Section 7: New Directions for Instructional Design and Technology

5 examples of distributed learning

1)      Academic distributed learning – this course is a good example of distributed learning. The course is online, has interaction with the instructor and other students, all online, you can still see your instructor and classmates through their blogs, and learning is available 24 hours a day if you so choose. The learning is also limitless in that you are able to be creative in assignments – initiating research and creativity, and are able to learn from classmates in their creativity and postings.
2)      Corporate distributed learning – systems are gaining in number because of the cost effectiveness of having a learning system onsite. Corporation are going to great lengths to assure employees are equipped with the latest technology and offer their employees a current learning atmosphere to try to keep up with business software and cross training for more versatile employees.
3)      Hybrid classes – are preferable to all lecture courses. In certain courses it may not be possible to complete the course online, for example, a course that included presentations. Although you could do much of the course work online, and Skype for face time, or wiki for collaboration, it just may be that a face to face portion of the course would be necessary.
4)      Virtual classes – entire campuses are now based on virtual colleges, such as University of Phoenix. Their attraction is their convenience of an entire degree online and never having to leave home. Their downside thus far is cost, accreditation, and acceptance, although these areas are slowly changing as traditional universities are now moving toward a percentage of courses and degrees offered up through distance (online) education.
5)      Free distributed learning – the internet. This is the largest free distributed learning base in the world. Just type in a word or question, and the information is endless. You can research, read reports, see videos, YouTube, and the list of possible distributed learning is endless. Of course if need scholarly material, you would just go to a scholarly journal, in the library in person, or library online.

Poor reusability for a past course

I have taken numerous online courses and I can’t really think of a course that had poor reusability. If I am understanding the meaning correctly, it just seems that all electronic learning must be aware of the need for to constantly update their course material and assure the material has the proper permissions. I would constantly evaluate and update my online course to assure the course were current and hopefully in demand.

The following website lists electronic books, journals, e-resources, teaching cases, OnDemand, and various other options for education technology. For reusability this could be an important tool for educators as the electronic sources have are ready to use, permissions are granted, and the resources are current. All for a fee of course, but it might be worth it for the benefits.

http://www.igi-global.com/chapter/encyclopedia-distance-learning-second-edition/11992  

Rich Media

This is a great example of rich media. This YouTube is an ad for IPad and is very persuasive (and now I want an IPad). Even though it is only 30 seconds long, it gets your attention. It is packed with visual, music, and an insight for learning potential.

Instructional Technology – Nanotechnology

Nanotechnology could be used in every field to improve jobs. Examples are making computer components even smaller to help computers hold more information and larger files, and in the medical field to implant nano sized devices in patients to fight cancer or in paralyzed patients to create movable parts.

The Broad and Inclusive Road

My point of view is definitely the broad and inclusive road. I like to see an open book rather than a closed book. I am open to new ideas and advancement, however, there should be some way to incorporate values and history into the new designs, and using the history would promote background to learn from, and help to create better models. Technology changes so fast that keeping up is a constant challenge, but on the positive side has made lifelong learners of all of us.

Section 6: Getting an IDT Position and Succeeding at it

3 job openings/characteristics
1.      Director of Instructional Design & Development (International Society for Performance Improvement website job postings)
This job is located in a university setting and is a full-time permanent position. The job is a management position overseeing a number of instructional designers, developers and support staff, and is responsible for managing a department budget and development projects. Skills needed for the job are: a PhD in the field, 5 or more years of experience in the field, supervisory experience, proven record of published material, knowledge of current trends in the instructional design area. I do not have the skills needed for this job but look forward to trying to attain them.
2.      Technology Training Specialist (American Society of Training and Development website job postings)
This job is in a business law firm setting. The candidate must have good communication and presentation skills because there will be a lot of interaction with attorneys and other employees in developing and executing training. A qualified applicant will have a Bachelor of Arts or Science degree, 3 years of experience in training, will be certified in various office software, and have excellent written and verbal skills. With specific software training, I would be qualified for this job.
3.      Manager of Workplace Learning and Development (ASTD website job postings)
This job is in a technical college and is in the area of Employee Relations and Human Resources. This is in the training and performance area and the applicant will need leadership skills, should be familiar with adult learning, course design and development, and have effective communication and management skills. In addition to designing courses, the applicant will also instruct the courses and oversee electronic courses. A Masters degree is preferred in the field of Instructional Design or a related field, and experience is preferred. With specific software training and work experience, I would be qualified for this job.

