POST 5: Section 5: Trends and Issues

Chapters in Section V identify trends and issues in IDT in various contexts: business and 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.

   In my fifth post I will be covering issues and trends related to business and industry, health-care education, and P-12 education.

   Instructional designers today must embrace more than simply producing instruction. The affiliation includes analyzing human performance problems, identifying their root causes, coming up with solutions for these root causes, and finally incorporating these solutions to actually fix the issues at hand.

Business and industry

   There are many issues for an ID to be aware of related to business and industry. Allow me to focus on a couple. The biggest factor facing all these contexts is that of time. Every client wants their problem fixed yesterday. When time is not on your side as an ID you will feel the constraints that include a lack of time,

lack of support from your client, and a lack of money to provide everything the ID needs to accomplish the job. ID may be working solo or as part of a team. No matter what the setup, always be ready to prove your wares with a specific proposal that dictates what you believe it will take to produce the optimal ID product.      The trends of business and industry would be the growth and expansion of corporations beyond individual country boundaries, demands for design cycle time reduction, and increased effectiveness and efficiency of training.

   Whereas the issues that ID’s must address are how to work cross-culturally, completing training design and development quicker, ensuring that successful training is delivered in a prompt fashion, and positively affecting the profit margin of the company.

Health-Care Education

   The medical field has been the leader in developing performance and instruction methods (p.203). The medical field is moving from a traditional training method to problem-based curricula where training is in the context of clinical cases. The more recent movement for evidence based medicine (EBM) is taken from

 problem-based learning. It involves formulating clinical questions, finding the answers as evidence from the literature that is related to the questions, assess the evidence, and then apply the solutions to the patient.  Finally, another dimension of helping or care giving is some medical schools hire actors to portray or mimic varied diseases and the medical students have to interview and examine these actors to try and discover the illness being portrayed.

   To sum up, the trends for health care are clinical reasoning, problem-based learning, and evidence-based medicine. That takes us to the issues being knowledge and research, costs and managed care, regulations and standards, and convergence.

P-12 Education

    Since the beginning of the computer age, instructional designers have directed their efforts to helping teachers integrate technology into the classroom with the main focus of improving student education and learning. Technology is now incorporated into every aspect of instructional delivery and many school

operations. Instruction technology covers everything from reporting of student progress, student assessments, grading, to individualized instruction on an ongoing basis. Larger amounts of time are given to core classes and their instruction. Schools are going greener and greener. Our schools want to protect our environment and teach our kids how to do this. With all these trends some might want to turn tail and run. But the best thing we can do is use these trends as a starting point to where educators can “think outside the box,” to ask “what if’, and to “consider the unconsidered”.

   The trends with P-12 education are instruction design technology, which is to achieve learning and performance outcomes through the use of such models as ADDIE. Classroom level technology integration models with the likes of ASSURE model, dynamic

 instruction design (DID), the iNtegrating technology for inquiry (NTeQ) model, and technology integration planning (TIP) model.

   The issues cover but are not limited to NCLB Act of 2001 taking a closer look at student achievement and teacher performance via technology integration. Technology integration is closing the gap by meeting the technology requirements to prepare today’s students for tomorrow’s careers, and lastly learning and thinking skills are improving.

In Conclusion

   In each of these fields it is easy to compare and contrast trends and issues. The professional instructional designer must be able to think on their feet. Be able to problem-solve, communicate, come up with creative ideas when constraints are placed before him/her. When the rubber meets the road the ID must be able to transfer learning efficiently and effectively all the while training others to be able to carry out their plan of action. Since I am not officially working, my dream job would be that of a director of technology for a school district. I would be the one that made sure every teacher or administrator alike was integrating technology as efficiently as possible so the maximum improvement on human performance was being achieved. Let’s don’t use technology just for the sake of using it, let’s make sure our students are learning at top notch.   

   All 3 of these fields are similar to the field I want to work in. Desiring to be a designer of instruction the trends and issues that these fields face will be quite similar to my work environment. Every boss wants more bang for his/her buck. When a project is proposed and agreed upon, as an ID time is of the utmost importance. Problem-solving, training, ethical practices, and most importantly improving human performance in a most tangible way!   

POST 4: Section 4: Human Performance Technology

Not all problems in learning and/or performance require an instructional solution. Many times a non-instructional approach is a more appropriate solution. This week’s reading and reflection focuses on human performance, performance support systems, knowledge management systems, and the concept of informal training.

1. 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.

