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?
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?
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.
Your post about military training for deployed soldiers was interesting. I did not realize that soldiers use ipods and smartphones in combat zones! Makes perfect sense.
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