Self assessment http://gabrielleconsulting.com/workmatrix.htm

My interpretation of the information from the WorkMatrix is that I prefer working with people as opposed to working alone. I like creating projects as well as administering them. I prefer a friendly atmosphere as opposed to a high stress working environment. Travel is okay but not the majority of the time. Business or education workplaces are comfortable for me.

 2 Professional Organizations - Characteristics

Organization Name	American Society for Training & Development (ASTD)	Association of Educational Communication & Technology (AECT)
Mission Statement	Empower professionals to develop knowledge & skills successfully.	The mission of the Association for Educational Communications and Technology is to provide international leadership by promoting scholarship and best practices in the creation, use, and management of technologies for effective teaching and learning in a wide range of settings.
Cost of Membership	1 year - $199. 2 years - $349. Student 1 year - $59. Senior 1 year - $90. International $169. Group and Chapter (depends, see website http://www.astd.org/membership)	Corporate $400. Regular $125. / Regular w/subscription $170. International $ 125.  / w/subscription $170. Retired $60. Student $75. Institutional $250. (1 or 2 members) Institutional $500. (up to 4 members) Institutional $750. (up to 6 members) Institutional $1000. (up to 8 members)
Publications	T&D Magazine, Learning Circuits Magazine, books, on-line learning publications	Numerous publications including books, journals (hard copy and online) see website http://www.aect.org/Intranet/Publications/index.asp
Conferences and Meetings	For 2012, 8 conferences are listed on their website.	Their website list one upcoming Symposium in July, 2012
Opportunity for professional development	Various training is offered on their website. Membership is required.	Various training is offered on their website. Membership is required for most. Some of their professional development opportunities link to Blogs for peer and member input.

 2 Professional Publications - Characteristics

Publication Name	American Journal of Distance Education (AJDE)	Educational Technology Research and Development
Focus/Goals of the journal	This journal publishes articles concerning all areas of distance learning, including online learning, blended education, the internet, and technology.	Focuses on research and development in educational technology only. The journal has two sections 1) concerns practical research and applied theory educational technology, and 2) concerns development such as learning environments and technology applications.
Submission guidelines	Articles must be based on research and pertain to distance education. Articles must not have been published in other journals and submission should not exceed 5,000 words.	Submitted articles undergo blind review process involving 3 reviewers and results of review are usually available within two months of submission.
Is this a peer reviewed journal?	Yes	Yes
Is the journal online?	http://www.ajde.com	http://www.aect.org/intranet/publications/index.asp

The organizations are very important and useful in my career, because of the many benefits they offer, such as job postings, networking, conferences, learning and development, keeping up with current news and trends, and yes being a member of an organization is impressive to potential employers. The publications offer an avenue to research and keep current on trends, scholarly research, and author’s viewpoints.

Performance Technologists - Instructional design and technology competencies

Domain	Competency (must be able to)	Reason
1)      Design	·     Determine project appropriate for the performance area of development needed. ·     Conduct performance needs assessment. ·     Assess learner characteristics	Performance technologists must be able to recognize the problem and take into account the learner and the specific tools and models at hand to work with.
2)      Development	·      Analyze the structural characteristics of jobs, tasks, and content. ·      Write statements and learner outcomes. ·      Specify instructional strategies	Performance technologists must develop training that addresses performance areas and develop strategies to address training development.
3)      Utilization	·      Utilize media and technology in course training	Establish what media and technology is available and will be used.
4)      Management	·     Monitor instructional development projects. ·     Communicate effectively in visual, oral and written forms	Monitor and oversee all aspects of course constantly for success or need for correction.
5)      Evaluation	·     Evaluate instruction/training ·     Monitor instructional development projects	Evaluate performance course results and monitor often to determine results.

