Section 7: New Directions for Instructional Design and Technology

Please note that this week's posting is due next Friday, not Sunday as with the previous weeks. Hope you all have a wonderful holiday!

The last section of your textbook discusses the concepts of distributed learning, reusability, rich media and the future of instructional design. Focus on the following for your post:

    * From Chapter 28 locate 5 examples of distributed learning. You may pick and choose from the following list. 

          o Corporate distributed learning - https://www.chase.com/ccp/index.jsp?pg_name=ccpmapp/privacy_security/resources/page/faqs

          o Academic distributed learning - http://www.cdl.edu/cdl_home

          o Hybrid classes - http://www.bvcdl.ca/index.php/programs.html

          o Virtual classes - http://keiseronline.edu-search.com/index.php

          o Skills-based training - http://www.army.mil/aps/09/information_papers/army_distributed_learning.html

              * Chapter 29 discusses the concept of reusability. Think back over the courses you've had over your educational career and identify one with poor reusability characteristics. Explain how the course could be redesigned to improve reusability without changing the underlying content.

    * Chapter 30 takes a look at using rich media. Find or create a visual for instruction describing its surface and functional features.
http://cpd.conted.ox.ac.uk/nanotechnology/nanobasics/nano/interface.html

This example of rich media for education was created at the University of Oxford.  The application is an interactive media learning tool.  The main area in the center houses video and interactive activities.  To the left is the overall course guideline.  To the right is readable explanations of each of the specific “slides” that are being displayed. My favorite interactive example of the entire presentation is the Scale section.  The sliding bar that starts out from Earth and then slides in closer and closure until you are looking at an atom.  That was a really neat interactive example to demonstrate the nanotechnology aspect of size.

    * Chapter 31 discusses the future of instructional technologies in the near future from metadata to nanotechnology. Describe how nanotechnology could be used to improve a specific job or task you are familiar with. 
Being a “Gamer” I would prefer to be an even greater part of the game(s) I play.  Nanotechnology could allow for the direct interaction of a game.  No need for a keyboard or controller.  It could make the ultimate fighting game.  Your avatar in the game moves as you move.  Sure there are motion capture technologies today that are doing similar things, but there are problems with these.  Nanotechnology would allow for unique and precise interaction between humans and technology.

    * And finally! Chapter 32 provides two points of view on the direction of the field - the straight and narrow road and the broad and inclusive road. Which point of view do you agree with and why?
I agree with the broad and inclusive road point of view.  I think Murphy’s law of Combat Operations number 38 puts it best, “Make it too tough for the enemy to get in, and you won't be able to get out.”  There is nothing worse than to take a specific, exclusive approach to anything, especially if it involves something that evolves and changes as quickly as technology.  If the filed does not take a broad inclusive approach, it may kill itself because it will not adapt or change to the world around it. 

Section 6: Getting and IDT Position and Succeeding at It

Section 6 of your textbook focuses on how to get a job in the profession of instructional design. These rules can also apply to educational technology as well since the two are so intertwined.

    * Chapter 24 takes a look at lessons learned from the chapter's author for obtaining a position in instructional design. Take a look at a few of the sources provided for job openings from lesson 1 and search for at least 3 positions that are of interest to you. Describe the general nature of the positions and list the skills required for the job. Do you have these skills?

                1.  Instructional Designer with Gallup  (http://www.jobtarget.com/c/job.cfm?vnet=0&site_id=136&jb=6716667)
The basic job description is to work with clients to asses, develop, and implement instructional solutions to meet the needs of the client.  The required skills are: ability to work with others, ability to implement and use instructional design and learning theory, and the ability to combine instruction and technology for online learning.  I would say that I have all of the skills requested and feel that I would be able to get an interview for this position.

                2.  Instructional Designer with the University of Wisconsin – Platteville (http://www.jobtarget.com/c/job.cfm?vnet=0&site_id=136&jb=7433913)
The job description is to provide design and support to faculty and staff for the development of materials and delivery facilitation in a web-based environment.  The required skills are:  a bachelor’s degree with a Master’s preferred, 2 years of work experience, ability to work in a team to develop material, working knowledge of instructional design, experience with racially diverse populations, and excellent written and oral communication skills.  Preferred skills include: media development, digitized audio and video technology experience, educational technology background, experience with Adobe development tools.  I believe that I am qualified for this position.  I meet all the required and preferred skills.