   One of the biggest problems I faced while being a substitute physical education teacher was taking the attendance for every class. The secretary had to copy off every classes roll for the entire school. Then each attendance sheet had to find its way to every teacher so the roll could be taken. Each teacher then had to call out each student’s name to determine if they were present or absent. The teacher had to place an A beside those kids who didn’t answer, sign the document, and then take or have someone run it back to the secretary for implementation. What a poor way to keep up with this problem when there are so many other ways to make this process easier.

   Let me suggest a couple of ways that I’d use to solve this problem. The first system I’d use would be Google Docs. I could create a Google Docs sheet to track attendance in my class, then when I finished taking roll I could send it to the secretary via computer, iPhone, iPad, etc. Any tool that had internet capability could be used to work with Google Docs. Also every teacher could do the same and this would save lots of paper waste, time to copy off each roll and wasted time delivering these. Not only could the secretary track attendance but so could the Principal, Vice Principal, and Superintendent. 

   The second option I would use to solve this problem is a similar system to Google docs and that is Peepel. Peepel is basically a whole suite of desktop applications, stored within your browser. You can run multiple Peepel windows in the same browser window, letting you manage more pieces of your workflow all at once. Peepel offers services like the WebWriter word processor, WebSheet for spreadsheets, a contact manager, great file-sharing and collaboration tools, and the Workspace Manager that lets you save your layout and return to it later.

  

2. 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 system approach is defined by Villachica, Stone, and Endicott (2006) as “an optimized body of integrated on-line and off-line methods and resources providing what performers need, when the need it, in the form they need it in” (p.540).They also acknowledged the range of definitions and terminology (electronic performance systems, performance support, EPSS, PSS, PST). They also argue that the goal of performance support was universal: “expert-like performance from day 1 with little or no training”.

   I found a model called the D4M2 model that has six phases. As the acronym shows (define, design, develop, deliver, manage, and measure). I believe this model would help me with my problem.

   The define phase is where I would identify any problems and make sure all parties were in agreement.

   The design phase is where I’d design the EPSS blueprint taking into consideration everyone that will be using this and formatting it to fit their needs.

   The develop phase is where I would develop my EPSS system using Peepel or Google Docs…test it and send to everyone so they can attempt it to see if all the bugs or questions are fixed/answered.

   The deliver phase is where I would present my EPSS in our weekly teachers meeting or staff meeting. Training for all would be my mission.

   The final two phases manage/measure is where I would constantly monitor my system and make sure everyone was using it to produce the maximum desired outcome it was designed for and send out any updates or needed fixes required to make sure it runs wonderfully smooth.

3. 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? 

   Our textbook tells us that “Knowledge Management” is defined as a revolution in the way we manage information. More practically, for training/learning professionals, it changes the way we see the boundaries of our practice, from the tools and processes we use to our sphere of influence and the impact we make in organizations. In our jobs we create tables and relationships, presentations and documents, websites and databases where data is transformed into information and ultimately internalized into knowledge.

   For the issue I have mentioned above I can create a knowledge management system. For the codification portion, I can set up training materials so everyone can have easy access in the forget how to do something previously taught. I can install a FAQ on the school website for the EPSS. For the collaboration portion, I’d setup luncheons, so everyone using the tools can socialize and learn from each other as they socialize over a meal. This could be called our “communities of practice”. Finally, the access portion would be a community site like “My Yahoo” where everyone could a synchronize knowledge in a common portal. My goal would be to give my users the ability to access knowledge anytime and anywhere.       

4. 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 to include others?

   I believe that informal learning is occurring all the time! Our text tells us that the work of the instructional designer is to integrate aspects of informal learning into our plans, and in doing so, enhance authenticity, experience, conviviality, peer interactions, and even spontaneity in learning experiences (Allison). I have participated in informal learning experiences by going to the zoo, bible museum, and the Planetarium. At first we don’t realize all that we learn informally from these activities but as we put together our photos and reflections of all the events seen on the school’s website, or Twitter, or Facebook, students discover their love for animals, space or the bible. These activities should be duplicated and definitely shared by others.   

POST 3: Section 3 Evaluating, Implementing and Managing Instructional Programs and 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.

   The first evaluation model I want to touch on is the Rossi Five-Domain Evaluation Model. It is designed to fit local needs, resources and types of programs. This model is not a one-size-fits-all model but rather it can be tailor made to fit the local program in a more suited fashion. The five domains are: Needs Assessment-it addresses the question…Do we have a need for this program? Second is Theory Assessment- how does this program work and how do we get the most from it? Third is Implementation Assessment-  has our program been implemented properly and is it set up according to the programs plan? Fourth is Impact Assessment- Does this program have the impact on our specific target (students) that we want it to have? And Fifth is the Efficiency Assessment-  Is this program as efficient or cost effective as we need it to be?  