Section 5: Trends and Issues in Various Settings

1.                  A rapid prototype example would be presenting a model that gives the viewer an overall picture of what you can offer. The model should be detailed enough to give the audience a good idea of your design and then follow up with how easy the model can be customized to fit the target audiences needs.
This prototype example tells the audience (the business audience of perspective clients needing to advertise their products) about how a simple picture can look 3 dimensional with great lighting and photography. In education the same concept could be used in encouraging primary, secondary, and post-secondary educators, of the use of technology in creating interesting visuals for students, such as the 3 dimensional pictures as opposed to flat uninteresting pictures. This would be a base and the educators would change or improve upon the model/design as desired and with the base prototype presented the educators would have a model to build on and feel they had a voice in the design.
 

2. Training Program for full or limited access to technology.

In addition to a well thought out and tested program considering skill level, and diversity of users.  A series of mini manuals would be available for each soldier. The program would be detailed with interactive lessons and presented in an online classroom, online delivery, and hard copy, and 24 hour available built-in help feature, but also 24 hour live person assistance, via phone or internet. The program would be available in full paper version, but also the series of mini manuals would be available for those soldiers deployed in the field with no computer or internet access. The mini-manuals would be very user friendly and highlight the most important points up front and have an index of terms, points and areas to assure quick access to the specific areas in the manuals users are searching for. Pocket manual may be another term for the mini manual.

3.  Outline a staff development activity that will introduce both Step-up-to excellence and GSTE methodology to your colleagues.

A Teachers Workday – Workshop will be held on Friday, December 2, 2011 in the Administration Building Conference Room. The topic will be: A Process Model and a Process Methodology that can be used to create a better P-12.

A Process Model and a Process Methodology that can be used to create a better P-12.

Workshop Agenda

-  Small teams of teachers will discuss, The Guidance System for Transforming Education process model and the Step-Up-To-Excellence process methodology. Each model and methodology uses a set of elements and events that can be used to create a workable and improved ecological systemic change for primary and secondary schools.

-  Each team will be given sections of each model to form a strategy and plan for their team’s thoughts on how to use the sections of the model for contribution to the big picture of a positive improvement and redesign toward ecological systemic transformation.

4. Research 3 different universities for faculty development

University Name	Texas A&M-Commerce	University of North Texas	University of Texas at Arlington
Names of faculty development	Faculty Development	Faculty Professional Development	Faculty Development and Enrichment
Division faculty development is under	Office of the Provost/Academic Affairs	Office of the Provost/Academic Affairs	Office of the Provost/Academic Affairs
Services offered	Professional development programs, campus resources, conferences, workshops, and off campus faculty development	Professional development programs, campus resources, conferences, workshops, and off campus faculty development	Professional development programs, campus resources, conferences, workshops, and off campus faculty development
How are programs given and what for?	Interactive workshops and conferences, various courses, workshops and conferences offered through Association of American Colleges and Universities. Faculty Development Leave offered through application, and justification and Committee approval.	The programs are given in various ways, such as workshops and conferences and are offered to ensure faculty is effective teachers and productive scholars. Some of the development programs are ACE Fellows Program, Harvard Institutes for Higher Education, Leadership Texas, New Faculty Orientation, CLEAR (Center for Learning Enhancement, Assessment, and Redesign)(CLEAR assists with course design, classroom management, learning environments, etc)	In addition to the services offered the UTA faculty is assigned Mentors and meet once a month to discuss issues and concerns. Other programs are Research Support Session, Workshops on tenure and promotion, Teaching Circles Program (to engage in information conversation for certain topics)

Section 4: Human Performance Technology

Performance problem and non-instructional solution to solve the problem.

Electronic performance support systems definitions and important attributes.

Gloria Gery’s electronic performance support system definition, although old, contains everything necessary for a well rounded EPSS.  “An integrated electronic environment that is available to and easily accessible by each employee (learner) 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” (Gery, 1989).