                3.  Technology Education & Training Specialist – Center for Learning with Sanford Health Hospitals & Health System (https://sanfordhealth.silkroad.com/epostings/index.cfm?fuseaction=app.jobinfo&jobid=217779&company_id=16046&version=1&source=ONLINE&jobOwner=975897&aid=1&jobboardid=1184)
The job description is to define, develop and implement learning plans for SHHH, develop strong relationships, deliver classroom training for adult learners.  The required skills are: analytical decision-making, presentation, project management, group facilitation and problem solving.  Bachelor’s degree required as well as travel to various sites.  I definitely meet the requirements for this job, however, it is only part-time.

    * Remember that the field of instructional/educational technology is not just focused on education, but on business and industry as well. Look at the resources provided on page 258 in chapter 25 and select one of these links and complete the self-assessment. What did you learn about yourself from the assessment?
I did the CareerOneStop skills profiler.  I found that I rate all of my skills as Average or Higher than Average.  And according to the profiler, it is supposed to match jobs that match my skills.  The profiler seems to think that no jobs or careers match my particular skill set.

    * Chapter 26 lists several websites for professional organizations and websites for professional publications. Visit 2-3 websites for professional organizations and 2-3 websites for the professional publications and address the following:

          o  ASTD

                + Our mission: Through exceptional learning and performance, we create a world that works better.

                + Cost of membership: $199/yr

                + Publications: books, magazines, newsletters, digital content, and research reports. (http://www.astd.org/content/publications/)

                + Conferences and meetings: three currently listed on the website.  (http://www.astd.org/content/conferences/)

                + Opportunities for professional development:  ASTD provides various opportunities for professional development.  (http://www.astd.org/content/education/certificatePrograms/)

          o SALT

                + Mission: It is a professional society, designed for individual membership participation with classes of membership keyed to the interest and experience of the individual.

                + Cost of membership: $55/yr

                + Publications: SALT has three journals, Journal of Instruction Delivery Systems, Journal of Interactive Instruction Development, and Journal of Education Technology Systems.

                + Conferences and meetings:  SALT has two conferences scheduled for 2011.  New Learning Technologies Conference in Orlando, Florida and Interactive Technologies 2011 in Reston, Vierginia.

                + Opportunities for professional development:  I was unable to find any services for professional development other than the journals and the conferences.

          o The American Journal of Distance Education (http://www.ajde.com/)

                + Focus/Goals of the journal:  Per the book, the AJDE focuses on educators that develop and deliver training at a distance, as well as administrators that set up systems for this type of learning.

                + Submission guidelines:  Submittal guidelines can be found at: (http://www.ajde.com/submitting.htm)

                + Is this a peer reviewed journal?   Yes.

                + Is the journal online? No.

o International Society for Performance Improvement

                + Focus/Goals of the journal:  per the author, the journal emphasizes human performance technologies such as front-end analysis and evaluation.

                + Submission guidelines: can be found as a PDF file at (http://www.ispi.org/uploadedFiles/ISPI_Site/Resource_Center/Bookstore/AuthorGuidelines.pdf)

                + Is this a peer reviewed journal?  Yes.

                + Is the journal online?  Yes.

          o How is the journal and organization useful to you and your career? Were you aware of the organizations/journals that you researched?   

I was not aware of the organizations or journals that I researched.  I am not sure if either of the groups would be useful.  I am actually somewhat of a rarity in my field.  Most people that end up in a training role do not have any formal education in educating others.  It may help pad or fluff my resume, but it certainly is not a must have.

Section 5: Trends and Issues in Various Settings

Section 5 of your textbook focuses on trends and issues in various where instructional designers are likely to become employed to include business and industry, the military, the medical field, P-12 education, and higher education. This week's posting will focus primarily on military and education; however, I encourage you to read the chapter in the medical field as it's important to be aware of changes going on outside of education.

