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.