Section 7: New Directions for Instructional Design and New Technology

From Chapter 28 locate 5 examples of distributed learning. You may pick and choose from the following list.

*Corporate distributed learning-
These environments have an intranet for employees of a corporation.  Web-based training is for employees who are able to get training when and where they need it instead of waiting for the next scheduled training session.  Employees can log on to a company intranet and take classes they need when they need them.  This training is managed by LMS (learning management system) to track who has taken what course, what time, and what objectives have been covered.
*Academic distributed learning-
Universities now offering online learning opportunities range from those offering a few individual classes to those that have moved entire programs and degrees online.  This requires a great deal more planning, organization, and resources.  Online degree programs require a “virtual campus” with a complete online registration system, a full complement of student support services such as library, bookstore, advising, and financial aid.
Distributed resource support-
The learning environment, learners, domain, and mode are a complicated process but must be done in a way that is effective and easy to use.  Advantages are better student learning, accountability, and reputation of school or business.  Instructional designs in online learning depend greatly on the designer’s comprehension of learning outcomes, interactions, interactivity, learning communities, and constraints imposed by administrative restrictions or mandates.
Distributed learning based at physical locations-
Distributed learning occurs among people at a single facility.
Synchronous—takes place in real time.
Interactions- is considered activities that involve behaviors where individuals and groups directly influence each other.  Standalone computer based training generally features a highly interactive learning environment.
Distributed learning via virtual institutions-
Distributed learning occurs among people scattered across the globe.
Asynchronous-does not take place in real time.
Interactivity-tends to focus on the attributes of the technology system.  Threaded discussion in an online course would mandate interactions among learners.

Chapter 29 discusses the concept of reusability. Think back over the courses you've had over your educational career and identify one with poor reusability characteristics. Explain how the course could be redesigned to improve reusability without changing the underlying content.

The most recent poor reusability educational training example I can think of was an in-service training for thinking maps.  The maps were not knew ideas created in education as a resource tool for helping students pass state mandated tests.  They were designed for use in all curriculum areas to help students attain knowledge.  I was given a huge binder with examples of using the thinking maps in all subjects.  Some maps seemed to fit certain content better than others.  Each teacher received maps that were to be displayed in the classroom so that students would be able to use any map at anytime.  It was a great resource and students seemed to like the maps.  I have actually found the website for the thinking maps and the content has already been updated to change with the new technologies of today.  The website http://www.thinkingmaps.com/ is a great tool for teachers and students to use when subject matter or content seems too difficult to process for students.

“Thinking Maps, Inc. is an educational consulting and publishing company specializing in providing professional staff development for K-12 schools across the country. Our primary focus is the implementation, on a school-wide and district-wide basis, of Thinking Maps®, a common visual language for learning within and across disciplines.”  

This website is a great resource for all educators and students as well.  It is very informational with explanations and examples of each thinking map.

Chapter 30 takes a look at using rich media. Find or create a visual for instruction describing its surface and functional features.

How to Make a Book Trailer Using Animoto

Technology Presentation Proposal

Animoto is actually a Web 2.0 tool for businesses.  It has so many features that technically are designed to support the unique needs that businesses need for promotional purposes.  I will be honest; a principal sent me a video he made with Animoto in his superintendent class recently.  He created a video using my son’s traveling baseball teams' pictures.  It was awesome and I decided that I would use this Web 2.0 tool for my book trailer lesson.

With Animoto, you will be able to create, download, or burn as many DVD qualitiy videos you wish to make.  Animoto has a commercially licensed music library with approximately one thousand songs that are free to use for your videos.  We are always concerned with Copyright and Fair Use policies in the Media Center.  The videos can be half speed or double speed depending on the tempo of the selected song to go with the visual pictures you include in your project. 

Animoto can be used to enhance your website, spice up blogs, enhance PowerPoint presentations, create videos to promote books, and upload book trailers to YouTube.  As with anything else, Animoto has a free version and is a bit pricey for tighter budgets.  I think it would be worth the money for me as District Media Center Specialist.  Making professional book trailers would be a great promotional tool for the library.

Directions on How to Make a Book Trailer using Animoto:

1.) Animoto.com will give you an easy transition into the process of creating a multimedia production about the book you will be promoting for the project.  It is probably best to explore and read all about the software to be sure to understand some basic concepts before beginning the project.

2.) You will need about 12-20 photos in a jpeg or png format and a sound track. You can buy sound tracks from a place like iTunes, or you can try a sample sound track that comes on most computers. For inexpensive photos, try iStockphoto.com and check out their Dollar Bin. If you plan to distribute the video in any way, be careful to get permissions for images and sound to avoid copyright violations.

3.) A 30-second video is a free service using Animoto or you can pay for different packages if you think the software is worth the money.

4.) Create an account at Animoto.com

5.) Log in and click on Create a Video

6.) Upload your photos.  You can drag and drop them to rearrange the order

7.) Add a title page, by clicking on the T-text icon at the bottom.

8.) Upload your sound track; or you can choose from Animoto’s one thousand plus songs available for free in the library.

9.) Choose a speed for the photos to show:  ½ speed, normal speed, or double speed.  This will be the feature that you will have to really work with.  Make sure that the speed seems to match the photos you have selected for your project.  Animoto allows you to remix a video numerous times until you feel comfortable with the speed of the video.  Choose normal speed for practice and then play with the speed after you create your video.

10.) Click on finish.

11.) Animoto will take a few minutes and create the video.

12.) The video will then be sent to your email so that you can share it with others.

13.) After watching the video, you will see a video toolbox below the video box and this is where you can change the video from normal to ½ speeds or double.

Chapter 31 discusses the future of instructional technologies in the near future from metadata to nanotechnology. Describe how nanotechnology could be used to improve a specific job or task you are familiar with.

Nanotechnology is a multidisciplinary field of discovery. Scientists working in physics, chemistry, biology, engineering, information technology, metrology, and other fields are contributing to today's research breakthroughs.

According to the Education Center, the worldwide workforce necessary to support the field of nanotechnology is estimated at 2 million by 2015.  As in other fields, a passion for science is developed while students are young and an introduction to the many facets of nanotechnology will provide the basis for future educational opportunities.  Curricula development is beginning and is available for K-12 and undergraduate education. Right now, however, only few degree programs in the field are available nationwide (and worldwide).