    * Chapter 18 discusses instructional design in business and industry. Give an example of rapid prototyping and discuss how this could be used in education.

I believe that I use rapid prototyping in my current position at work.  New processes and procedures are rolling out constantly.  We have to a basic guideline of what the process is going to or should be and we then have to develop training and documentation on the process.  Once the new process goes live we solicit feedback from the frontline users and make adjustments to the process , documentation, and training accordingly.  I see this process being implemented in a regular classroom when trying to develop new types of lessons and teaching methods.  To ensure that students learn the content intended to be taught. 

    * Chapter 19 discusses instructional design opportunities in military education and training environments. I had the opportunity to work two summers in Orlando on a faculty fellowship in the advanced distributed learning lab (ADL) discussed in the book and saw firsthand some of the constraints placed on some of the tools that could be used for learning. Pretend you are hired as a consultant for the military. They want to use technology in its training, but electronic access is not always available. Using the Full Spectrum diagram, what alternatives could you suggest for a successful program?

Access to technology should not be much of a problem when a soldier is on a base or in a classroom.  However, when a soldier is deployed in a combat zone or for field exercises, access could pose a problem.  One suggestion I would make is utilizing a soldier’s personal technology device.  Many soldiers, even in combat zones take ipods and smartphones with them.  It could be possible to develop an application or a simple podcast that could be used to help convey training material that is not a security hazard.

    * Chapter 21 looks at radical educational change in P-12 settings. I visited the Chugach School District in Alaska and know Richard DeLorenzo very well. I can assure you that this change can occur in our schools. Review the Step-Up-To-Excellence methodology and the GSTE. Outline a staff development activity that will introduce both methodologies to your colleagues.

I would try to keep the example small and familiar to the participants so they get an idea of each of the processes.  For example, the subject could be a fire drill rather than the entire school district. 

GSTE:

Phase I:  Facilitator starts the changing of the Fire Drill process by selecting the support team, defining the relationship to administration, assess district readiness for change, and negotiates contract for phase 2.

Phase 2:  Starter Team is formed and a team building is performed.  Starter team discusses all aspects of changing Fire Drills, develop plan, resources, and budget.

Phase 3:  Start Team grows and becomes leadership team. And team building is performed.  Leadership team identifies change efforts and develops strategy for implementing the desired change.

Phase 4:  Leadership team forms Design Teams.  Design teams work to create Fire Drill methods for their specific area.

Step-Up-To-Excellence:

Step 1:  Group comes together and redesign the Fire Drill Process

Step 2:  Cluster groups are defined

Step 3:  Each group aligns goals to the redesign

Step 4: Individuals align goals to the redesign

Step 5:  The redesigned process is evaluated and change as needed.

    * Navigating through the ranks of a faculty member in higher education can be tricky. A good institution has support for its faculty and provides faculty development opportunities to grow and learn. Research three different university offices for faculty development. Answer the following questions for each office:

California State University, Fulerton

          o What are the different names used for faculty development?

 Faculty Development Center  http://fdc.fullerton.edu/default.htm

          o What division is it under?  

Scholarly and Creative Activities

          o What services does it offer?

 http://fdc.fullerton.edu/about/services.html

          o How often are programs given and what specifically are they? 

http://fdcweb.fullerton.edu/workshops/default.cfm

Valencia community college

          o What are the different names used for faculty development? 

Faculty Development   http://www.valenciacc.edu/facultydevelopment/

          o What division is it under? 

Academic Affairs

          o What services does it offer? 

They have an 18 page course catalogue here:  http://www.valenciacc.edu/facultydevelopment/documents/FacultyDevelopmentCatalog.pdf

          o How often are programs given and what specifically are they?

http://www.valenciacc.edu/facultydevelopment/courseCalendar.cfm

Stanford University

          o What are the different names used for faculty development? 

Faculty Development & Diversity Office  https://facultydevelopment.stanford.edu/

          o What division is it under? 

Led by the Provost for Faculty Development & Diversity

          o What services does it offer? 

Offered resources may be seen here:  https://facultydevelopment.stanford.edu/faculty_resources/all

          o How often are programs given and what specifically are they? 

