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.
Wednesday, February 23, 2011
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.
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