Every field has its trends and issues, many that are common amongst all fields. The three different contexts that I will discuss are business and industry, military, and health care education.
Business and Industry:
The trends in business and industry have shifted especially with the advancement of instructional design and technology. Before businesses were more concerned with teaching their employees the business, more recently, companies are more focused on training and developing their employees' performance and figuring out ways to gain better results for bigger profits. Trainers and training programs are now designed to teach employees not only about the business and the daily tasks that it entails, but also the ways to utilize the best practices in order to be both productive and efficient. This new and current trend is more prevalent now, especially because computers and machines are being designed to perform the tasks of the business.
This is similar to the elementary school system because as instructors, it is no longer our duty to only present information and knowledge to our students, but more importantly, we need to teach our students ways in which they can apply and utilize this knowledge. With the advancement of technology, it does the student no good to just know information especially since information is available all over the internet but to know how to use the information in many different contexts.
Military:
The trends in the military are similar to that in business and industry. For example, it is very important that military personnel are trained to be proficient in efficiency. IDT in the military is starting to incorporate technology more and more into their training programs however it is very important for the instructional designers make sure that the technology will be useful. It makes no sense for the military to train their personnel in technology they will never use.
This is similar to the elementary school system because we are also using technology to facilitate teaching and learning. I feel that schools should be more concerned with the relevancy of the technologies that are being used however. In the schools we have more leniency to explore the types of technologies we use in the classroom, however it is still very important to make sure that the technology is relevant to the lessons that we are trying to teach.
Health Care Education:
Health care employees are expected to stay up-to-date with the newest and safest medical practices. Not only that, with the advancement of technology they must now be trained in new ways to protect their patients privacy and confidentiality. Most of this stuff is done through the use of technology in which they must be trained for.
In elementary school education, I can relate the new and safest medical practices to the student learning outcomes that we much ensure that all of our students are learning. We can use technology to facilitate our lessons, but it is ultimately our jobs to make sure the students are mastering certain concepts.
In regards to global trends and issues related to IDT, I believe that it is our duty to teach our students to be responsible citizens that are respectful and considerate of everyone else in society. We should use more diverse strategies to reach a more diverse group of students. Many times I find that some students do not understand certain things simply because they do not have access to the resources that are available to teach them these things. I am not only speaking about material resources, but situational resources as well. We need our students to understand that the decisions that they make have implications on not only themselves, but may also affect society around them. I feel that the advancement of technology and the use of Web 2.0 tool is helping to facilitate these diverse learning environments. Students are able to learn for others all over the place, giving them a more broad perspective of life. In the U.S. I feel that we are working towards teaching our students accountability, but we have not yet reached other nations like Asia and Europe. There, the students are held to a way higher standards, and the amount of parent participation and cooperation is exponentially higher. I do have hope however, because as we are starting to implement more technology, we are able to connect with both students and their busy parents giving them a chance to be more involved in the learning process.
Thursday, June 30, 2016
Tuesday, June 21, 2016
Week 3: Evaluating Programs and Human Performance
In addition to CIPP, Rossi's Five Domain Evaluation Model, and Kirkpatrick's Training Evaluation Model, two other evaluation processes that I found in the textbook are Binkerhoff's Success Case Method (SCM) and Patton's Utilization-Focused Evaluation (U-FE). Both of these models are quite lengthy and have several steps involved in the processes, however I can see how they both are very useful in evaluating programs for instructional design.
Binkerhoff's Success Case Method typically focuses on finding what aspects of the training program, or instructitonal desing in our case, actually worked. This model accomplishes the task of determining what worked by isolating individuals that had actual success with the program and interviewing them to find out what they felt worked in regards to the program. The textbook describes this model as " a quick and simple process that combines analysis of extreme groups with case study and storytelling...to find out how well some organizational initiative is working" (Brinkerhoff,2005). This evaluation method works well because it is useful in both training (educational) and nontraining (uneducational) programs.
Brinkerhoff's Success Case Method includes five simple steps.
1) Evaluator must focus and plan the Success Case study.
-in this step the evaluator will identify and work with others to define which programs will be
evaluated.
2) Conduct visual impact model
-in this step the evaluator will list all of the impacts and outcomes that he or she expects to come
from the program that is being evaluated.
3) Conduct a survey research study
-in this step the evaluator seeks to identify both the best and worst cases. The purpose of this step
is to identify groups of individuals that were successful and unsucessful.