Sources are provided in online course, classroom settings, as well as individual training by appointment.

Section 4: Human Performance Technology

Not all solutions to learning and/or performance require an instructional one. Many times a non-instructional approach is the better solution. This week's posting concentrates on human performance, electronic performance support systems, the use of knowledge management systems, and the concept of informal learning.

   1. Chapter 14 discusses the concept of the 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 and provide a non instructional solution to solve the problem. 

Working in the mortgage industry in a business unit that spans six sites from coast to coast can pose a very difficult training scenario.  One of the issues that we deal with is the physical sites themselves.  Some sites have resources that other sites do not have.  This causes certain training sessions to convey the same information in different formats.  One site may present the information using handouts, while another may use a projector, and another may just have people read the presentation themselves.  In order to ensure that all sites are receiving the same standard of training, training personnel within the business unit at each site should be issued a projector.

   2. Chapter 15 presents several definitions of electronic performance support systems. In addition to these definitions, locate a few more and indicate your preference explaining why you prefer it. Additionally, describe why you believe EPSS have not been widely used and if they are more likely be become more prevalent in the future.

An Electronic Performance Support Systems as defined by Gloria Gery:

    “an integrated electronic environment that is available to and easily accessible by each employee and is structured to provide immediate, individualized on-line access to the full range of information, software, guidance, advice and assistance, data, images, tools, and assessment and monitoring systems to permit job performance with minimal support and intervention by others.”

As defined by a former Nortel Networks executive, William Bezanson:

    “A performance support system provides just-in-time, just enough training, information, tools, and help for users of a product or work environment, to enable optimum performance by those users when and where needed, thereby also enhancing the performance of the overall business.”
Since I most of my teaching experience comes from a corporate training environment, I prefer the definition of Bezanson because it is more applicable to my current position.  EPSS are used more in a corporate environment than an educational environment.  I think the problem is that in a school, there really is not uniformity across the system.  Sure there are general guidelines, but teachers have varying opinions about “truth” or lessons.  An EPSS would be plausible for a very objective subject or lesson like math times tables, or historical dates and people.  But,  for subjective issues, many of them interpretations of perceived facts, may not be agreed upon by all educators in a system.

   3. Knowledge management is the way we manage information, share that information, and use it. Organizations, such as schools, are full of information/data and we must organize that data in a way that we can make sense of it. We use data to make decisions and good data=good decision making. Identify a real or hypothetical problem in your line of work. How might a blended learning approach, including the use of a knowledge management system, be used to solve the problem?

In my job as a trainer in the mortgage industry, I we have several sites located across the country in our business unit.  When a person begins work, they go through basic new hire training that all employees receive, plus some job or role specific training before they are released to do their job.  The problem with the corporate environment, is that so much information is given to new hires in such a short period of time, that it is impossible for a new hire to retain everything.  To that end, we have developed role specific Desk Guides and Job Aids for our business unit.  Essentially, these documents give basic over views of either a specific process or role, and then give step-by-step instruction to complete the task or role.  While and basic understanding of the job function or task is required, the Desk Guides and Job Aids allow for refresher training solutions, that do not require formal training.

   4. Describe the types of informal learning you have been exposed to in your adult life. What as the purpose? What was the experience like? Was it engaging? Social? What role did you play? What role did the instructor play?

The most unique and memorable informal learning experience I have had was during my time as a customer service and collections representative in the mortgage industry.  It was a very interesting view into the social psyche of mortgage borrowers from all groups within American society.  I did not particularly enjoy what I did, so at first I was automatically on the side of the customer and felt sorry for them and took what they said at face value.  But, as my skills and experiences grew, I started to notice a very interesting thing about all the people that I would speak with, nothing was their fault.  Everything that was occurring to make them not pay their mortgage was to no fault of their own.  And if they did not scream about how they were lied to and forced into buying their home, then they were owed something for the injustice that was being put upon them.  As I said, at first I would do everything I could to try and help people, even try to bend the rules or find exceptions to rules to assist people.  But, then I began dealing with people in further and further stages of delinquency and I found that many people did not even have a budget.  Most, but not all people, that have problems paying their mortgages make really poor financial choices.  One look at a bank statement and it is all too obvious why they are struggling.  One statement had purchases at four separate fast food restaurants for just under $100 total, all made within a 30 minute time period!  And there were weekly charges to the hair salon for $50 each!  $200 a month to get your hair and nails done and you can’t find $100 in your “budget” to make your house payment?  You deserve assistance because the world hates you and the mortgage company wants your house?  Seriously?