 I like Gery’s definition because it is specific and includes every aspect of EPSS and indicates user friendly and user at-will accessibility by the learner with minimal intervention. EPSS systems in the workplace probably have not been used more because of cost. Although EPSS actually saves on training costs and increases learner knowledge and performance, it may be that systems are initially expensive to set up and there is also the fear of the unknown results of the EPSS. However, it seems that the more schools and businesses become more technology based, the more likely EPSS will be integrated, cost-effective, and become common place for most working environments.

 Use knowledge management system used to solve the problem

Problem: Various software systems are in place, but there is a communication break-down in knowing how to access, train, and use the systems. Attempting to solve this problem would include 1) a contact point (person or persons) with knowledge of the systems and their uses; 2) where to find training (in-house, on-line, or outside sources); 3) a collaboration of persons, or teams to assess the problems, systems, training, and results of the training and implementation of the learning; and 4) assessment and improvement of 1 through 3, because technology and knowledge are constantly changing and there is always a need for performance improvement and change.

My experience with informal learning

I think it is important to have knowledge of generations. I purposely visit with my son (he’s 23 years old) and his friends to observe them and find out what they think of things, and to try to ascertain where they are going in life. (This is actually research, but don’t tell my son this because he and his friends would be on guard and may not be as open, and purposely change their behavior) I also purposely study my parent’s generation. This generation is absolutely brilliant. In addition to school and working all these years, this generation has lived through good times, bad times, such as the depression, world wars, extremes in climate, environmental, political, economical changes, and yes, has learned from the newer generations and times, technology. And yes, this generation is on to me and my observations. (I think I ask too many questions)

Section 3: Evaluating, Implementing, and Managing Instructional Programs

1.     Evaluation Models and Evaluation Use

Model 1: Logic Model (theory based evaluation) – The logic model is based on two elements: a theory of how the program causes the intended outcomes, and an evaluation that is guided by theory. The logic model is developed by the evaluator using input from other team or program developers. Evidence and information is gathered to test the validity of the logic model in a kind of qualitative way, such as observations (although qualitative and quantitative information can be used). The model can be developed before using hypothesis and theory or after using information gathered from the program. Logic models usually are expressed in a flow chart or a similar diagram, and for evaluation or assessment purposes might include categories of resources, activities, outputs, and outcomes. The flow chart may contain a sequence of steps from implementation to attainment of outcomes (Cooksy, 2000).

My use of this model to evaluate my program/training would include meeting and conversing with other interested or involved faculty to form a plan of intended outcomes of the training. After a plan was developed I would then observe every aspect of the training from beginning to end and then create a flow chart or diagram, also from start to finish to evaluate whether the training has met the goals or projected outcomes or determine where the training should be improved.

Model 2: Seven Principles for Good Practice evaluates teaching with technology in higher education and suggests what faculty should do to encourage learning with technology – Although this model was created in 1987, it is still widely used today to measure effectiveness of teaching with technology in higher education (from a faculty member’s point of view). The model was updated in 1996 to reflect more recent technology, but the principles have remained the same. The principles are learner centered in nature. This model is popular because it is cost efficient and effective. The seven principles all begin with “Good Practice”, 1) Encourage contact between students and faculty; 2) develop reciprocity and cooperation among students; 3) encourage active learning techniques; 4) give prompt feedback; 5) emphasize time on task; 6) communicate high expectations; and 7) respect diverse talents and ways of learning (Chickering & Gamson 1987).

My use of this model to evaluate my program/training would be from a faculty perspective and whether the course was online or lecture would implement all of the seven principles. The seven principles are more or less an expected way to teach college courses because the principles are so effective. The seven principles may be easier to implement in online courses because of the ease and convenience of technology, such as the instant grading, contact between students, for example, chat, blogs, and other collaboration sites, online surveys, online syllabus, and electronic communication of the instructor to student, and student to instructor. The program can be evaluated through surveys, teacher/student communication, and student outcomes (grades).