An example of a nanotechnology is the electronic paper or flexibility of the first prototype of their affordable, flexible electronic displays announced late last year - now they’ve added touch screen capabilities to the already impressive flexible display with support for real-time user input by either stylus pen or by touch.  The following article provides the information for one of the latest examples of nanotechnologies.

ASU adds touch screen capabilities to flexible display technology

http://www.gizmag.com/asu-touchscreen-flexible-display/11094/

And finally! Chapter 32 provides two points of view on the direction of the field - the straight and narrow road and the broad and inclusive road. Which point of view do you agree with and why?

As a media specialist, I think the broad and inclusive road is the one I choose.  I agree to some extent with both perspectives but if I have to choose then the broad road would be the one.  Instruction is a valuable tool and if the information we are seeking is a moment’s notice away, then we can say that the immediate information though not flourished is for learning and performance then so is it.  The value of web sources is the informed perspective of the site itself.  Learners will ask instructors or individuals to evaluate information and they rely heavily on the respected perspectives, and personalized, embodied forms of knowledge derived form those close perspectives.  According to the text, IDT professionals can benefit from an array of tools and resources based on competing perspectives.  Even a community of professionals needs some measure of shared vision and framing of problems and goals.  I feel we need a level of freedom and autonomy sufficient to notice and reward the promising lines of thinking while maintaining enough coherence to keep everyone up with the moving forward of technologies.   Media specialists fit in the broad and inclusive road because the role has changed with the emerging technologies.  A true “librarian” is no longer a true description of the media center’s director.  The term media specialist fits better because of the broadness of the field of instructional design.

Section 6: Getting and IDT Position and Succeeding

Take a look at a few of the sources provided for job openings from lesson 1 and search for at least 3 positions that are of interest to you.  Describe the general nature of the positions and list the skills required for the job.  Do you have these skills?

Educational Consultant

Miami University

Job Description:

Scholastic Corporation (NASDAQ: SCHL) is the world’s largest publisher and distributor of children’s books and a leader in educational technology and children’s media. Scholastic creates quality educational and entertaining materials and products for use in school and at home, including children's books, magazines, technology-based products, teacher materials, television programming, film, videos and toys. The Company distributes its products and services through a variety of channels, including proprietary school-based book clubs and school-based book fairs, retail stores, schools, libraries, television networks and the Company’s Internet Site, www.scholastic.com.

Scholastic (NASDAQ: SCHL), the global children's publishing and Media Company, has a corporate mission of instilling the love of reading and learning for lifelong pleasure in all children.  Recognizing that literacy is the cornerstone of a child's intellectual, personal and cultural growth, for more than 80 years, Scholastic has created quality products and services that educate, entertain and motivate children. For more information, please visit our website at: www.scholastic.com

Scholastic Education is a division of Scholastic Inc., focused on creating materials, programs and services for the pre K through secondary education students and educators.  Recently, owing to the importance of the READ 180 and reading intervention business, Scholastic is hiring personnel to support the division’s overall goal of increasing student achievement by supporting educators with training, professional development, coaching, and data analytics services to support large urban districts.

The objective of the Educational Consultant is to provide premier customer planning, service, in-person support and coaching to teachers and administrators using Scholastic programs to maintain the customer base and grow existing sales of technology products and related services. As well as providing product training and professional development, the candidate will drive pro-active customer support approaches to ensure fidelity, success and to gather and report results.

For more information about our Read 180 program can be found here:
teacher.scholastic.com/products/read180/

Per diem Independent Contractors positions available.

Job Requirements:
Requirements/ Skills: 
-4 year college degree, Masters Degree a plus
-Excellent training, facilitating and presentation skills
-Thorough knowledge of educational pedagogy, especially reading instruction
-Understanding of current educational context and market (NCLB, funding, accountability,
etc)
-Upper elementary or secondary teaching background
-Understanding and experience with issues around adolescent literacy and striving readers
-Experience with training delivery and adult learners
-Travel required

I think I would be suitable for this position because I have most of the requirements and skills required for this job.  The master’s degree is almost completes so that is the only one that could be a problem.

Manager of Instructional Design Technology

University of San Diego

Job Description:
This position, within the Academic Technology Services, will lead and manage instructional support and media professionals. Qualified candidates must have strong experience with learning management system (WebCT/ Blackboard) implementation, course development, training and best practice within higher education. Proficiency in technology planning, developing technology and media based technology for online and face-to-face delivery. Must have strong experience with classroom technology and design, AV systems and digital media. Must have a solid understanding of best practices in classroom, hybrid and online education learning theory, curriculum management, delivery models, and managing a team of instructional and media support professionals.

The Manager will lead the team to evaluate, build technology-enhanced hybrid or online learning components. Will manage the staff in support of the campus audio/visual, labs and classroom and other web-based technology. The manger works closely with the senior director of the academic technology to achieve the strategic goals and directions for the department, quality delivery and implementation of projects; and manage department budget.

Duties consist of managing day-to-day operation of the unit, interaction with faculty and extended ITS support staff, ability to effectively coordinate, communicate and disseminate relevant information. Primary person to manage distribution, and training, selection or migration of the next LMS, developing training components and best practices in support of the learning management system and other integrated technology; overseeing and coordinating relevant projects of the staff. Assist in providing faculty and Instructional Media staff with related technology tools and support for the academic community. Provide clear operational and strategic guidance to the staff; actively participate in staff recruitment and retention activities.

Qualifications:
Significant record of successful leadership, management, strategic planning related to the position.

