Small Cog, Big Wheel

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.


      I was biased. Now I'm just confused. I started my career as an instructor in the business field and like all beginners in any field, I thought I was the most knowledgeable instructor in the hardest environment. Boy, was I wrong. After doing my research to compare trends and issues in IDT between Business and Industry, Military, and Health Care Education, I found out that I was a small cog in a very big wheel. Instructional design today is not just producing instruction, it now includes analyzing the problems caused by the human aspect, figuring out the cause of the problems and coming up with a solution to fix those problems. When comparing the issues between Business and Industry, Military and Health Care education, you will find some of the same issues (good and bad) in all three. The instructional designer has to come up with a course that fits in with the company demands while at the same time meeting the individual's individual demands. Same holds true in the Military and Health Care fields. The variety of cultures in military and health care fields demands the instructional designer to be innovative, well versed in his field, and to understand how improvements in technology, evolving military styles, and even budgetary cuts affect the effectiveness of his work. Instructional design in business and industry is a new employee. Usually the training is separated from the actual workforce. Training in the military is actually part of the job and is integrated into the workplace. Education and training in the healthcare field is strictly dictated by regulations and standards. ID in business and industry controls the longevity of business and industry. Weirdly worded, maybe, but still true. One of the main differences between the three is if the instructional designer in business and industry fails, the business loses, the instructional designer in the military and heath care field fail, people can lose their life.

     I teach at the freshman and sophomore level. I am constantly striving to come up with more innovative ways to reach my kids. (Yes, I feel like they are part of my family, therefore, my kids). We have a very diverse bunch of kids from a multitude of backgrounds. They start at the wealthy and goes to the very poor. The other teachers and I are constantly discussing new ideas, new approaches, and new ways to keep and hold the children's attention. Just like in business and industry, the military, and the healthcare fields, we are also affected by funding, by regulations, and even by student culture. The main difference is if I fail, although a young mind hasn't reached its full potential, no one dies.

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? 



Technology! Technology! Technology! In this world of global communities and global communication, we have come to rely more on technology than we ever have. It will get to be even more, the greater the population grows and the "smaller" the world becomes. Although technology will the world's hero, cultural differences in the way people across the world teach, learn, and assimilate material will slow down the rate at which information spreads. Students of today need to learn skills to connect across the globe, while still keeping in touch with their own heritage. Instructional design will play an important part in creating those connections. We will have to adapt our teaching styles, our curriculum, and even the way we learn to meet the cultural differences between here and across the world. For example, in Asian countries; thanks mainly due to government support and intervention; E learning has sped up the application of ID principles. Although they still have a long way to go, at least they are on the right track. One of the main problems other countries have, is the social, political, and economic challenges they face due to being so multicultural. Europe is the perfect example. The "European Commission" recognizes twenty-three official languages, but in the big cities, hundreds of languages are spoken. They are facing significant social changes. Dense populations and mixed cultures favor the use of technology. Unfortunately, not everyone views ID as a hero. Independent and e-type of learning is not widely supported. Online learning isn't seen as the business of ID. As a result, changes are slow to come about. Europe, Asia, United States, they all are going to have to adapt to the changing times to survive in this new global community. The individual governments will have to get involved, raise the expectations of our schools, our teachers and our students. We have to learn to act wisely with the changes, we ourselves, have brought about.

Section III and IV

In Section III, many evaluation models were discussed: CIPP, Five-Domain, and Kirkpatrick's Training Evaluation model. Two other models used for evaluation are:
1. Brinkerhoff's Success Case Method- Robert Brinkerhoff is the founder of S.C.M. and this focuses on finding out what training or interventions works. This method has five steps:
1. Decide the program that will be evaluated.
2. Construct a visual impact model: create a chart with capabilities, business goals, behaviors, organizational and environmental conditions.
3. Conduct a research survey to determine the best and worst cases. (100 people or less-everyone is surveyed, 100 people or more- random sampling) Usually a short questionnaire: To what extent have you been able to use ______ to achieve success? Who is having the most success? Who is having the least success?
4. Conduct Interviews by telephone for at least 45 minutes with many success cases and few unsuccessful cases as well. Compose a detailed documentation over the findings. Discuss: A. What worked?
                                       B. What were the outcomes and how did they make 
                                           a difference?
                                       C. What good did it do?
                                       D. What factors help produced successful results?
                                       E. Suggestion for improvement?
5. Write up the evaluation results.