 2.    Innovation Perceived Attributes

Because there was a lag time in receiving requests for inquiry for services through our US Mail system and through electronic mail, our business implemented electronic mail boxes that requests could be sent directly to a E-box address and any employee given access to the E-box could retrieve the request and begin work on it right away. This E-box innovation has been very successful. The relative advantage of this innovation is that it saves time and assures receipt of important information. Because the E-box is part of our Electronic mail system, is very compatible with our existing mail system. In addition to being part of the existing mail system, the E-box has exactly the qualities as far as inbox, outbox, deleted mail, and special folders, therefore no training is needed because the E-box is works in the manner the employee is used to. The system has been in place for several months now and appears to be an accepted and well working part of the work. This system works great and everyone appears to appreciate that time it saves and the E-box seems to be a very welcome part of our business.

3.    Project Management / Situational Leadership Facilitation

Once the situation of what we have to work with is clear, a rough estimate is made of team, material, and resource needs. Then a framework is done to start the project process. Hopefully there is enough staff to hand pick a team, however if a team is assigned to this project, in a position of project manager I would meet with the team to get to know the team and explain what the project was all about. I would also assure the team of an open door policy and encourage the team to ask questions and make recommendations if they thought something could be done better. I think it would depend on the situation, however if time allows, a weekly meeting would be great to spear head any bumps encountered. The team would know that I oversee the project but rely heavily on them for the projects progress and outcomes however, since I am ultimately responsible, I would need to be involved in any problems that arise. The team also needs to know what is in it for them and the incentives and rewards would be explained. It is important to know the different personalities of the team members because everyone is different. Some team members are a little more independent and some members may be more creative, but for sure I would not expect that everyone was the same. If the budget is small, I would try to work out the numbers and staff as many team members as possible without teaming up too much and therefore leaving some team members with nothing to do. Working with a team should go well as long as communication with everyone is often and team roles, project needs, and rules and expectations are up front.

Section 2 - Learning Theories and Principles

1.      Learning goal incorporating two learning theories.

The learners in this scenario are corporate assistants. The learning goal is to learn how to set up corporate training sessions. The two learning theories used in this learning goal are behavioral learning theory and cognitive information processing theory.

The first theory used is the behavioral learning theory. The course setting will be comfortable and the instructor will be friendly to encourage an instant rapport with the learners. The instruction will include an overview of the course, allow time for questions, and be open to questions, and encourage feedback and will provide assessment instruments for assessment of the course. The learners will be provided (rewarded) with a certificate of completion for the course.

The second theory used in the learning goal is cognitive information processing theory. Pairing with the behavioral learning theory properties, the goal is to remain aware more or less of the culture, business, and organization’s traditional and accepted way of presenting education and ideas to learners. Therefore, this course will furnish learners with an overload of information beginning with a list of objectives, a list of course expectations, contact and further research areas for more explanation of course material, and as part of the assessment mentioned in the first theory, learners will be encouraged to take the next level of the course and other courses in this area that interest them.

2. Compare and contrast Gagne’s 9 events of instruction in Chapter 7 tables and charts with GNEOI articles of other source and describe how you would apply each of the first principles to the learning goal developed in 1.

First Principles - 5 (from Reiser Book, Chapter 7)	Gagnes 9 Principles (Kruse, Kevin. Gagne’s Nine Events of Instruction: An Introduction http://www.e-learningguru.com/articles/art3 3.htm Retrieved 11/4/11)	Compare and Contrast First & Gagnes (link and overlap)
First Principle 1: Problem Centered (let me do the whole task)	Gagnes Principles 1 & 2: Gain attention Inform learner of objectives	First Principles 1 and Gagnes Principles 1 & 2: Problem centered is linked to gaining attention. Adult learners need to know what they are learning is important and whey the course will help they learn and solve a problem. Informing the learner of the objectives will lay the foundation of what they will learn.
First Principle 2: Activation (where do I start)	Gagnes Principles 3 & 4: Stimulate recall of prior learning Present stimulus material	First Principles 2 and Gagnes Principles 3 & 4: Inform learners of what will be covered in course, present an example of a similar problem and how it was addressed and what the outcome was. Start the course with animation or a video or interesting PowerPoint.
First Principle 3: Demonstration  (don’t just tell me, show me)	Gagnes Principles 5: Provide learner guidance	First Principles 3 and Gagnes Principles 5: Use whatever media is available, i.e. video, PowerPoint, Adobe Presenter, to induce learners senses and keep them engaged in the instruction; give examples, present findings from case studies, and other information to cause learner to link and connect to prior learning or initiate new learning.
First Principle 4: Application (let me do it)	Gagnes Principles 6 & 7: Elicit performance Provide feedback	First Principles 4 and Gagnes Principles 6 & 7: Give short tests to gage learners understanding of course learning; let learners correct tests and discuss questions and answers to trigger more understanding. Allow study/discussion groups if possible.
First Principle 5: Integration (Watch me)	Gagnes Principles 8 & 9: Assess performance Enhance retention and transfer to the job	First Principles 5 and Gagnes Principles 8 & 9: Give post tests/surveys to assess what learners have learned. Give learners opportunity to discuss any questions or concerns they may have and assure learners know how the information learned in the course can be applied or used on job. Make sure learners know where they can get information/answers if there are problems/questions after course is finished.