I know it sounds like I am jaded when it comes to these matters, but I am not.  There were those people that had legitimate issue arise that truly were no fault of their own.  I cannot even count the number of times that I spoke with a couple that were struggling to make their bills because of a triple whammy.  The couple would have lost income because one of the spouses became unemployed.  So, you go find another job.  But, the spouse became unemployed because they ended up with some debilitating or life threatening illness and they were unable to work.  And forget about Social Security or Disability benefits, that can take up to three years to start getting money coming in. Those are the people that you wished you could do something to help.  But unfortunately, lines in the sand had to be drawn. 

The experience was an enlightening and emotional rollercoaster.  While I did not enjoy the job, I would not give up the experience for anything.  The experience was very engaging since I was an active participant in each customer’s situation.  And the experience was social, sometimes to the point of talking with the borrower, their spouse, siblings, children, parents, friends, lawyers (my personal favorites), etc.  Sometimes I played the role of the heartless henchman of the big bad mortgage company.  At other times, I was the guarding angel leading a family to the light at the end of the tunnel.  And other times I was the financial advisor, marriage counselor, shoulder to cry on, long lost son, or even the kick-you-in-your-pants-to-get-you-to-stop-feeling-sorry-for-yourself-and-do-something guy.  The instructors, well, they taught me that sometimes bad things happen to good people.  But, here in America, all the political correctness and extreme worry about self-esteem has caused many people to believe that they can be lazy and do not have to take responsibility for the consequences of their actions.  Basically, I think Mama Gump got it right: Stupid is as stupid does.

Section 3 - Evaluating, Implementing and Managing Instructional Programs and Projects

1.   Chapter 10 discusses evaluation in instructional design and provides you with two evaluation models, the CIPP and Kirkpatrick models for evaluation. Search for at least two other models used for evaluation and summarize these models. Describe how you would use them to evaluate your instruction. 

The first model I reviewed is Robert Stake’s Countenance model  that was created in 1967.  Stake is quoted as saying “Formal evaluation of education is recognized by its dependence on checklists, structured visitation by peers, controlled comparisons, and standardized testing of students. Some of these techniques have long histories of successful use. Unfortunately, when planning an evaluation, few educators consider even these four. The more common notion is to evaluate informally: to ask the opinion of the instructor, to ponder the logic of the program, or to consider the reputation of the advocates."  Stake’s model utilizes description and judgment to evaluate curriculum, with the emphasis being on the description and judgment is based upon data collection.  The data collected into 2 matrices that look at antecedents (prior knowledge), transactions (interactions), and contingencies (results).  When Stake wrote is model, he pointed out that “little attempt has been made to measure the match between what an educator intends to do and what he does do.”  I would use stakes model and the matrices to evaluate the success of my curriculum or personal ability.  What I like about this theory is you can see where the students begin, what was actually done, and what the students actually achieved/learned.

The model second model I reviewed is Ralph Tyler’s classical model from 1949.  Tyler’s model is a 4 question model.  Tyler believed that these 4 questions must be answered in order to develop a successful curriculum.  These questions are:
     1. What educational purposes should the school seek to attain?
     2. What educational experiences can be provided that are likely to attain these purposes?
     3. How can these educational experiences be effectively organized?
     4. How can we determine whether these purposes are being attained?
I would use this model in during the planning of a lesson or curriculum to ensure that the desired result is achieved through the exercise(s) created.

2.   Think about a technological innovation within your social system that was recently introduced (social system = place of work, home, etc.). Any innovation has what is known as perceived attributes - relative advantage, compatibility, complexity, trialability, and observability. Describe these attributes of the innovation and which of the attributes assisted and/or hindered adoption of the innovation. For example, was it not compatible with the existing beliefs of the system or was it overly complex to use or understand?