4) Schedule and conduct in-depth interviews with the success cases
-in this step the evaluator seeks to find out what aaspects of the program actually worked and
suggestions these individuals have for improving the program.
5) Write up and communicate evaluation findings
Patton's U-FE model simply states that "the utility of an evaluation is to be judged by the degree to which it is used" (Reiser, 102). This means that the evaluation should focus on the use of the evaluation from the beginning to the end of the processs. As I mentioned before, this is a lengthy, nine step process and may complement any of the other evaluation models. The important concept to take from this method is that an evaluation is of little use if it is not used.
As I cannot really relate to Patton's U-FE model, I can see where I could apply Brinkerhoff's model to evaluate my own instruction. I would find this to be easy in a classroom setting because I could find out directly from my students which aspects of instruction really worked for them. I could use this information to re-teach concepts and tailor future lessons so that I can ensure that they are getting the most out of their learning experience.
Later on throughout Section 3 we begin to read about other ways to assess and evaluate instructional design. Besides determining whether or not the instructional design leads to comparable amounts of learning and satisfaction as traditional methods. there are other questions that should be addressed as well. Some of the questions that immediately come to mind are whether the evaluation design is affordable (regarding both time and money), will environment have an impact on the success of the evaluation, how many people should be involved in the evaluation process, are some parts of the instructional design working and other parts are not working.
Finally, in Section 4 we discuss human performance, performance support systems, knowledge management systems, and the concept of informal learning. One problem that I can identify in my area of work is the need to organize and store tons of information, from lessons to homework, to grades to emails, etc. A non-instructional solutoin to solving this problem is to collaborate with colleagues to find out how they manage their classrooms and manage to keep all of their information organinzed. This would be considering participating in an informal learning environment. Other types of informal learning environments that can be used to help solve this issue is for me to look on Twitter, Pinterest, join a wiki, to find out how other teachers are managing all of their information. I think informal larning is a great solution, because not everyone has the time or the money to afford to spend on formal trainings as to how to go about storing all of their information. In one of my other classes, I actually learned from a discussion forum post ways in which I can go about solving my problem! This is why I know informal learning environments work.
Binkerhoff's Success Case Method typically focuses on finding what aspects of the training program, or instructitonal desing in our case, actually worked. This model accomplishes the task of determining what worked by isolating individuals that had actual success with the program and interviewing them to find out what they felt worked in regards to the program. The textbook describes this model as " a quick and simple process that combines analysis of extreme groups with case study and storytelling...to find out how well some organizational initiative is working" (Brinkerhoff,2005). This evaluation method works well because it is useful in both training (educational) and nontraining (uneducational) programs.
Brinkerhoff's Success Case Method includes five simple steps.
1) Evaluator must focus and plan the Success Case study.
-in this step the evaluator will identify and work with others to define which programs will be
evaluated.
2) Conduct visual impact model
-in this step the evaluator will list all of the impacts and outcomes that he or she expects to come
from the program that is being evaluated.
3) Conduct a survey research study
-in this step the evaluator seeks to identify both the best and worst cases. The purpose of this step
is to identify groups of individuals that were successful and unsucessful.
4) Schedule and conduct in-depth interviews with the success cases
-in this step the evaluator seeks to find out what aaspects of the program actually worked and
suggestions these individuals have for improving the program.
5) Write up and communicate evaluation findings
Patton's U-FE model simply states that "the utility of an evaluation is to be judged by the degree to which it is used" (Reiser, 102). This means that the evaluation should focus on the use of the evaluation from the beginning to the end of the processs. As I mentioned before, this is a lengthy, nine step process and may complement any of the other evaluation models. The important concept to take from this method is that an evaluation is of little use if it is not used.
As I cannot really relate to Patton's U-FE model, I can see where I could apply Brinkerhoff's model to evaluate my own instruction. I would find this to be easy in a classroom setting because I could find out directly from my students which aspects of instruction really worked for them. I could use this information to re-teach concepts and tailor future lessons so that I can ensure that they are getting the most out of their learning experience.
Later on throughout Section 3 we begin to read about other ways to assess and evaluate instructional design. Besides determining whether or not the instructional design leads to comparable amounts of learning and satisfaction as traditional methods. there are other questions that should be addressed as well. Some of the questions that immediately come to mind are whether the evaluation design is affordable (regarding both time and money), will environment have an impact on the success of the evaluation, how many people should be involved in the evaluation process, are some parts of the instructional design working and other parts are not working.
