DE. I would have the teachers on the team go back to their grade level team members and write up a short report or PowerPoint Presentation about the success of using K-12 databases and DE in their classrooms. Lastly, I would have the members of the team create a grade level blog with help from their grade level teams and demonstrate and present to the others during our professional development.
Another formative evaluation is Needs Assessment. This type of evaluation is used to obtain the reason for creating the instructional program. Reviews of existing studies, test and curricula, expert's reviews and measurement of target audience characteristics are involved in gathering of data (Flagg, 1990).
A technological website that I have been trying to get teachers to use in their lessons is Discovery Education. DE is a website that offers curricular resources for students and teachers involving the ability to stream videos to use for instruction and learning.
Perceived Attributes: A relative advantage is dynamic videos to engage students in a digital world, it's ease of use and a multitude of curricular resources. Another perceived attribute is its compatibility. DE only takes a computer with access to the Internet and a projector, which we have. Another perceived attribute is complexity. Discovery Education is very easy to use. It is easily observed. The videos are easy to download or stream, save and watch later. Another perceived attribute is DE's trialability. It can be tried out before is is adopted. All of these attributes assisted in the adoption of the technology. I personally think any real lack of use has been due to a lack of time to look at it and working on TAKS test objectives.
I would use situational leadership in developing a series of professional development sessions on technology use for teachers. We could create sessions on using K-12 databases, Discovery Education and creating a class blog.
1. I would choose a team made up of a person from each grade level and one from Specials classes. I would have them choose a lesson that would be appropriate for their grade level and we could search together to find lessons. I would also introduce them to blogger and tell them to play around with it for use later. Then I would ask them to each create a short lesson appropriate for their subject or grade level that supports the TEKS. We would all show a small part of the lesson during the session. Then I would have them type up the lesson they found or created using resources from DE and submit to their grade level team.
2. The next step is moving from a directive role to one where I explain and clarify decisions and reward improvements. I would have them use K-12 databases to create short lessons on their own to do demonstrate in the next session. I would also review and help clarify what we are using K-12 databases for and how it supports the curriculum. I would also give rewards such as a book from the library or a flash drive or some other small technology thing for the grade level or Specials team who has the most participation using K-12 databases and Discovery Education. I have already made it mandatory for every teacher to have an account with DE.
3. Step 3 is focusing on results. In our next session we could discuss the level of participation and the success of using lessons infused with these two technologies. We could also have a contest for the most innovative use or favorite lesson using K-12 databases and DE. I would have the teachers on the team go back to their grade level team members and write up a short report or PowerPoint Presentation about the success of using K-12 databases and DE in their classrooms. Lastly, I would have the members of the team create a grade level blog with help from their grade level teams and demonstrate and present to the others during our professional development.
Tuesday, February 1, 2011
Section 2
A learning goal that I teach is how to look up a book on the computer OPAC system and find the book on the shelf. One way I can teach this goal is to use the Schema Theory. According to the Schema Theory, knowledge is represented in long-term memory as packets of information called schemata. In teaching students how to look up books, we can draw upon their existing knowledge of the alphabet and numerical system to find books. Another task involved in looking up and finding the book is to write down the call number found on the computer. This has been a difficult task to get the students to do. I could make sure that when students do this task, they are praised therefor reinforcing that observable behavior. When students see that call number on the computer, they will know to always write it down, thus the antecedent signals students on what to do. This is known as B. F. Skinner's Behavioral Learning Theory.
I found an article on evaluating a library bibliographic instruction course using Robert Gagne's Educational Theory.
Robert Gagne's Educational Theory and Bibliographic Instruction by Wendell G. Johnson from the Community & Junior College Libraries Journal, 14:3, 211-222
The article went through each event of Gagne's Informational Processing Theory describing each even, what the library course does, and what they need to do. It was interesting to note that they had some work to do in a few categories.
I found many areas that compare to The First Principles of Instructional Design in the article:
Gagne: Stimulate the recall of prior learning.
First Principles: Existing knowledge is activated as a foundation for new knowledge.
Ask students about their previous research experience.
Gagne Present the content
First Principles: Existing knowledge is activated as a foundation for new knowledge.
