Trends & Issues Various Settings

Chapters in Section V identify trends and issues in IDT in various contexts: business & industry; military; health care education; P-12 education; and post-secondary education. Select at least 3 of these 5 contexts and compare/contrast the IDT trends and issues. Then explain how they are similar or different from the IDT trends and issues in the context in which you work.

Business and Industry

Chapters 18-23 discuss the trends and issues in IDT in various settings across different contexts.  The three settings I choose are Business and Industry, Military and training environment, and Health Care Education. Over the years IDT trends and issues have changed. IDT focuses more on how trainings can help with better results. Trainers must do some research to identify best practices for their specific needs. In the corporate world trainings are developed for new employees or even current. Once the trainer has found their best practice, the instruction for the business will help create a more effective workplace.

Military

Military, to me has a very interesting need for IDT. With military they are focused on security and safety. I notices military was another method of business there is technology training modules involved. With technology changes, designers should keep in mind what technology is being used. Also, with different forms of technology and weapons entering into the military it’s very important for designers to develop the appropriate training procedures. One issue arising for the military would be funding. Deciding which technologies are most important spending money and the best ones to keep. It is our responsibility to train individuals who are entering into the military. Making sure they are capable and understand how important their job really is.

The curriculum I develop for my Afterschool program, I always think whether the lesson is developmentally appropriate for the certain age group I’m writing the curriculum for. I think this is similar to how we look at training the military. The trainings must be important just like our lessons.

Health Care

Health care involves so many areas such as hospitals, public private and non-profit organizations. It is growing into a completely digital environment. Health Care is similar to those in the military you are often dealing with life and death on a daily basis. Professionals today use digital resources in their practices. Software developers are selling customized programs. The software created, training modules should be presented to users to make sure the correct technology training is implemented. As a trainer for my Afterschool program, it’s very important to know the newest information in order to provide the most appropriate training. With the medical field certain requirements should be met including trainings and required education.

Chapters in Section VI discuss global trends and issues in IDT. As the world’s population grows exponentially, we face unprecedented challenges that have implications for learning. How and can we prepare our youth to address the problems of living in a world with 9 billion people when the earth’s resources cannot sustain that many? Does our current education system, curriculum, and instructional practices help learners foster the complex problem-solving skills necessary to tackle these issues? Are there methods and practices used in European and Asian countries that we should use here in the US? Why or why not?

I think that we need to teach our youth living on this earth is an opportunity and by being a part of this world is a huge responsibility. When challenges come along we should teach our youth to make certain decisions that will affect others. We should also teach our students to not want more than what they can’t have or need. I understand at times this is hard to understand but if a student’ lives outside their means the decision making in life can get harder. The problem solving strategies in today’s society I feel students are working more towards this issue. After reading about the parent involvement in Europe and Asia, I think both countries have a huge accountability held to them. They have a huge number of students who have succeeded and I believe this is something the U.S should start looking into. By learning from one another and using each other’s resources maybe we can prepare our future with best practices.

Human Performance Technology

Chapter 14 discusses the concept and 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 identify non-instructional solutions that may help solve the problem.

 A performance challenge I face in my area of work is increasing knowledge of Teachers who are not knowledgeable about interactive whiteboards. On a regular basis my coworkers and I meet to go over furious ways to incorporate technology into our Afterschool program. When training we go over the following, how to use a variety of resources, how to set up the interactive whiteboard to the laptop, and how to use the software. We provide the trainings on a monthly basis for our teachers. As an Afterschool program we would like to improve and increase our student’s learning. When looking at the problem I ask myself are our teachers motivated and eager to use the technology? Maybe what we ask needs to be clearer? Are teachers lacking in this skill area? Either way in order for our program to improve teachers will need to start being evaluated in order to meet the goals and objectives we are looking for. I believe this may help solve the problem in some aspect.  

Chapter 15 presents performance support systems. Define performance support systems and explain how a performance support system might (or might not) help solve the problem you identified above.