A new system of record was adopted by the department in order for all sites to be on the same system of record.  From a management stand point, the system was selected as the system of record because many it was the system of record that the decision making management was familiar with.  It was also a newer than one of the 3 currently used systems of record and cheaper than the last system.  (Probably one of the greatest factors in the decision).  From a user stand point, no body likes change.  Those users that were used to the older system did not want to have to bother with learning a new, more complicated system which hindered the implementation at that site.  The site with the other newer, but more expensive to maintain system were upset because they were having to go to an inferior system with much less functionality.  And since both systems worked like night and day, there was quite a bit of difficulty grasping how to use the new system.  I think the use of any new technology is going to have pros and cons.

3.   Chapter's 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.  How will you use Situational Leadership to facilitate this project?

  Once I have conducted a needs analysis and defined the scope of the project with the client, I would be able to determine the necessary personnel needs for the project.  Once I have made my initial personnel choices for the project I would evaluate each individual to determine the development level of the person on their portion of the project.  (D1 thru D4).  In doing so, I can pair the correct leadership style (S1 thru S4) for each individual. 

Many people would assume that the project as a whole would need a high direction in the beginning and more delegation in the end.  But, that is not necessarily the case.  Some of the people may be D4 - Self-Reliant Achiever’s at the start of the project, but could slip to a D2 - Disillusioned Learners if their part of the project veers into unknown areas.  At that point, I would need to utilize an S2 - High Directive and High Supportive leadership style.  Project managers need to remember that it is not the project that they are leading, but the people.

Theories and models of learning and instruction

·  Identify a specific learning goal and how you would incorporate two learning theories highlighted in Chapter 4 to achieve this goal.

Working in the mortgage industry as a trainer, we have a curriculum much like educators in a more traditional setting.  Even though our settings are different, we apply the same learning theories and tools.  As an example, I am required to teach different types of mortgages that customers have so my students can assist customers with problems that may arise.  In order for someone with no prior mortgage experience to understand how a POA or Payment option Adjustable Rate Mortgage works, a very complex type of mortgage, students must understand how the basic loans work first.  To accomplish this goal in a relatively short period of time, two learning theories that are applied are the Cognitive information processing theory and the Schema and cognitive load theories.  What we do is first break up the new hire training in to classes.  First, the basic mortgage types are taught.  The Fixed Rate, the Adjustable Rate mortgage (ARM), and the Interest only mortgages are taught in that order.    Each of these loan types have similarities to the loan type before, thus, the students learn each of the loan types as a Schema.  Once the students are able to demonstrate that they have processed the information cognitively by demonstrating their understanding in a skill check in which they identify the types of loans via definition, as well as using a mortgage note to identify the type of loan the note defines.  Once able to do this, the students are then taught the POA, which essentially is all three of the loan types learned previously.  By learning the three main loan type schemas, they students reduce the cognitive load required to learn the last mortgage type.

·  Find a reference (other than the book) that describes Gagne’s Nine Events of Instruction. Then create a table or chart that compares and contrasts those events with the first principles described in chapter 7 and describe how you would apply each of the first principles to the goal you've developed from the first activity in this reflection.

Gagne’s Events	Principles
Gain attention
Inform learners of objectives	Activation – explain how the POA loan is in essence all of the 3 previous loan types that have been learned.
Stimulate recall of prior learning
Present the content	Demonstration – show them how POA loans work using the 3 previous loan types learned with an example  of a POA.
Provide "learning guidance"
Elicit performance (practice)	Application – have students answer questions about a practice POA loan.
Provide feedback
Assess performance	Integration – have students roleplay answering questions about a POA loan from a “customer” calling.
Enhance retention and transfer to the job

·  Develop a new goal or using the one you've already developed, briefly describe how you might use the whole-task approach, scaffolding, and mathemagenic methods to help students learn to perform a task.