Finally, in Section 4 we discuss human performance, performance support systems, knowledge management systems, and the concept of informal learning. One problem that I can identify in my area of work is the need to organize and store tons of information, from lessons to homework, to grades to emails, etc. A non-instructional solutoin to solving this problem is to collaborate with colleagues to find out how they manage their classrooms and manage to keep all of their information organinzed. This would be considering participating in an informal learning environment. Other types of informal learning environments that can be used to help solve this issue is for me to look on Twitter, Pinterest, join a wiki, to find out how other teachers are managing all of their information. I think informal larning is a great solution, because not everyone has the time or the money to afford to spend on formal trainings as to how to go about storing all of their information. In one of my other classes, I actually learned from a discussion forum post ways in which I can go about solving my problem! This is why I know informal learning environments work.
Wednesday, June 15, 2016
Section 2: Theories and Models of Learning and Instruction
After reading through Chapters 4-9 in the textbook, I was still confused as to what the difference between epistemology and instructional theories is. After further research, I found that epistemology, according to the Merriam-Webster dictionary, is the study of theory of the nature and grounds of knowledge especially with reference to its limits and validity. In simpler terms, it is the study of what knowledge is and how we acquire knowledge. Instructional theories, like behaviorism, cognitivism, and constructivism, take wha thas been learned from epistemology and attempts to explain how knowledge can be nurtured in order to change and grow. Learning models describe how the different learning theories will work in practice; and finally, instructional methods are the ways in which teachers go about moving through the learning models in the classroom throughout their lessons. As the base of all of my newly acquired knowledge, I have learned that epistemology is important because it tells us how we should expect our students to learn.
After reading through the definitions of positivist, relativist, and contextualists, I find that I most closely identify with the contextualist perspective. As both a teacher and a student, I prefer to witness how an individual constructs learning rather than constructing it for them.
One of the major issues that I see in secondary school education is that we are not teaching our students how to think about and apply their knowledge in settings outside of the classroom or the "test". Too many teachers are taking a positivist or behavioral stance in teaching to a test, only asserting one way to solve complex problems. In a contextualist stance, the teacher allows the student to define the problem and come up with his or her own solution. I feel this is more beneficial to the student because it teaches them to think outside of the box and take control of his or her own learning.
I remember back in high school, I had a math teacher that had more of a positivist perspective on learning. He taught only one way to solve complex problems and considered any other solution incorrect. Even if at the end I would come up with the same answer, if I did not follow his steps he would take away several points. That year, I had a tutor that taught me several ways to solve the same types of problems. This allowed me to look at similarly worded problems as almost the same, applying similar steps in the solving process. I believe differing epistemic stances was the root of our problem. I wanted to play a more active role in my learning by applying different problem solving strategies whereas, he wanted me to only follow his methods.
Behaviorists approach problem-solving by providing constant feedback to problems that are easily measureable and set up. For example, they would work out a problem and ask the students to work a similarly set up problem. The teacher measures learning by how well the student is able to follow the examples. In contrast, a contextualist approaches problem-solving by creating problems that are applicable to a certain context and measuring learning by how the student constructs his or her own meaning. This gives the student more control of their learning environment.
Both of these theories have a significant impact on how a student is motivated. Students that lack confidence, basic skills, or knowledge will benefit most from a teacher that instructs his or her class from a behavoriorist stance. These students would be motivated by constant feedback and affirmations. They appreciate the teacher being in control of the learning process. On the other hand, students that are more confident and prefer to be challenged are motivated by a constructivist approach to learning, as they are able to construct and apply their own meanings to their learning process.
After reading through the definitions of positivist, relativist, and contextualists, I find that I most closely identify with the contextualist perspective. As both a teacher and a student, I prefer to witness how an individual constructs learning rather than constructing it for them.
One of the major issues that I see in secondary school education is that we are not teaching our students how to think about and apply their knowledge in settings outside of the classroom or the "test". Too many teachers are taking a positivist or behavioral stance in teaching to a test, only asserting one way to solve complex problems. In a contextualist stance, the teacher allows the student to define the problem and come up with his or her own solution. I feel this is more beneficial to the student because it teaches them to think outside of the box and take control of his or her own learning.
I remember back in high school, I had a math teacher that had more of a positivist perspective on learning. He taught only one way to solve complex problems and considered any other solution incorrect. Even if at the end I would come up with the same answer, if I did not follow his steps he would take away several points. That year, I had a tutor that taught me several ways to solve the same types of problems. This allowed me to look at similarly worded problems as almost the same, applying similar steps in the solving process. I believe differing epistemic stances was the root of our problem. I wanted to play a more active role in my learning by applying different problem solving strategies whereas, he wanted me to only follow his methods.