My personal example of using something similar to the Brinkerhoff's Success Case Method is that our department at school uses a similar form of Robert Brinkerhoff's evaluation plan every six weeks. After a district test, that is similar to the state testing, we all meet and discuss what we need to work on to improve the student scores. Once it is determined, based on low performing questions, we write out our goals for the next six weeks. What we will do differently in the classroom, how much gain we project to have on the next assessment, and how we will change our instruction?  We discuss how we taught and approached certain materials and what worked and what did not work. We also compare the data of each teacher and discuss why they performed better or worse. (We really pick each other's brains) We also email and meet with other on grade level/ subject area teachers in the district and share ideas via email, Google docs or through face to face meetings. The last step is to write up our findings and present it to the administration team.

2. Pattoris Utilization Focused Evaluation (U-FE) : Must use the findings of the evaluation or do not conduct the evaluation at all. You MUST judge the evaluation exactly the way it is intended to be used. The U-FE evaluation is done with specific users for specific uses. Focuses on beginning through the end of the evaluation.
Major Steps in U-FE:
1. Conduct a readiness assessment.
2. Identify primary users and develop a working relationship with them.
3. Conduct a situational analysis.
4. Identify the primary uses.
5. Focus on the evaluation.
6. Design the evaluation.
7. Collect, analyze and interpret the data.
8. Constantly facilitate the evaluation use.
9. Conduct a metaevaluation.

Remember, the evaluation is only successful if the findings are used effectively!

U-FE would be useful because it is intended to only focus on things you will use for later. It does not focus on areas out of our control or what we don't deem important. During our planning it would help if we could narrow our evaluations to a few major issues and work on a system to improve that specific area. Not focus on all areas at once. Once those areas are in the goal range, refocus on the next problem area and evaluate how to improve it.


The instructional design evaluation should address three other areas:
1. Speed- how fast the learner picks up on the materials using instructional design vs. traditional.
2. Retention- how long they remember the material. Was it taught in a way that will stay with the learner or just in short term memory?
3. Differences- evaluate all types of groups for success among students; regular vs. special education vs. honors.

Yes, return on investment and management is important and should always be considered. Other measures that should be considered is the length of time before show of return in a investment and it should be documented.

 

Section IV

 

A non instructional solution works best in education by being a student teacher, it gives you the hands on approach and you are able to witness the everyday dealings with students: behavior, attitude, motivation, grading, conferencing with parents and co workers, teaching, the trial and error of what techniques work and which ones don't work.

I don't think that better performance support systems would work with student teaching because online help is a nice bonus to have access to, it won't teach you how to deal with each individual student and specific issues that may arise. Knowledge management systems may be helpful with evaluating testing data but it will not offer any insight using tables and graphs for reaching a non motivated student.

 

Informal Learning would be the best to solve a problem because you can collaborate with other teachers on how to reach the student. You can build your expertise bank with their deposits of prior experience. These informal and natural conversations.

 

Theories and Models of Learning and Instruction

 

Epistemology is what and how we know (human knowledge)

 

Methods of Learning has evolved over the past fifty years. In the 1960's and 1970's -The Learning Style based on each individual began to take place and this changed how lessons were being taught. Educators began to learn that lecture and memorization was not the only way to teach.
1980's- Cognitive Learning was at the forefront, people processed information differently. Tutors were used and seen as a guide through learning.
1990's- Constructivism and Situated Learning is teaching and then allowing the students to perform. (Practice what they have learned)
Present Day- Situated Practice with learning styles and methods being researched and improving. Students are given more experience.
Basically, the evolution of learning began more with lecture "beat it in your head" instruction and moved to hands on student involvement.

There are many different type of theories and methods:

Behavioral Learning Theory: B.F. Skinner believed learning was determined by the person's environment and through positive reinforcement.

Cognitive Information Processing Theory: Like the Behavioral Learning Theory, it also believes environment plays a significant role in learning. However, Cognitive Information Processing believes how it is processed, retained, recalled and relates to prior knowledge. It also states we have three memory systems: sensory, short term and long term.

Schema Theory and Cognitive Load: Schema is packets of information in long term memory. Schema organizes information into categories and it also recalls on prior knowledge like Cognitive Information Processing. Schema is constantly building: The more you know, the larger and more complex it becomes.

Cognitive Load: Is that our memory capacity is limited. Van Merrienboer proposes that learning should be introduced in gradual steps to avoid high Cognitive Load.

Situated Learning Theory: "A Work in Progress"  Learning through life situations. Must be authentic and realistic based on culture. Teach using what students know or have an interest in.

Gagne's Theory of Instruction: Gagne based his research on cognitive information processing theory and his own observations of effective teachers. He believes there are many types of learning and each one requires instruction customized individually.

Constructivism: Learning from the inside out. Hands on learning, collaboration with peers. Taking new information and combining with experiences.