The ultimate goal in training for a customer service representative, is the ability for the employee to be able to assist a customer by providing the correct answers to their questions and sound recommendations while keeping the customer happy.  A good exercise that uses a holistic approach to teach this very broad concept is role reversal.  Everyone has personal examples of poor customer service experiences.  We look at the examples provided by the students and break them down to determine what specifically caused the poor experience.  The most common reasons are rude or uncaring behavior, a lack of confidence in answers given, and a lack of knowledge (or misinformation) to help.   To successfully assist a customer, one must be polite, have confidence in what they say, and the necessary knowledge to assist properly.  The scaffolding method of teaching is utilized throughout the entire new hire training process.  The necessary knowledge is gained through the new hire training curriculum.  The confidence is gained as students build on and continue to use the knowledge and skills they learn throughout their training.  The students are taught “soft skills” that teach them how to ensure they are not rude and demonstrate that they do care about assisting the customer.  The mathemagenic method is demonstrated during “mock calls”.  Mock calls is an exercise involving 2 trainers and the entire class.  One of the trainers is in the room with the class while the other trainer is outside the class room at their desk.  One student takes control of the projector computer and the phone.  The trainer at their desk calls the phone in the classroom and pretends to be a customer with an issue or question that the students will experience on the phone.  During the call, only the student controlling the projector is allowed to speak with the customer, however, they are allowed to place the customer on hold and discuss with the rest of the class what the possible answers are.  Though the students have been provided the basic knowledge of systems, loan types, company policies and procedures, the students must apply of the knowledge and skills they have acquired to not only answer the question of solve the problem, but provide excellent service.  While some of the situations that are presented are basic problems that they have already be given specific examples of in class.  Others are more complex and require the students to find the answer. Some of the mock calls are extremely difficult or upset customers, some are “one off” of “rule exception” situations, some calls may not even really have an answer at all.

·  You have been hired to design a course for a topic in your area of specialization. Using Table 9.2 as a template, what would you incorporate into each subcategory to motivate learners?

ARCS model
Attention
Perceptual Arousal	What can I do to capture their interest?
Inquiry Arousal	How can I stimulate an attitude of inquiry?
Variability	How can I use a variety of tactics to maintain their attention?
Relevance
Goal Orientation	How can I best meet my learners’ needs? (Do I know their needs?)
Motive Matching	How and when can I provide my learners with appropriate choices, responsibilities and influences?
Familiarity	How can I tie the instruction to the learners’ experiences?
Confidence
Learning Requirements	How can I assist in building a positive expectation for success?
Success Opportunities	How will the learning experience support or enhance the students’ beliefs in their competence?
Personal Control	How will the learners clearly know their success is based upon their efforts and abilities?
Satisfaction
Intrinsic Reinforcement	How can I provide meaningful opportunities for learners to use their newly acquired knowledge/skill?
Extrinsic Rewards	What will provide reinforcement to the learners’ successes?
Equity	How can I assist the students in anchoring a positive feeling about their accomplishments?

Attention – when getting ready to teach students about the various loan types.  I tell them how learning the different loan types will help them in their personal lives.  I let them know that learning how various loan types work, they are able to use loans to their advantage to actually save themselves money over the life of a loan, not just a mortgage.

Relevance – when teaching loan types, be sure to teach them in the proper order, as all loan types have the same basic features.  Each new loan type tends to change the way one specific feature works.  Give examples of other types of debt that students are likely to have experience with to compare to the mortgages being taught.

Confidence – when teaching loan types, be sure to break the loans features down in a simple, basic manner.  Give examples with numbers showing how a specific loan type works.  Have the students complete unfinished examples themselves for each loan type.  Essentially providing a “teach back” opportunity for them to ensure that they own the knowledge.

Satisfaction – on going roleplaying scenarios, examples using various loan types, and mock calls continue to reinforce the learning of the various loan types.  We also use “buddy time” where the students actually sit with someone in the business that is taking live calls and listen or actually take live calls with assistance of their buddy to help demonstrate and practice their learning.

·  Finally, after completing these activities, discuss the benefits of engaging in design research

Probably the greatest benefit of research is innovation.  Without research and study, new knowledge would rarely be gained.  As humans advance in technology and society changes, the way people learn changes as well.  Educators must evolve with along with the rest of the world.  Not arbitrarily, but with a focused method.  That is what design research allows educators.  The knowledge to focus the teaching methods used for the most effective learning outcome possible.