   The second model I will cover is the Brinkerhoff’s Success Case Model.  This particular model focuses on finding out what works in the training process by examining successful cases and comparing them to unsuccessful ones. The SCM follows five steps: First-Plan success case study, Second-Construct a visual impact model, Third- Conduct a survey that identifies the best and worst case scenarios, Fourth- Conduct in-depth interviews, and Fifth- Communicate evaluation findings. Brinkerhoff shows that organizational profits can definitely be increased when you take the time to learn from successful cases and apply what you learn from them.  

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?

   Instructional designers must incorporate training programs and the evaluation of them because they are an integral component for success. The data gathered during these evaluations provide essential information to trainers and organizations on which training programs to keep, discard, improve or modify. Other examples of useful questions from a summative evaluation perspective would be:

What did the program accomplish?

Did the program reach its goals and objectives?

What impact did the program have on its recipients?

What were the outcomes?

Who benefited from the program?

How much was the benefit?

Was the benefit greater with this program as compared with another program?

Did all types of students or clients benefit from the program?

What were the positive outcomes?

What were the negative outcomes?

What should be improved/changed in the program?

Does the benefit of the program warrant the cost?

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

   Since I am the team leader here and I prefer to work with a team, it is most suitable to recruit my team. I would ask folks to join and incorporate their knowledge, talents, and experiences as I developed my sessions for the task at hand. The project manager being a Director of Technology for Commerce ISD in this hypothetical situation would be me. Using the Situational Leadership Approach I would have four phases to accomplish as we focus on integrating technology use in the classrooms. Today, resources are very scarce and it is extremely important to make those technology dollars go as far as possible. So I believe it is very important to utilize the limited resources and design training to maximize human performance improvement.   

   Phase 1- I would develop an agenda that covered what the project is, how to do it, and who I will be doing what. There may have to be an interview session to make sure everyone can do what I need them to do or if they prefer to do something else. This is a process to make sure every team member is being utilized properly and most effectively. The main goal here is to have the Director explain how the technology can be best integrated into the classroom.   

   Phase 2- I would have teachers practice using the technology and I would give immediate feedback to praise or correct when needed. This would be the phase where any questions would be explained and how the technology is best used for the student’s improvement. I would be more like a coach in this leadership phase. There would still be planning, organizing, and implementation in this process of the professional development session.

   Phase 3- This stage of the process I will become the cheerleader. I will show support and encouragement for production and effort from my teammates. When improvements and results are produced it is my job to show total support to everyone involved.

   Phase 4- It is extremely crucial that my team feels secure working with each other. My role in this phase will be that of monitoring the project. Making sure everyone is meshing together and I can finally see the cohesiveness in the development. Ultimately, my team will have to problem-solve and make decisions to integrate this technology in their classrooms. So if I’ve done my job correctly, they will have the means and tools necessary to do just that. 

POST 2 Section 2: Theories and Models of Learning and Instruction (due 9/8/13)

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?

   Our textbook defines Epistemology as a branch of philosophy that is concerned with how knowledge is acquired or addressed.

  It covers the basic precepts of learning:

• ·        Learning is an active process in our lives
• ·        Learning opportunities come out of cognitive conflicts particularly through solving problems
• ·        Learning is a social activity that is provided through our communities
• ·        Learners should be self-regulated 

   These precepts are good guidelines for designers of instruction and this is from a constructivist point of view. We all have epidemiological beliefs. It’s what helps us deliver our instruction, influences our approach and design.

   Our book covers many instructional methods but let me touch on one example. There is a “Problem-based learning” method where the instructor is the delegator that gives students a problem and the students solve the problem by gathering and organizing data, then attempts to solve the problem by giving an explanation. Then the students need to reflect on how they came to solve the problem by analyzing the strategies they found.

   Learning theories are about instructional designers figuring out the best ways that students learn. Since I am not a full time teacher, my insights are what I believe will happen or from my student/substitute teaching reflections. So far I am bent towards a constructivist approach. Designing from a constructivist approach requires that the designer produces a product that is much more facilitative than prescriptive. The standard pencil-and-paper tests of mastery learning are not used in constructive design; instead, evaluation is based on notes, early drafts, final products and journals. Because of the subjective nature of constructive learning, it is easier for a designer to work, and therefore the objective approach to instructional design. That is not to say that classical or old school instructional design techniques are better than constructive design, but it is easier, less time consuming and most likely less expensive to design within a "closed system" rather than an "open" one. Perhaps there is some truth in the statement that "Constructivism is a 'learning theory', more than a 'teaching approach'." (Wilkinson, 1995).