Performance support system is a variety of different tools to help the learner perform a task which in some cases should improve the learner’s performance.  In my opinion a performance support system would help solve the problem of teachers not understanding and needing further training to use Interactive Whiteboard in our Afterschool programs. If we were able to provide our teachers an electronic support site on the schools network system for interactive whiteboard help and training with how to videos, audio, etc. Our teachers who are in need of the extra support could learn how on his/her own time. I think teachers would become motivated and eager to improve students learning with these changes.  

Chapter 16 explains knowledge management: the way we manage information, share that information, and use it to solve organization problems. Organizations, such as schools, accumulate a great deal information/data, which must be organized in a way that we can make sense of it in order to use for making decisions. What knowledge would help solve the problem you identified above and how would that knowledge need to be collected and managed to help facilitate problem solving?

In Chapter 16 the best option that could help solve the issue would be Access and collaboration. Our teachers need the extra training on how to use Interactive Whiteboard and gain knowledge. Teachers would be able to collaborate with one another and support each other. If at any time someone is struggling with understanding the issue it can be resolved by making sense of the situation right then.  

Chapter 17 describes types of informal learning. What informal learning experiences have you participated in at your organization? Could those informal learning experiences be shared with others? Could the knowledge gained in those settings be codified and managed? And should it be managed or should the informal experiences be replicated or broadened for others?

Informal learning to me is what we as Graduate students do to collaborate with one another on each other’s blogs, we also learn from one another in the process. I had an informal learning experience during my student teaching a few years ago. At times I would be observed and speak with my mentor. I loved being able to learn from interacting and not just from a textbook it was much more than that. I was able to take the time to ask certain questions if needed. She was able to inform me than just looking in a textbook. I think everyone can learn from informal learning.

From my experiences I feel those setting can be codified and managed. While I was student teaching I made sure to keep everything I had. I knew I would be using what I was learning/teaching in my near future and would share with others. Once I graduated, I still go back to my notes to see what information I can use for the job I have now. Even though I’m not an Art teacher I create the Art Curriculum. I reference back to the learning tools I used previously. I do feel the notes I took can be used for others in the same field.  

Evaluating, Implementing & Managing Instructional Programs & Projects

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. Reflect on what other questions that instructional design evaluation should address besides whether the instructional design leads to comparable amounts of learning and learner satisfaction as traditional methods. What else would be useful to know?

After searching two models I’ve found the ADDIE model and Dick and Carey model. The ADDIE model is normally used by instructional designers and training developers. The five phases are Analysis, Design, Development, Implementation, and Evaluation. The following model is identified by guidelines for building effective training and performance tools. I could definitely see myself using this model more.

ADDIE model has five phases:

Analysis- content to be learned, goals are recognized and objectives.

Design- how the instruction is presented, how the learners will interact with the content delivered. The design assessment is planned.

Development- how the instruction is created

Implementation- a process for training the teacher is produced.

Evaluation- monitor, feedback for both student/teacher that focuses on the main content and performance.

Please see below for the display of the ADDIE method:

 

 

Another common model would be the Dick and Carey Systems Approach Model which was published in 1978 by Walter Dick and Lou Carey.

According to Dick and Carey, "Components such as the instructor, learners, materials, instructional activities, delivery system, and learning and performance environments interact with each other and work together to bring about the desired student learning outcomes".The following approaches to this module are as followed:

· Identify Instructional Goal(s) knowledge, attitude, or skills

· Conduct Instructional Analysis- such as recognizing what the student has remembered and if the student can perform a certain task.  

· Analyze Learners and Contexts-finding characteristics such as previous skills and experiences.

· Write Performance Objectives- A description of the goal that will evaluate the students performance.

· Develop Assessment Instruments- using varies testing strategies such as behavior testing, pretesting, post-testing, practice items/ practice problems.

· Develop and Select Instructional Materials

· Design and Conduct Formative Evaluation of Instruction

· Revise Instruction: To identify poor test items and poor instruction

· Design and Conduct Summative Evaluation

 Please see below for the following Dick and Carey Method:

 

Chapters 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 during a time of economic decline. How will you use Situational Leadership to facilitate this project and manage scarce resources?