Demonstrate a hierarchy of research materials in both print and electronic resources.
Gagne: Elicit performance practice
First Principles: New knowledge is applied by the learner.
The library teachers give research assignments to use databases
Gagne: Enhance Retention and Transfer to Future Tasks
First Principles: New knowledge is integrated into the learner's world
students use the library databases for their research needs.
I found a few extra steps in Gagne's Events:
Fair Attention
Inform Learners of Objectives
Provide Learning Guidance
Provide Feedback
Assess Performance
First Principles adds that : Learning is promoted when learners are engaged in solving real world problems. In both models, students are solving real problems; it is not a separate event for Gagne.
1. Solve real world problem: Look us a book on the computer and locate it on the shelf.
2. Learning is promoted when existing knowledge is activated: Ask the students what kind of books they like. What subject can we look up? Also, remind students that books are categorized by alphabet and numerically activating prior knowledge.
3. New knowledge is demonstrated: Demonstrate logging onto a computer and out OPAC system and going to catalog. Students can then search by subject, title, author or keyword. Show students where the call number is, where to find on the shelf.
4. Students practice finding books, writing down call numbers.
5. Students find books they like on the computer and locate them on the shelves.
In using the Whole Task process, I would have students use scaffolding to do a complete search by subject to find books on their level. In finding books on their level, they could use a random sequencing of tasks to see if the book is there by Title, author, keyword or subject.
ARCS Model Categories and Subcategories
Attention. I would show pictures in a PowerPoint presentation of different subjects and/or book covers with audio for added interest. I could also add videos of their favorite authors book talking a book.
Relevance. I would provide examples of books and subjects for different reading levels. I also would also show them examples of the most current and interesting novels, graphic novels and non-fiction books.
Confidence. I would have the students share with the class their favorite books and help each other find those books in the database. They would then search the OPAC system on their own and find the book on the shelf with little help if any.
Satisfaction. If I have a class and students from another class want to come in and search for books, they will be able to do so without help from me. Finding books they enjoy in this sea of books will be a reward itself.
There are benefits in engaging in design research. I think it helps us as teachers to remember all of the steps in the learning process to create lessons that incorporate these to fully engage students and be successful classroom teachers. Also, learning the different way that students learn or their learning styles is important to remember when creating these lessons so we are not just teaching to a few.
I found an article on evaluating a library bibliographic instruction course using Robert Gagne's Educational Theory.
Robert Gagne's Educational Theory and Bibliographic Instruction by Wendell G. Johnson from the Community & Junior College Libraries Journal, 14:3, 211-222
The article went through each event of Gagne's Informational Processing Theory describing each even, what the library course does, and what they need to do. It was interesting to note that they had some work to do in a few categories.
I found many areas that compare to The First Principles of Instructional Design in the article:
Gagne: Stimulate the recall of prior learning.
First Principles: Existing knowledge is activated as a foundation for new knowledge.
Ask students about their previous research experience.
Gagne Present the content
First Principles: Existing knowledge is activated as a foundation for new knowledge.
Demonstrate a hierarchy of research materials in both print and electronic resources.
Gagne: Elicit performance practice
First Principles: New knowledge is applied by the learner.
The library teachers give research assignments to use databases
Gagne: Enhance Retention and Transfer to Future Tasks
First Principles: New knowledge is integrated into the learner's world
students use the library databases for their research needs.
I found a few extra steps in Gagne's Events:
Fair Attention
Inform Learners of Objectives
Provide Learning Guidance
Provide Feedback
Assess Performance
First Principles adds that : Learning is promoted when learners are engaged in solving real world problems. In both models, students are solving real problems; it is not a separate event for Gagne.
1. Solve real world problem: Look us a book on the computer and locate it on the shelf.
2. Learning is promoted when existing knowledge is activated: Ask the students what kind of books they like. What subject can we look up? Also, remind students that books are categorized by alphabet and numerically activating prior knowledge.
3. New knowledge is demonstrated: Demonstrate logging onto a computer and out OPAC system and going to catalog. Students can then search by subject, title, author or keyword. Show students where the call number is, where to find on the shelf.