Education and Experience:
-Master's degree in Educational and instructional Technology or related field and 5 years of experience required, including 2 years management experience. Teaching experience in higher education highly desirable.
-Certification in LMS, Graphics and Media applications, and specialized training.
-Proficiency in web and design, Podcasting and related web 2.0 technology.
-Server Knowledge--web and media servers.
-Flash Technology
-Apache Server Commands (.htaccess, basic knowledge: passwords, redirects)
-Linux and Unix file management
-Web 2.0 and Social Networking

Management Experiences and Skills: 
-An excellent communicator, and enthusiastic collaborator, and a proponent of teamwork environment.
-Proven experience-managing team of professionals.
-Possess clear vision for the role of technology and media support in higher education.
-Coordinates and manages all budgets related Instructional and Media Technology Services and projects.
-Maintaining workflow, developing and managing the group's budget.
-Record of effective planning in IT including ability to manage and supervise complex IT projects and operations.
-Sound decision-making and problem solving skills, ability to articulate and support those decisions.
-Be flexible and adaptable in his/her approach and ability to energize the team.
-Excellent oral/written communication and presentation skills.
-Willingness to support concepts of continuous quality improvement.
-Comfortable managing multiple priorities in a complex and fast paced environment.
-Ability to operate under tight time deadlines and changing priorities alone or as part of a team.
-Conduct projects and management duties in close partnership with the management of the ATS delivering a consistent direction.
-Ability to foster cooperative relationships with a diverse academic community.

Design and Technical Skills:
-Proficiency in online instructional design theories and practices.
-Demonstrated experience integrating technology into the teaching/learning process.
-Demonstrated experience in development and delivery of workshops and individual faculty consultation.
-Competence developing instructional and innovative technology.
-Ability and skill training faculty, staff and students technology tools.
-Skilled to build training contents relevant to pedagogy.
-Evidence of knowledge and understanding of graphics, web, media and audiovisual technologies.
-Evaluate and assess effectiveness of teaching and learning technologies.
-Build and create matrix to assess new technology requests.
-Demonstrated current and innovative experiences with a broad range of audiovisual and computer technologies in learning and teaching.
-In depth knowledge of learning technology and Web 2.0.

Support Skills:
-Ability to assess user needs and use consultative skills to provide appropriate support.
-Strong familiarity with both PC and Mac operating environment.
-Strong familiarity with Audiovisual and Classroom Technologies.
-Ability to organize, categorize and prioritize workload effectively and efficiently, under minimal supervision.
-Evidence of excellent interpersonal, verbal and written communication skills.
-Ability to foster teamwork approach with staff on projects and with faculty development.
-Demonstrated experience and understanding of customer service and human relations.
-Being flexible and versatile in coping with evolving work situations.
-Being able to handle the stress of last minute deadlines and changes.
-Demonstrated commitment to working with multicultural populations.
-Must be a self-starter, enthusiastic and energetic
-Effective presentation skills.
-Excellent organizational skills.
-Excellent project management skill and techniques.

Degree Verification Requirement: 
Persons offered employment in this position will be required to provide official education transcripts for degree verification purposes. Serious candidates are encouraged to request official transcripts to help expedite the hiring process.

I think my maters degree training in Library Media Science and my professors at Texas A&M Commerce have prepared me in all of the skills necessary to be able to do a vast job with this position.  It would be something I would like to do and keep my technology and Web 2.0 skills updated as the technology evolves.

Instructional Design Librarian

Oklahoma City University Dulaney-Browne Library

Posting Date: 2010-04-30
The twelve-month tenure-track assistant professor of library science provides library services and instruction to students, faculty, staff, and visitors to Oklahoma City University’s Dulaney-Browne Library, with a special emphasis in instructional design. A master’s degree from an American Library Association accredited program or equivalent is required. An advanced degree in instructional technology, instructional design, education or other appropriate field preferred.

Essential Duties and Responsibilities: 
•Library teaching involves creative and administrative duties in the individual assignment.
•Collaborate with Center for Excellence in Teaching and Learning and Campus Technology to support faculty in using current research in learning design and technology.
•Support the design, management and assessment of e-learning tools.

General Library Duties: 
•Library teaching also includes encouraging information literacy through direct interaction with students and faculty as individuals and, in the classroom, face to face and using technology, development and modification of instructional materials, collection development, and public relations efforts.
•Participates in campus and library assessment committees develops assessment methods for decision-making.
•Works with classroom faculty to encourage information literacy and collection development as liaison to the assigned areas.

Scholarship and Professional Growth: 
Effective teaching, scholarship and service and active involvement in assessment are required for promotion and tenure. Scholarship may be of several types promoting the discovery, integration, application, and teaching of knowledge.

Service: 
Service to the campus community includes constructive participation in the university’s governance, collegiality, participation and leadership in campus life beyond the classroom, leadership and service within the library, including search committees, ad hoc committees, and library faculty council.
Service to and/or leadership roles in the professional community includes service or leadership in professional organizations, being nominated for office in professional associations, participating in activities directed toward improvement or enhancement of librarianship, and providing groups in the community with professional expertise.

Other Aspects Of Faculty Performance: 
Collegiality, as well as professional and ethical conduct, enhances teaching, learning and the general reputation of all persons in the academy. Therefore, all faculty members are expected to serve in a collegial fashion and in accordance with professional and ethical principles when dealing with other faculty members, students, administrators, and members of the public.
Every faculty member is guaranteed academic freedom in accordance with the AAUP statement on academic freedom and responsibilities of faculty members.

Physical Requirements: 
Occasionally requires standing, lifting, pulling, pushing, carrying and climbing, reaching both high and low. Frequently requires walking and balancing. Constantly requires sitting, repetitious finger and wrist movement, speaking clearly, hearing conversations, hearing (with acuity), seeing near and far with color vision.

Work Conditions: 
May include evening and weekend hours. Occasionally requires travel.

Experience:
Assistant Professor: None
Associate Professor: 3 years

Knowledge: 
•Knowledge of principles, methods, and current developments in academic librarianship
•Knowledge of principles, methods, and current developments in instructional design
•Knowledge of effective instructional strategies and techniques

Skills And Abilities: 
•Ability to provide information literacy instruction and library reference assistance in a wide variety of settings to a diverse population
•Proficient in the use of a wide variety of computer applications for library, management, and instructional applications
•Demonstrated ability to communicate effectively verbally and in writing
•Ability to work independently, collaboratively, and effectively with faculty, students, staff, donors, the public.
•Knowledge of instructional design principles for the classroom and online environments.
•Demonstrated ability to create effective instructional and informational materials, and the ability to identify and evaluate the latest web development tools and applications, and to teach others how to use them effectively.

I am not completely qualified for this position.  I have no experience being an associate professor and the minimum years experience is three years.  I think that I am a fast learner and I am very competitive.  I have a need to read any and everything that will further my experiences and gain knowledge.  I think this position is interesting and something I could possibly do when my kids go to college.  I feel when they leave the house; I will need a change of pace.  I get very bored so this might be an interesting change.  I have been in education for 21 years and I feel that something like this could be the next step for me.