Behaviorists approach problem-solving by providing constant feedback to problems that are easily measureable and set up. For example, they would work out a problem and ask the students to work a similarly set up problem. The teacher measures learning by how well the student is able to follow the examples. In contrast, a contextualist approaches problem-solving by creating problems that are applicable to a certain context and measuring learning by how the student constructs his or her own meaning. This gives the student more control of their learning environment.
Both of these theories have a significant impact on how a student is motivated. Students that lack confidence, basic skills, or knowledge will benefit most from a teacher that instructs his or her class from a behavoriorist stance. These students would be motivated by constant feedback and affirmations. They appreciate the teacher being in control of the learning process. On the other hand, students that are more confident and prefer to be challenged are motivated by a constructivist approach to learning, as they are able to construct and apply their own meanings to their learning process.
Wednesday, June 8, 2016
Week 1: Defining the ID&T Field
When I was asked to define educational technology based on my own prior knowledge in a previous class, I decided that educational technology is a variety of different media dealing with teaching, researching, and learning that make teaching, learning, and research a more efficient process.
After reading chapter 1 in the textbook regarding "defining and naming our field", I discovered that my definition is not too far off. Although very broadly and vaguely stated I do realize that the goal of educational technology is to improve learning and performance. I learned throughout the reading that I have a rather traditional view of education technology. I have only considered instructional media as the only component of education technology that plays a role in facilitating learning. My definition is similar to those throughout chapter 1, more specifically those stated after 1963, in that I believe that educational technology should focus more on learning than instruction.
My definition of educational technology has been shaped by my own personal observations and experiences with technology and education. For example, as a student I use technology to enhance my research, present my ideas and coursework, and also to share my thoughts, ideas, and work with others. Also as a father, I witness my four year old son learning to play arcade games by watching YouTube videos; he even knows how to search for and find the video tutorials on his own! This alone reveals to me how educational technology can enhance and facilitate learning.
After reading chapter1, I better understand what educational technology actually is. It cannot necessary be defined using one specific definition, but rather is a compilation of several ideas. I have come to accept the "Latest AECT Definition" of educational technology as "the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources". This definition focuses on helping learners to apply new knowledge and skills rather than helping them to discover these ideas and knowledge. This idea encourages instructors to use technology to engage their learners and teaches ways to think about the information and knowledge they are learning.
Although I am not yet teaching, as a teacher's aide I have been given several opportunities to deliver instruction. Also I have been a student for several years now, so I have been on the receiving end of many lessons. I cannot think of any lesson that has ultimately failed to adhere to the six characteristics of instructional design (ID): however, I have witnessed and delivered a few that have failed to completely address out least one of the characteristics.
The characteristics that I believe many instructors fail to adhere to is the first, most basic characteristic - ID must be student - centered. I feel that teachers are so focused on delivering information that they fail to focus on learner performance. Just because an instructor is able to fill a student's brain with knowledge does not mean that the student is actually retaining the specific applicability of that information.
I find that many teachers use a more traditional, content- centered approach. I agree with the more modern era of instructional designers who suggest that lessons should approach teaching from a more whole task approach. Instructors that focus on content, fail to focus on learner performance, especially since the goals of the lesson are not clearly established and presented to the learner. Using the whole task approach, goals and objectives of the lesson are clearly defined in the beginning so that students are aware of what they are working toward.
If I were to redesign any lesson, I would only ensure that it truly focuses on learner performance. I would use the whole task approach, and gear my lesson my lesson toward specific goals. I feel that using the whole task approach is more beneficial to both the instructor and the learner. It benefits the instructor because they can better measure and gauge whether the student is learning, and it benefits the student by allowing them to learn a more complete lesson.
Chapter 3 of the textbook begins by defining a traditional perspective of instructional media. In 1983, Rieser and Gagne asserted that instructional media is the physical means via which instruction is presented to learners". From this perspective, I assume that at this point Rieser considered teachers, chalkboards, and textbooks to all be forms of instructional media.