As a facilitator, I would definitely make sure my project turned out successful. I would set a goal making sure each person was aware of the outcome of the project. Making sure all lines of communication are open. I believe this is very important. To me working as a TEAM is a big part of leadership. When you work as TEAM the pieces to the puzzle seem to fall into place. Therfore, the project will gradually start coming together. Communication is a big part of collaborating within a project to make it work and make it succeed. The resources on the other hand,I would definitely use what I know first then be sure to connect with the outside resources. Also, giving feedback is another big part of leadership I would like to take a role into making sure the project is getting done.
 
Ways to incorporate technology resources into the classroom:

Blogging

Interactive white boards

Podcasting

Internet

Theories & Models of Learning & Instruction

1.      Epistemology (the study of what and how we come to know) is discussed in multiple chapters in this section. Distinguish epistemology from instructional methods or theories. What are the differences between theories, methods, or models of learning and epistemologies or underlying beliefs about ways of knowing?

This section of the textbook highlights Epistemology and how people learn and gain their knowledge. Throughout each chapter I understood the effectiveness of each model, method, and theory. For instance, instructional models, methods and theories are how you show the information to the students. When you present a lesson the model is described the way it’s planned. Models are the lesson plans to your teaching. For example, methods are how teachers teach the students. In order for the teachers to provide what needs to be taught to students, teachers have a method of information that needs to be learned. Theories for teaching are grounded on how the teacher views her/his are going to teach/run her/his classroom.  What are the teacher’s beliefs?

Since the text includes many models and theories. It’s probably best to think about the knowledge the students already have, and how we as the facilitator can help our students grow as individuals.

2.      Chapters in this section discuss three contrasting epistemic stances: positivist, relativist, and contextualist (or hermeneutical). Positivists believe that the only truth or knowledge is objective truth. Relativists don’t believe that objective truth is possible and that all knowledge is subjective to perception or relative to a particular frame of reference. Contextualists believe that truth or knowledge is relative to context rather than individual, subjective understanding. While designers and educators with a positivist stance generally apply behaviorist principles to the design and development of instruction, those with either a contextualist or relativist epistemological framework employ constructivist theories and methods. Reflect on whether your stance is primarily positivist, relativist, or contextualist. Then, identify an instance when your perspective or stance as a learner conflicted with that of your instructor. Describe the conflict that you experienced and analyze whether opposing epistemic stances may have been at the heart of the conflict.

For the following chapter, I would like to take a stance and say I’m more of contextualists. I do believe that truth or knowledge is relative to context rather than individual, subjective understanding.  For instance, I view certain situations in different ways when they take place.  As a Program Specialist for my afterschool program I create several lessons in which I incorporate different teaching strategies. I understand not ALL students learn the same way; every student is at their own pace. Therefore, changing the learning environment can be a great opportunity for students. There are times I have questions about the curriculum implemented but I have not had a conflict with a parent, instructor or administrator. I provide our students with the instruction needed in order for them to complete their task. The learning process can be a struggle a times. I do believe when you have the right learning approaches for your students there is not just one way for students to gain knowledge.

3.      Differing epistemic stances lead to differing approaches to learning and instruction, and ultimately to problem-solving. Explain differences in problem-solving when approached from behaviorist and constructivist perspectives. How do the approaches differ in both the nature of the problem to be solved and in facilitating the problem solving process? Finally, what effect might these differences have on learner motivation?

The difference between constructivist and behaviorist processes would be behaviorist the teacher controls the process more than the learner and with the constructivist the learner is in control and the teacher is more interested in the learner’s process. I would like to put myself in the shoes of a constructivist. Since I have a background as an Art teacher I would like to use the following senerio. For instance, I would let my students understand and construct their own understanding of a project. I would like my students to gain knowledge of the world, through experiencing things and reflecting on those experiences through their artwork. For my student to act on this I like them to ask questions and assess what they know. Therefore, constructivism the learner is to work through the problem at hand. The students would be critical thinkers and need to come up with the solution.