Look at the Resources provided on page 258 in Chapter 25 and select one of these links and complete the self-assessment.  What did you learn about yourself from the assessment?

After taking the assessment, I was relatively surprised at the high level of skills I possessed.  But, looking at the Occupations that matched my work activity was a little disappointing.  My best percentage as far as skills go matched the Instructional Coordinators career and a librarian was actually somewhere in the middle.  I thought that was very interesting since that is my current occupation.  After looking at these results, I have decided I need to take another assessment survey and compare the two for final analysis.  I will compare both results and see if the first was some kind of fluke or if I need to work on the skills I need to be a successful library media specialist.

Chapter 26 lists several websites for professional organizations and websites for professional publications. Visit two or three websites for professional organizations and two or three websites for the professional publications and address the following: 

Professional Organizations:

1.  International Society for Technology In Education

*Mission:
ISTE provides leadership and service to improve teaching and learning by advancing the effective use of technology in education.

*Cost of Membership
United States Members
Premium Membership: $215
Standard Membership: $95
Retired Educator Membership: $59
Student Membership: $39
Non- U.S. Members
Premium Membership: $290
Standard Membership: $120
Retired Educator Membership:  $84
Online: $49

*Publications
ISTE Books
Learning and Leading with Technology
Journal Of Research On Technology In Education
Journal Of Digital Learning In Teacher Education

*Conferences and meetings
For more than three decades, ISTE’s annual conference and exposition (formerly known as NECC) has been the premier forum in which to learn, exchange, and survey the field of educational technology. This event attracts upwards of 18,000 attendees—including teachers, technology coordinators, administrators, library media specialists, teacher educators, and policy makers – and offers world class keynotes, hundreds of sessions in a variety of formats, and a massive exhibit hall.  www.iste.org/conference.aspx

*Opportunities for professional development
Whether you are an individual educator, school district, or higher education institution, the professional development offerings at ISTE provide comprehensive resources, built on the foundation of the NETS, to assist in the growth and development of 21st-century skills for all.  ISTE Learning is an anytime, anywhere online community for professional development.

Educators can sample free concepts, buy resources, and exchange creative ideas. This space provides relevant learning experiences in multiple formats to strengthen the teaching experience and grow digital literacy. The mission of ISTE Learning is to provide robust leadership, and learning and teaching opportunities that are grounded in the NETS, to support educators in effectively implementing technology into their learning environments.

2.  Society for Applied Learning Technology

* Mission
Founded in 1972, membership in the Society for Applied Learning Technology® is oriented to professionals whose work requires knowledge and communication in the field of instructional technology. It is a professional society, designed for individual membership participation with classes of membership keyed to the interest and experience of the individual. The Society provides a means to enhance the knowledge and job performance of an individual by participating in Society sponsored meetings, and through receiving Society sponsored publications. It enables one to achieve knowledge for work in the field of applied learning technology by association with other professionals in conferences sponsored by the Society.

*Cost of Membership
Memberships are available to those who have the interests and objectives of the Society and is on an annual basis at a membership fee of $55.00 per year. In addition, the Society offers members discounts on Society-sponsored journals, conference registration fees and publications.

*Publications
SALT® sponsors three professional journals:

Journal of Instruction Delivery Systems (JIDS)
Journal of Interactive Instruction Development (JIID)
Journal of Education Technology Systems (JETS)

*Conferences and meetings
For over 30 years the Society has sponsored conferences which are educational in nature and cover a wide range of application areas such as e-learning, web-based training, mobile learning, interactive multimedia in education and training, learning management systems (LMS), instructional systems design (ISD), and performance support systems. These conferences provide attendees with an opportunity to become familiar with the latest technical information on application possibilities, on technologies, and on methodologies for implementation. In addition they provide a venue for interaction with other professionals in the field.
http://www.salt.org/grid.asp

*Opportunities for professional development
The conferences I suppose are directed as professional developments for anyone who is interested in attending.

3.  Society for Information Technology and Teacher Education

*Mission
The Society for Information Technology and Teacher Education is an international association of individual teacher educators, and affiliated organizations of teacher educators in all disciplines, who are interested in the creation and dissemination of knowledge about the use of information technology in teacher education and faculty/staff development. The Society seeks to promote research, scholarship, collaboration, exchange, and support among its membership, and to actively foster the development of new national organizations where a need emerges. SITE is the only organization that has as its sole focus the integration of instructional technologies into teacher education programs.

*Cost of Membership
Professional Membership:
$115 (US); $130 (non-US)
Student Membership:
$35 (US); $50 (non-US)

*Publications
Journal of Technology and Teacher Education (JTATE)
SITE's official journal is scholarly, peer-reviewed, and serves as a forum for the exchange of knowledge about the use of information technology in teacher education.
Contemporary Issues in Technology and Teacher Education (CITE)
The CITE Journal is SITE's online multimedia, interactive counterpart to JTATE. CITE is a collaboration between five teacher educator professional associations in the content areas.

*Conferences and meetings
The 22nd Annual SITE International Conference will be held March 7 - 11 in Nashville, Tennessee, USA.

*Opportunities for professional development
Teachers Learning with Ease / Great PD for teachers
Tuesday, August 10, 2010 Following Professional Development Initiatives for Educators This is my 4th (fourth) learning initiative this summer. I do this much in the way I was an activist in civil rights. I believe that we teachers are empowered with proper professional development and support and able to reach a large audience of the educational community. Beginning Steps SCALABLE GAME DESIGN I took a course at the Atlas Institute at Colorado University with Dr. Alexander Re-penning on Scalable Game Design. That was a very intensive immersion into gaming. http://scalablegamedesign.cs.colorado.edu/wiki/Teacher_program we started with frogger. http://www.freeonlinegames.com/adventure-games/frogger.html

Professional Publications:

1. Contemporary Issues in Technology Education

*Focus/Goals of the journal
This journal represents the collaborative efforts of several organizations, each of which has its own publication outlets. It represents the best thinking of these organizations about how to meet the needs of scholars in a field, information technology and teacher education, that cuts across many different disciplines. Second, this is an electronic publication that uses electronic tools to facilitate everything from submission to publication. And it is freely available to anyone who has access to the World Wide Web.