   Instructional models describe the process of instruction. It helps teachers gain insight and meaning on the process of how teaching is to be done and applied.  It gives some insight into how their students view what is presented to them.  A couple of my favorite models are the e5 and ADDIE models. The e5 model helps instructors develop a deeper understanding of what it takes to be a successful teacher in the classroom. The ADDIE model forms a road-map for the entire learning and training development.

   

2. Chapters in this section present two contrasting epistemic

stances: positivist and relativist. However, a third stance, the

contextualist or hermeneutical, is also widely recognized. This

stance falls somewhere between the strictly objectivist/positivist

beliefs about knowing and the purely subjectivist/relativist

stance. 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. However, relativists ascribe to radical

constructivist approaches, while contextualists draw upon social

constructivist theories and models. Based on what you’ve read

about positivist and relativist epistemologies, as well as

behaviorist and constructivist approaches, try to more fully

describe a contextualist epistemology. How might it differ from

either a relativist or positivist stance, and how might social

constructivism differ from either behaviorist or radical

constructivist approached to learning and instruction?

   Our textbook points out that 'Inasmuch as positivists believe that knowledge exists independent of the individual learner; it follows that they generally employ instructional methods designed to transmit knowledge, so as to help individuals "learn" or duplicate it. Conversely, inasmuch relativists believe that knowledge is not absolute but rather what the individual constructs, they typically rely on instructional methods that are intended to promote...personal interpretations and refine understanding'. Learning is defined in the book as 'a persisting change in human performance or performance potential'. We as humans are constantly changing everyday both physically, mentally, and emotionally. 

      Contextualist epistemology maintains that what one knows is somehow relative to context. So to make a long story short, here, the veracity of the ascription of the word being used depends upon the context in which it is being used.

   “Relativist epistemology reflects fundamentally different views about the nature of knowledge, and knowing. Relativist believe that reality is not directly knowable, and can only be inferred or signed by convention or consensus. They assume that individuals actively assign different meanings to common objects, events, and circumstances that cannot be judged simply as “correct” or “incorrect” by comparing it to convention”. (Driskoll, 1999;Hannafin & Land, 1997;Hwang, 1996;Yarusso, 1992).

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?

  In 1996, several defined behaviorism as a philosophy and values associated with the measurement and the study of human behavior. Others will say that they have an understanding of learning based on cause and effect. If that particular behavior was followed by a positive reinforcement, then the behavior was more likely to be repeated; on the other hand, if there was a negative reinforcement, the behavior would be less likely to be repeated.

   In in our text, we see that constructivism is not a single theory, but rather a collection of use, sharing a fundamental assumption about learning that contrast sharply with the assumptions underlying theories such as information processing. Learning is more a matter of going from the inside out. This is where the learner actively imposes organization and meaning on the surrounding environment and constructs knowledge in the process. Constructivism, schema theory, and situated learning theory now offer the instructional designer of the ways of thinking about learning. Along with technology advancement, the design strategies for producing learning environments are more complex, more real, and more exciting than ever. But the easiest way to define constructivism is one who sees learning as a process of constructing or making something.

   Behaviorism, suggest that effective reinforcement brings about results that motivate the students. But critics to this approach will say that it's the reinforcers that take away from the students being able to focus and gain knowledge from the instructor because they are too busy wanting more of that positive reinforcement. I can see as a teacher why one might go to the store and buy lots of candy or stickers and use that candy or sticker as a reinforcer for motivation. Eventually, some students will be doing the assignment or activity just to learn the candy or the sticker.

   The constructivist viewpoint, motivation seems to be an assumed, existing characteristic within the learner. A constructivist view of motivation is based on the premise that each individual is motivated differently. What may motivate one person to learn a foreign language and keep studying in order to become proficient in that given language will differ from individual to individual. Constructivism stresses the fact that an individual's motivation is a subject to social and context you influences. Constructivism stresses the fact that an individual's motivation is a subject of learning. It not only helps learning, but it is essential for learning. It includes the understanding of the ways in which the possessed knowledge may be used by the learners. I have used several approaches with students, but the one I like best is the ones that keep everyone moving and active in class. When the students can self-regulate themselves, and teach others along the way, that is a successful day. In my opinion, kids like the constructivist approach more than they like the behaviorist.