I think that Rieser decided to exclude teachers, chalkboards, and textbooks from the definition that is used throughout the chapter in order to encourage us to consider the various new forms of instructional media. Personally, I believe that by definition, instructional media should be considered ANY physical means (human and nonhuman) that aids in presenting information to learners. I believe that teachers, chalkboards, and textbooks are primary forms of instructional media. I do feel, however; that as times progress and technology advances, teachers should be more apt to use the more modern forms of instructional media (i.e. e-learning environments, smart boards, and other devices).
I believe the purpose of instructional design is to incorporate instructional media into instruction. It is the actual instructional design that will determine the effectiveness of instruction. It is the blueprint that describes how and when certain instructional media should be used and incorporated to facilitate learning!
Rieser, R.A, Dempsey, J V.(2002). Trends and issues in instructional design and technology. Upper Saddler River, N.J. Merrill Prentice Hall, c2002.
After reading chapter 1 in the textbook regarding "defining and naming our field", I discovered that my definition is not too far off. Although very broadly and vaguely stated I do realize that the goal of educational technology is to improve learning and performance. I learned throughout the reading that I have a rather traditional view of education technology. I have only considered instructional media as the only component of education technology that plays a role in facilitating learning. My definition is similar to those throughout chapter 1, more specifically those stated after 1963, in that I believe that educational technology should focus more on learning than instruction.
My definition of educational technology has been shaped by my own personal observations and experiences with technology and education. For example, as a student I use technology to enhance my research, present my ideas and coursework, and also to share my thoughts, ideas, and work with others. Also as a father, I witness my four year old son learning to play arcade games by watching YouTube videos; he even knows how to search for and find the video tutorials on his own! This alone reveals to me how educational technology can enhance and facilitate learning.
After reading chapter1, I better understand what educational technology actually is. It cannot necessary be defined using one specific definition, but rather is a compilation of several ideas. I have come to accept the "Latest AECT Definition" of educational technology as "the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources". This definition focuses on helping learners to apply new knowledge and skills rather than helping them to discover these ideas and knowledge. This idea encourages instructors to use technology to engage their learners and teaches ways to think about the information and knowledge they are learning.
Although I am not yet teaching, as a teacher's aide I have been given several opportunities to deliver instruction. Also I have been a student for several years now, so I have been on the receiving end of many lessons. I cannot think of any lesson that has ultimately failed to adhere to the six characteristics of instructional design (ID): however, I have witnessed and delivered a few that have failed to completely address out least one of the characteristics.
The characteristics that I believe many instructors fail to adhere to is the first, most basic characteristic - ID must be student - centered. I feel that teachers are so focused on delivering information that they fail to focus on learner performance. Just because an instructor is able to fill a student's brain with knowledge does not mean that the student is actually retaining the specific applicability of that information.
I find that many teachers use a more traditional, content- centered approach. I agree with the more modern era of instructional designers who suggest that lessons should approach teaching from a more whole task approach. Instructors that focus on content, fail to focus on learner performance, especially since the goals of the lesson are not clearly established and presented to the learner. Using the whole task approach, goals and objectives of the lesson are clearly defined in the beginning so that students are aware of what they are working toward.
If I were to redesign any lesson, I would only ensure that it truly focuses on learner performance. I would use the whole task approach, and gear my lesson my lesson toward specific goals. I feel that using the whole task approach is more beneficial to both the instructor and the learner. It benefits the instructor because they can better measure and gauge whether the student is learning, and it benefits the student by allowing them to learn a more complete lesson.
Chapter 3 of the textbook begins by defining a traditional perspective of instructional media. In 1983, Rieser and Gagne asserted that instructional media is the physical means via which instruction is presented to learners". From this perspective, I assume that at this point Rieser considered teachers, chalkboards, and textbooks to all be forms of instructional media.
I think that Rieser decided to exclude teachers, chalkboards, and textbooks from the definition that is used throughout the chapter in order to encourage us to consider the various new forms of instructional media. Personally, I believe that by definition, instructional media should be considered ANY physical means (human and nonhuman) that aids in presenting information to learners. I believe that teachers, chalkboards, and textbooks are primary forms of instructional media. I do feel, however; that as times progress and technology advances, teachers should be more apt to use the more modern forms of instructional media (i.e. e-learning environments, smart boards, and other devices).
I believe the purpose of instructional design is to incorporate instructional media into instruction. It is the actual instructional design that will determine the effectiveness of instruction. It is the blueprint that describes how and when certain instructional media should be used and incorporated to facilitate learning!
Rieser, R.A, Dempsey, J V.(2002). Trends and issues in instructional design and technology. Upper Saddler River, N.J. Merrill Prentice Hall, c2002.
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