Third, the format of the journal is a departure from the traditional print journal. It is not simply a print journal distributed electronically. The content can be different. A paper can include video, animation, and audio, as well as links to external resources. In addition, the journal serves as a framework for ongoing scholarly discussions. Authors do not publish a paper and then wait three years to see if anyone cites it. Once a paper is published, anyone who reads it can immediately write a response and submit it for publication. Once that conversation has begun, the author, reviewers, and readers can engage in a discussion of the relevant issues for as long as it seems worthwhile and productive. We hope you enjoy participating in this interesting adventure!

*Submission Guidelines
CITE will include three major categories of articles:
-Current Issues include more theoretical discussions of technology and teacher preparation.
-Current Practice provides shorter, up-to-the-minute snapshots of technology in practice.
-Seminal Articles include previously published "classic" articles that have advanced the discussion of technology and teacher education.
-All submissions MUST be sent in electronic form using the Article Submission Form.
-Material must be original, reflect the integrity expected of scholarly communication, and demonstrate a coherence and unity that makes the paper both understandable and interesting. Before submitting an article, please review the following suggestions. Original manuscripts received in correct form serve to expedite the review process, others will be returned to author. Spelling, punctuation, sentence structure, and the mechanical elements of arrangements, spacing, length, and consistency of usage in form and descriptions should be studied before submission. All photographs submitted with manuscripts must include a copy of a signed permission form from the copyright holder.
-Because this is an electronic journal the length of papers may vary. The length of your paper should be appropriate to the topic and focus. We will accept some papers that are only two or three pages long and some that are as long as 40 or 50 pages. The critical issue is whether the length is appropriate.
-All manuscripts must be original. No manuscript will be considered which has already been published or is being considered by another magazine or journal. However, if work described in conference proceedings is substantially revised and extended, it will be considered. Submission of a manuscript represents certification by the author that the article is not being considered nor has been published elsewhere. The format of headings, tables, figures, citations, references, and other details should follow the (APA) style as described in the Publication Manual of the American Psychological Association, 5th edition, available from APA, 750 1st St., NE, Washington, DC 20002 USA.
-Manuscripts sent to the Editor for review are accepted on a voluntary basis from authors. Before submitting an article, please review the following suggestions. Manuscripts received in correct form serve to expedite the processing and prompt reviewing for early publication. Spelling, punctuation, sentence structure, and the mechanical elements of arrangements, spacing, length, and consistency of usage in form and descriptions should be studied before submission. Due to the academic focus of AACE publications, the use of personal pronoun (I, we, etc.) and present tense is strongly discouraged with the exception of qualitative research.
-No manuscript will be considered which has already been published or is being considered by another journal.
-Other specific guidelines
http://site.aace.org/publish/?fuseaction=Authors.BeginSubmissionCITE

*Is this a peer-reviewed journal?
Yes

*Is the journal online?
Yes

*How is the journal and organization useful to you and your career?
It is an essential journal that will provide the latest scholarly research for information technology in education. Featuring an easy-to-use and highly efficient search engine and an expansive database of numerous publications, the journal makes it easy to keep up with the latest advances in the field, and to maintain and expand your knowledge base. As media specialists or librarians blend themselves into the teaching and learning process, one essential tool is the journal connects the reader to the newest research 24/7, meeting the user on the user terms of timeliness and accuracy.

2.  Electronic Journal for the Integration of Technology in Education

*Focus/Goals of the journal
The journal features research findings, practical articles, book and software reviews, and commentary on topics of interest to those educators and others. The online format allows for the inclusion of multimedia elements as well. For more information, see the author guidelines page. The refereed journal is a product of the College of Education at Idaho State University. The journal uses a rolling publication format for each volume. Articles are published throughout the year.  Legal Notice: The views expressed herein are solely those of the individual authors and do not represent the official views of the editorial board, the College of Education, or Idaho State University. Authors are responsible for all contents.

*Submission Guidelines
Who:
-Professionals in the field of Instructional Technology, Instructional Media or closely related programs or fields (PK-20).
-Graduate students enrolled in Instructional Technology, Instructional Media, or closely related programs or fields.
-Practicing PK-12 educators.
-Information Security professionals interested in information security issues in educational settings.
Categories:
-Improving Instruction using technology (PK-20)
-Information security/assurance in educational settings (PK-20)
-Current and emerging technologies of interest to educators
-Current and emerging technologies
-Instructional media
-Other closely related topics
Style Guidelines:
-All manuscripts must be written in English.
-Papers should begin with an abstract of 75 - 150 words (Book and software reviews do not require an abstract).
-An electronic title/cover sheet should be included with each submission. This cover sheet must include the following information: a) title of the paper, b) name and title for all authors, c) brief biography for each author, and d) email address and any other relevant contact information for the first author. No other identifying information should be contained within the manuscript.
-All images (pictures, tables, figures, etc.) appearing in the text should be submitted as separate JPG or GIF files.

-Material must be original, accurate, and in good form editorially. Authors should use the Publication Manual of the American Psychological Association (Latest edition) for reference and citations format. Articles should include a complete list of references at the end of the article.
-The length of the manuscript should be at least 1,000 words. There is no upper limit on the number of words.
-No manuscript will be considered which has already been published unless the author holds the copyright. Manuscripts should not be under consideration anywhere else.
-Authors should have one or two peers read their manuscripts before submitting them for consideration.
Copyright:
-Authors must sign and return the electronic publication form before their articles can be published in the journal. This form should be submitted via U.S. mail.
-All submissions will be reviewed anonymously by the peer-review board. Any references that identify the author in the text will be deleted from the manuscript for review purposes.
-All texts will be published as PDF files.
-Manuscripts should be sent as plain ASCII text, rich text, or as a Microsoft Word file. Alternative formats will be considered upon request.
-Papers may be submitted via e-mail only.
-Submission should be sent to: Raybeve@isu.edu
-Submissions are accepted throughout the year
-[ Copyright © 2006 College of Education, Idaho State University | ISSN: 1556-5378 ]

*Is this a peer-reviewed journal?
Yes

*Is the journal online?
Yes

3.  T.H.E. Journal

*Focus/Goals of the journal
-K-12 Technology Trends
-Distance Learning
-IT Trends
-E-Learning
-Classroom Technology
-Next Generation Computing
-Funding

*Submission Guidelines
T.H.E. Journal is a resource for administrative, technical, and academic technology leaders in K-12 education. Complimentary subscriptions are available for individuals who work in U.S. district offices; elementary, middle, or high schools; or other K-12 education facilities.  If you are outside our K-12 qualification guidelines, and want to receive T.H.E. Journal click here to view your subscription options.  To apply for a complimentary subscription to T.H.E. Journal, please answer all questions below - incomplete forms cannot be processed. The publisher reserves the right to limit the number of complimentary subscriptions.