The First Principles would be applied to the course learning goal by: 1) Presenting objectives of the course and presenting a problem (scenario) and material that will convey to the learner, that the course instruction and material may help the learner to solve; 2) The instructor would share an example of a similar or linked situation that would cause the learner to recall or link the course material to activate learning; 3) Use whatever media is available, i.e. video, PowerPoint, Adobe Presenter, to induce learners senses and keep them engaged in the instruction; 4) Present examples, then ask learners questions and engage learners in conversation/debate to simulate ideas and links to information learners already possess; 5) Assure learners know how the course will link to their needs and know how they can use the course information. Provide assessments and provide outcomes of what learners should know from the course material.

3.      Develop a new goal or using the 1^st one briefly describe how you might use the whole-task approach, scaffolding, and mathemagenic methods to help student learn to perform a task.

Using whole-task approach method: The course would present real life tasks such as computer instruction which uses a real life scenario. For exam, if Joe is an engineer and leaves a step out when planning a bridge, the bridge may not hold up. Basing course material on real life situations helps the learner to relate the material.

Using scaffolding method: The course would begin with the simple material and then graduate level by level to the most complex material.

Using mathemagenic method: The course would offer differing learning tasks to cause the learner to think and therefore learn different ways to learn and perform the task. Also, random courses that vary in complexity to incite learner to think.

4.      You have been asked 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?

Table 9.2 ARCS Model Categories	My subcategory additions to motivate learners for corporate training.
Attention (sub: perceptual arousal, inquiry arousal, variability)	Perceptual arousal – Start the course with a video of the course highlights or course benefits. Inquiry arousal – Encourage learners to ask questions. Variability – Use media, such as PowerPoint to keep learners attention.
Relevance (sub: goal orientation, motive matching, familiarity)	Goal orientation – Assure course objectives and goals match Learners needs. Motive matching – Course objectives and course content should match learners needs. Familiarity – Encourage learners to connect the course with past experiences, or provide examples of similar courses for learner familiarity and link to the present course.
Confidence (sub: learning requirements, success opportunities, personal control)	Learning requirements – Assure learners of course relevance and course connection to outcomes. Success opportunities – Match objectives with learners outcomes. Personal control – Clear learners assessments with assessment results and outcomes.
Satisfaction (sub: intrinsic reinforcement, extrinsic rewards, equity)	Intrinsic reinforcement – Link areas learners will be able to use course information. Extrinsic rewards – Course completion and suggestions of areas that will benefit from course completion. Equity – Suggesting course contents and learning will enhance their knowledge of the subject area.

5.       Discuss the benefits of engaging in design research. Design research is beneficial and absolutely necessary in today’s changing education, business, and global economy. Workers are in constant need of continuing education to keep up with technology and changing jobs, politics, global economy, and discoveries in medicine, education, and business. Design research, education, and instruction is more important today than ever before, therefore keeping up with best way to teach and learn is needed to assure every learner is reached and with the most efficient tools and learning models. Hopefully, numerous empirical research studies will be conducted to assure the instructional design field is investigated, studied, and kept current for new and developing instructional designs and technology.