4. Students practice finding books, writing down call numbers.
5. Students find books they like on the computer and locate them on the shelves.
In using the Whole Task process, I would have students use scaffolding to do a complete search by subject to find books on their level. In finding books on their level, they could use a random sequencing of tasks to see if the book is there by Title, author, keyword or subject.
ARCS Model Categories and Subcategories
Attention. I would show pictures in a PowerPoint presentation of different subjects and/or book covers with audio for added interest. I could also add videos of their favorite authors book talking a book.
Relevance. I would provide examples of books and subjects for different reading levels. I also would also show them examples of the most current and interesting novels, graphic novels and non-fiction books.
Confidence. I would have the students share with the class their favorite books and help each other find those books in the database. They would then search the OPAC system on their own and find the book on the shelf with little help if any.
Satisfaction. If I have a class and students from another class want to come in and search for books, they will be able to do so without help from me. Finding books they enjoy in this sea of books will be a reward itself.
There are benefits in engaging in design research. I think it helps us as teachers to remember all of the steps in the learning process to create lessons that incorporate these to fully engage students and be successful classroom teachers. Also, learning the different way that students learn or their learning styles is important to remember when creating these lessons so we are not just teaching to a few.
Thursday, January 27, 2011
Chapters 1, 2, and 3
In 1994, the theory and practice of design developement, utilization, management, and evaluation of processes and resources for learning focuses on the improvement of learning. In 2006, instruction design was researching, facilitating learning and improving performance by creating, using, and magaging appropriate technological processes and resources. Instructional design facilitates learning. The technological part of instructional design is the processes and resources used to facilitate learning and improved performance.
In my work environment as and elementary school librarian, instructional design and technology can be defined as the analysis of learning or performance problems such as reading. In my world in the library, instructional design and technology is defined as the processes and resources used to facilitate learning and improved performance; such as an improved AR level and test scores.
My model of intructional design:
Assess learning needs and goals
Write objectives
Develop instructional strategy
Develop assessment strategy
Develop and select instructional materials
Evaluate
The model is learner centered. It is also goal oriented and focuses on the performance of the students . The assessment instrument is developed so that outcomes can be measured with validity. Any valid instructional design model would involve working as a team to engage everyone in the goal. The model would be self-correcting, frequentative and observable.
Chapter 3
The Internet has influenced the way we define and use educational technology. In higher education, for example, one can now take some or all classes online. As a teacher and librarian, I use educational technology much of the time. I use digital media, online databases and Webquests to name a few. What started out as educational films for the military in World War II, evolved into distance education for adults and online Live classes using Blackboard and such resources as well as the Internet used in the classroom for research projects and visiting distant places via the Internet. An example of blogs used in education can be class blogs where students check assignments or post what they are working on in class. Wikis can be used as an interactive tool among classmates to add to and work on a class project without actually physically being in the same room together. I predict that more and more classes will be available online and that digital books will be the norm in classrooms and libraries as they are already being used in this capacity.
In my work environment as and elementary school librarian, instructional design and technology can be defined as the analysis of learning or performance problems such as reading. In my world in the library, instructional design and technology is defined as the processes and resources used to facilitate learning and improved performance; such as an improved AR level and test scores.
My model of intructional design:
Assess learning needs and goals
Write objectives
Develop instructional strategy
Develop assessment strategy
Develop and select instructional materials
Evaluate
The model is learner centered. It is also goal oriented and focuses on the performance of the students . The assessment instrument is developed so that outcomes can be measured with validity. Any valid instructional design model would involve working as a team to engage everyone in the goal. The model would be self-correcting, frequentative and observable.
Chapter 3
The Internet has influenced the way we define and use educational technology. In higher education, for example, one can now take some or all classes online. As a teacher and librarian, I use educational technology much of the time. I use digital media, online databases and Webquests to name a few. What started out as educational films for the military in World War II, evolved into distance education for adults and online Live classes using Blackboard and such resources as well as the Internet used in the classroom for research projects and visiting distant places via the Internet. An example of blogs used in education can be class blogs where students check assignments or post what they are working on in class. Wikis can be used as an interactive tool among classmates to add to and work on a class project without actually physically being in the same room together. I predict that more and more classes will be available online and that digital books will be the norm in classrooms and libraries as they are already being used in this capacity.
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