*Is this a peer-reviewed journal?
Yes

*Is the journal online?
Yes

*Were you aware of the organizations/journals that you researched?
I know several of these journals by simply working as the media specialist for the district.  I would like to review some others when there is more time.  I am very familiar with journal #3 and I receive it in both print and online.  The importance of these organizations and journal publications lie in the fact that even when advanced education for an individual is over, these organizations and journals will keep those specialists updated on current trends in educational technology that will help professionals stay on top of issues to keep informed.

Chapter 27 looks at competencies for instructional design and technology professionals.  If you were responsible for identifying the domains, competencies, and performance statements for a performance technologist, what would they include and why? 

Multimedia Knowledge competencies:
-Focuses on the importance of using and applying design principles in the production of multimedia projects and materials.
- Focuses on the development of instructional objectives, practice and feedback, cognitive learning theory, motivational strategies.
-Multimedia design principles including instructional objectives with practice and feedback activities.
-Multimedia learning based upon cognitive learning theory, such as working memory and the transfer of words and pictures into long-term memory.
-Intrinsic and Extrinsic motivational strategies for attention, relevance, confidence, and satisfaction.
-The usability measurement principles of multimedia learning tools: effectiveness, efficiency, and satisfaction.
-Multimedia design principles such as spatial contiguity, coherence, modality, and redundancy.
-Color in regards to organizing, selecting, and integrating difference aspects of multimedia design.
-Development in multimedia to include human to computer interaction.
-Current research and theory in regards to multimedia
-Accessibility and compliance with its laws in instructional deliver.

Skill competencies:
Focuses on the importance of multimedia skills for the success of
multimedia development.
-Web Design
-Graphic Design
-Job Aids
-Simulation
-Print Design
-Electronic Performance System Design
-Animation
-Designing for Mobile Devices
-Game Design

Tool Competencies:
Focuses on the importance of diverse multimedia tools.
-Web Design (i.e. Dreamweaver, FrontPage)
-Graphic Editing (i.e. Photoshop, Fireworks)
-Word Processing (i.e. Word, WordPerfect, Microsoft Word)
-Learning Management Systems (i.e. WebCT, Blackboard, Moodle)
-Asynchronous Communication (i.e. Discussion Boards)
-Demonstration (Captivate, Wink)
-Presentation (i.e. PowerPoint)
-Animation (i.e. Flash)
-Synchronous Communication (i.e. Breeze/Connect, LiveMeeting, Skype)
-Video Editing (i.e. FinalCut, iMovie, Adobe Premiere)
-Survey (i.e. SurveyMonkey, SurveyGold)
-Collaboration (i.e. Wikis, Google Docs)
-Audio Editing (i.e. GarageBand, Audacity)
-Desktop Publishing (i.e. Publisher)
-Authoring (Authorware)
-Spreadsheet (i.e. Excel)
-Database (i.e. Access)
-Virtual Environments

In order for the field of Instructional Design and Technology to progress and develop, it is imperative for the practitioners to keep up with certifications and knowledge within the field.  Especially when the field is always changing due to the progress the country makes in technology.  Always try to stay current in competencies so that we do not lose knowledge in order to help students and patrons with evolving, new, innovative technologies.

Section 5: Trends and Issues in Various Settings

Chapter 18 discusses instructional design in business and industry.  Give an example of rapid prototyping and discuss how this could be used in education.

A software design methodology called rapid prototyping has recently been advocated because it solves efficiency problems associated with traditional software design methods while increasing effectiveness. Rapid prototyping is a viable model for instructional design, especially for computer-based instruction.

Example 1

*building and using a model of a system for designing, implementing, testing and installing the system

*pleases users, reduces development costs, decreases communication problems, lowers operations costs, slashes calendar time, and produces the right system for the designated task

*allows the flexibility needed when dealing with the greater complexity of a human factors-intensive field such as the process of instruction

Example 2

 

Rapid prototyping in instructional systems design begins with the analysis of needs and content and a statement of tentative objectives.  These objectives actually set the plan.

The plan functions for two purposes:

*to communicate with everyone involved the purpose of instruction

*to delineate tasks the learner will pursue

Several examples in using Rapid Prototyping in Education:

Wood Shop 

Agricultural Sciences

Home Economics 

Architectural Business

Theater Classes

Chapter 19 discusses instructional design opportunities in military education and training environments.  Pretend you are hired as a consultant for the military.  They want to use technology in its training, but electronic access is not always available.  Using the Full Spectrum diagram, what alternatives could you suggest for a successful program?

*The military relies on a creative mix of live, virtual, constructive, and gaming training enablers to provide realistic training. Live, virtual, and constructive training is a broad taxonomy that covers the degree to which a training event uses simulations. Units perform, for example, field training exercises, live fire exercises, deployment exercises, and battle drills under live conditions that replicate an actual operational environment as closely as possible. This is especially true at the battalion level and below. Virtual, constructive, and gaming training enablers are used to supplement, enhance, and complement live training. They can help raise the entry level of proficiency for live training and reduce time needed to prepare training. They can also provide a variety of training environments, allowing multiple scenarios to be replicated under different conditions. Based on training objectives and available resources, such as time, ammunition, simulations, and range availability; commanders determine the right mix and frequency of live, virtual, and constructive training to ensure organizations use allocated resources efficiently.

*Live training is training executed in field conditions using tactical equipment. It involves real people operating real systems. Live training may be enhanced tactical engagement simulation to simulate combat conditions.

*Virtual training is training executed using computer-generated battlefields in simulators with the approximate characteristics of tactical weapon systems and vehicles. Virtual training is used to exercise motor control, decision-making, and communication skills. Virtual training involves real people operating simulated systems. People being trained practice the skills needed to operate actual equipment, for instance, flying an aircraft.