My stances on the three contrasting epistemic stances would primary be positivist. I have to have solid facts. A long time ago, I had an instructor who did not believe that the Holocaust did not occur based on theory. I do believe that the Holocaust happened based on many recounts of peoples experiences, books, pictures, military reports  and museums with artifacts. She dismissed all of that and would say; "All theories to this subject were correct and believable." After reading and learning about the epistemic stances it could have been why she believed that way.

Problem Solving from a constructivist approach would build upon knowledge. A ladder of growth. Provides a purpose for learning and is engaging. Getting students to solve problems based on prior problem solving techniques. Motivation begins when learners have satisfying results.

Problem solving from a behaviorist's point of view is that they believe all behavior is learned from their environment and response accordingly. Learning occurs through trial and error. Motivation begins when learning is meaningful and relates to their goals.

Instructional Design Models and Instructional Media

There are six steps for Instructional Design: student centered, goal oriented, focuses on meaningful performance, assumes outcomes can be measured in a reliable/valid way, self correcting and team effort.
Every year I put the task of a research essay in front of my students. I have guidelines, but I do not have many restrictions so the students can take it in many different directions. I suggest several broad topics to chose from along with a rubric and suggested novels. (Student centered) I also provide a check list with due dates that they must keep up with and turn in on time. (Goal oriented) Before beginning the research project, the students must convince me why they should be able to write on that topic and why it is important in their learning. (Meaningful performance) I have checkpoints, where I check to see the progress they have made and what articles they have found, other outside sources and notes. (Outcomes Measure) Peer Edit is required after they write their rough draft to critically read their peers essay. (Self Correcting) I run each class like a family, we all look out for each other and hold each other accountable. At first, I lead this, but by the third month they are monitoring each other and checking in on the team. (Team Effort) Every year I manipulate this lesson to improve it. It is a constantly changing assignment.

Textbooks and chalkboards are considered instructional media. Teachers, I would say are not, however I can understand the argument that they are, because the present the materials, in the power zone of teaching, and adapt to each situation. I have never thought about teachers being part of instructional media before!

What Field Are We In???

What Field Are We In is a perfect way to introduce us to this profession and course. At first all the labels and definitions were a bit overwhelming, but once I caught my breath and mulled it over a while I found it refreshing that this profession is anything but stagnant. It has been evolving from 1910  and continues to grow at a rapid pace.
In 1920 it began with The Visual Instructional Movement, introducing films, pictures and lantern slides in schools. (And to think that "technology" didn't really get started until the last fifty years shows my ignorance!) It moved to the first textbook that offered maps, charts, pictures and slides. Moving from Visual to the Audio Visual Instruction in the 1920-1940 when sound was introduced through the radio and motion pictures with sound.
By the 1950's we move into the television age and through the 50's this field was called Instructional Technology and focused most of their attention on instructional media. In the 60's and 70's, instead of just instructional media, it is now viewed as a process. Finn and Lunsdaine both agree this is a process and not just a product that is presented. It is much more than that, it is a series of steps: planning, production, selection, utilization and management. Instruct all types, it encompasses all of these steps. This is not a one size fits all type of learning or teaching. (And to think it took until the 60's to realize there is more to instruction than just presenting or lecturing!)
By the 90's our world is influenced by computers and internet. Technology is constantly changing and so is our field. Technology is influencing not only our work and school but in every facet of our life. In 1994, 5 Domains emerge: Design, Development, Utilization, Management, and Evaluation. The emphasis is placed on the learner than the instructor. The learner wants/needs to learn and the instructor is the guide to get you down that path. As a instructor  we need to be on top of our game to be able to guide the young minds that are born into the internet, instagrams, skyping, and streaming world all before the leave the house in the morning. We need to create new lessons, implement them, evaluate and manage the ever changing technology world.
The latest definition from the AECT in 2008 highlights three key terms: Ethical, Facilitate Learning, and Improve Performance by applying new skills and knowledge. All the definitions overlap to continue to improve and expand the description of the Instructional Design and Technology field.
The textbook definition focuses on human performance through instructional methods and non instructional methods meaning enhance the lighting in the office, adjust the height and desk/computer heights, or fix the computer glare to improve work performance.

If I were to write my own definition it would be:
Revise and Rewrite instructional methods to enhance the workplace through collaborative learning, visual and technology devices that frequently use update resources to stay current with the latest technology.

Overall, we need to worry less about the label and definitions and concentrate more on the practices and issues in the field.

I realize that being a professional in this field, I will constantly be learning and evolving to be a better instructor and guide through this process. As a teacher for 12 years, I have learned many new techniques and see the importance of keeping up with the times to reach my students. We have to get out of our comfort zone and tread into new territory. That must be our new "comfort". Our territory is only here for a season before it changes. I'm excited to know that my future will not be boring, nor be the same mundane task year after year.