According to the text, design teams working with the Air Force, Navy, or Army are able in most cases able to identify the technological requirements for implementation at even the most impossible places such as a garrison location or aboard a ship.  

The military has in place approximately 54 Deployable Learning Resource Centers (DLRC).  These are mobile units that contain a server, network switch, printer, and 20 laptop stations.  The units store and distribute training courseware and hosts the management tools to monitor, test, and record learner progress.  They can depending on availability connect to external networks including a shipboard local area network (LAN), shore based metropolitan area networks (MAN) and wide area networks (WAN).  They can also be sent to field areas via wireless systems.  The system includes a reach-back mode to connect to the USMC Institute Automated Information System to receive information updates and send scores back.  This is a solution on wheels that provides the military skills training and cross-functional training applicable to all military personnel.

Chapter 21 looks at radical educational change in P-12 settings.  Review the Step-Up-To-Excellence methodology and the GSTE.  Outline a staff development activity that will introduce both methodologies to your colleagues. 

-As a whole the problem with our school lies within the leadership category.

-After a meeting with administration and teachers, it is evident there needs to be a change -in the school system.

-Plan a staff development day strictly for guidelines to facilitate a district wide systemic change.  

-Present all staff members with two models of methodologies. 

The Guidance System for Transforming Education

 

 

Step-Up-To-Excellence

 

-Discuss why systemic change is crucial in meeting our students’ and communities’ needs in the information age.  

-Address the three key areas of a school system:

  *the core and supporting work

  *the internal “social architecture”

  *the district’s relationship with the external environment

-Discuss the reasons a “process approach” to systemic change is more important than a “product approach”.

-Discuss the example projects that have used these two models to create a systemic change district-wide.

-Discuss the needs and future directions for ecological systemic change in our school

district.

-Then after discuss change with policymakers, school district leaders, funders, and researchers in order to have success in transforming the school system to meet the needs of students and communities’ to meet the needs in the information age today.

Research three different university offices for faculty development.  Answer the following questions for each office:

*Duke University

-What are the different names used for faculty development?

Educational Development, Faculty Development, Professional Development, Faculty Diversity

-What division is it under?

Academics

Graduate and Professional

-What services does it offer?

Grants and Funding

Training and Office Visits

Consulting

Materials Development

Duke Digital Initiative Support

Labs and Equipment

-How often are programs given and what specifically are they?

Duke University Departments & Programs

The Graduate School offers various degree and certificate programs leading to both master's (M.A./M.S.) and doctoral (Ph.D.) degrees in more than 60 departments or programs of study.  Our graduate students have the opportunity to work closely with faculty across Duke's nine other schools and to conduct research in connection with numerous campus research institutes and centers.  Beyond the traditional departments and degree programs, we also promote interdisciplinary research through dual and joint degree programs and numerous certificate programs. This section contains brief profiles of the departments and programs affiliated with the Graduate School, as well as information on courses and registration policies. For more information about a department or program, please use the contact information provided for the individual department or program under consideration.

http://gradschool.duke.edu/depts_progs/index.php

*UCLA

-What are the different names used for faculty development?

Educational Development, Faculty Development, Professional Development, Faculty Diversity

-What division is it under?

Faculty

Professional Resources

-What services does it offer?

Campus Resources 

Help for Students in Crisis  

Center for Women & Men (gender-related issues)

Staff & Faculty Counseling Center 

Disabilities & Computing Program

Diversity Resources for Faculty

Emeriti/Retirees Relations Center 

Lesbian Gay Bisexual Transgender Resource Center

Ombuds Services 

Sexual Harassment Prevention Office

-How often are programs given and what specifically are they?

Concurrent and Articulated Degree Programs

Both the concurrent and articulated degree programs have the potential of allowing the student to acquire two degrees in less time than normally required if the courses of instruction are taken in sequence. The aim of these programs is to provide an integrated curriculum of greater breadth between the two disciplines. They differ in that concurrent programs are designed to allow a specified amount of credit to apply towards both degrees, while articulated programs do not allow any credit overlap. Applicants interested in MBA concurrent programs should complete the application of the John E. Anderson Graduate School of Management. Supporting materials (transcripts, test scores, statement of purpose, etc.) should be sent to both the MBA program and the concurrent degree program. Applicants interested in Public Health programs in conjunction with African Area Studies, and the School of Medicine should contact the School of Public Health only after admission and registration in the other area. For further information, see the

UCLA General Catalog. Applicants interested in concurrent degree programs should request a bulletin of information and a departmental application for admission from each school or department of interest. Be sure to comply with all appropriate application deadlines.

http://www.gdnet.ucla.edu/departments.html

*Midwestern State University

-What are the different names used for faculty development?

Educational Development, Faculty Development, Professional Development, Faculty Diversity

-What division is it under?

Faculty and Staff

-What services does it offer?

Career Management

Extended Education

Credit Union

Facilities Rental

Small Business Development Center

Print Shop

Purchasing Department

Testing Services

University Police

Vision Health Center

-How often are programs given and what specifically are they?

Recently ranked number 1 in the Best Value in Public Universities by Consumers Digest, Midwestern State University in Wichita Falls, Texas offers master’s degrees in 26 majors designed to prepare students for professional positions and doctoral study. We provide excellent learning resources and a dedicated teaching faculty. MSU faculty members are active scholars and experienced professional teachers. Our alumnae are successful professionals and productive scholars.  As an MSU graduate student, you will develop the knowledge and inquiry skills of your chosen field of study or professional program through not only assigned coursework, but also through a close and collegial relationship with faculty members.

http://academics.mwsu.edu/

Section 4: Human Performance Technology

Section 4: Human Performance Technology

1. Chapter 14 discusses the concept of the 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 provide a non instructional solution to solve the problem.

Human Performance Improvement (HPI)…"achieve, through people, increasingly successful accomplishments that are valued by all organizational stakeholders: those who perform their managers and customers, their peers and colleagues, shareholders, regulatory agencies, and ultimately society itself."
(Reiser & Dempsey, 135)

The performance problem that I am addressing has to do with colleagues who perform inefficiently and ineffectively at the workplace. Workplace problems are occurring more frequently lately. Most of the problems are disciplined-based, performance-based, and low morale based. Some examples include: forgetting to do paperwork, blatantly refusing the assigned task given by the administrator, speaking inappropriately about anyone in the workplace or public, and disappearing or leaving the workplace without informing anyone for an unreasonable amount of time are just a few of the problems that need to be addressed in the workplace. Unfortunately, the problem is due to poor leadership management by the administration.

Poor leadership lacks the qualities needed by a successful “manager” so to speak, in our case the principal. Qualities such as providing clear expectations, timely and specific feedback, access to required information, adequate resources, properly aligned policies, efficient procedures, appropriate incentives and consequences, targeted training, comprehensive selection systems, communication of values, knowledge sharing, and varied management support activities are just a few examples of leadership resources needed to run a successful school. Poor leadership will result in problems in the workplace by individuals doing substandard job performances, and deficiencies in job duties and objectives.

So, what is the solution to this problem? How do I expect to solve the issue when the problem is management and leadership?

Gilbert’s Behavior Engineering model (Figure 14.1, 140) and the HPT model of the International Society for Performance Improvement (Figure 14.2, 141), and the volume Improving Performance: How to Manage the White Space on the Organizational Chart (Rummler & Brache, 1995) all wrapped up in a pretty bow to give to the principal would be a start. Unfortunately, it may be an insult coming from an employee, so this might not be the best idea. I think having a meeting to discuss the problems in the workplace with research based resources on hand, such as the ones mentioned earlier, can be disguised as helpful tools to improve personnel problems. Being a media specialist, research is second nature so helping in that department may be a plus for me and everyone else on our campus.

2. Chapter 15 presents several definitions of electronic performance support systems. In addition to these definitions, locate a few more and indicate your preference explaining why you prefer it. Additionally, describe why you believe EPSS have not been widely used and if they are more likely be or become more prevalent in the future.

Electronic Performance Support Systems, EPSS, can help an organization to reduce the cost of training staff while increasing productivity and performance. It can empower employees to perform tasks with a minimum amount of external intervention or training. By using this type of system an employee, especially a new employee, will not only be able to complete his or her work more quickly and accurately, but as a secondary benefit the employee will also learn more about the job and the employer's business. (Wikipedia)

Definitions

In Electronic Performance Support Systems, published in 1991, Gloria Gery defined EPSS as: an integrated electronic environment that is available to and easily accessible by each employee and is structured to provide immediate, individualized on-line access to the full range of information, software, guidance, advice and assistance, data, images, tools, and assessment and monitoring systems to permit job performance with minimal support and intervention by others.

Also in 1991, Barry Raybould gave a shorter definition: a computer-based system that improves worker productivity by providing on-the-job access to integrated information, advice, and learning experiences.

From a business perspective, a former Nortel Networks executive, William Bezanson (2002) provides a definition linked to application usability and organizational results: A performance support system provides just-in-time, just enough training, information, tools, and help for users of a product or work environment, to enable optimum performance by those users when and where needed, thereby also enhancing the performance of the overall business.

According to the textbook, the EPSS system hasn’t been widely accepted because of “lack of awareness, a fear of upfront cost and time required for EPSS development and implementation, commitment to the status quo, resistance to change, and redefining jobs which employees find threatening” (Reiser & Dempsey, 152).

I prefer having an EPSS system especially with today’s emerging technology trends. I think these systems will be more accepted by managers to address performance problems, employees will become more comfortable using this system because technology in the workplace is so common now. They will not feel threated at all with the system and instead look to it as an added resource to save time at work to learn new skills. Workers will expect more electronic performance support to help mange time in the workplace.

3. Knowledge management is the way we manage information, share that information, and use it. Organizations, such as schools, are full of information/data and we must organize that data in a way that we can make sense of it. We use data to make decisions and good data=good decision making. Identify a real or hypothetical problem in your line of work. How might a blended learning approach, including the use of knowledge management system, be used to solve the problem?

A real problem in my district would be researching to problem solve or gain accurate information for students and teachers. For some reason, we seem to be behind the times when it comes to using valid sources and resources for projects in education. I continually fight the Google search engine and others because the school databases are too complicated or hard to get to because of user IDs and passwords. Instant gratification is what everyone wants and I can completely understand time management.

So daily I will guide educators and students to use the databases we provide and try to find information for them to save time. I also have trouble getting patrons to use the online catalog to locate books, movies, or other materials. I am completely obsessed with trying to help everyone but sometimes the time constraints leave me at a loss of my “to do list”. This leads to frustration on both parties.

How can I use the knowledge management system to solve my problem? Well, this is something I have been working on for the past three years. I have been working on my media specialist website which when finished will have as many research tools that I have encountered in my classes for masters in library science. I believe with the knowledge management in action, our school will enable to improve teacher/student performance through easier, more direct access to reliable information and expertise from the media specialist. Training teachers and students doesn’t always mean that they will listen or remember what was learned during that meeting or class after instruction. With these tools easlily accessible, patrons will have reliable information at their fingertips and quickly at that. “By immersing people in knowledge culture…they learn to be better knowledge seekers and better researchers…develop a critical thinking skill: the ability to identify, access, evaluate, and effectively use information.” (Reiser & Dempsey, 163)

4. Describe the types of informal learning you have been exposed to in your adult life. What was the purpose? What was the experience like? Was it engaging? Social? What role did you play? What role did the instructor play?

I have had much informal learning during my adult life. Going into education in college, I was just into my education courses when I was offered my first teaching job. I had enough English credit hours to graduate with a Bachelor of Arts degree. I had exactly twelve college hours of education when I was offered a teaching job in my hometown. The teacher’s military husband had been transfereed and I was at the right place at the right time. I didn’t student teach, but learned through co-workers how to do everything on my own. Between lesson plans, grades, and paperwork, my colleagues were a life saving device for me at the time when I was teaching all day and going to classes at night. It was very difficult and time consuming. It also had unfortunately a negative impact on my marriage because I was so busy and didn’t have time for anything other than my career and college work. Online classes weren’t really an option for me going to college in the 80s. I drove an hour to get to my classes two nights a week from 5:00 to 9:00 p.m. My instructor’s would lecture the whole class period. We would have one break and sometimes we could work on our homework or otherwise we did it on our own time.

Fast forward a few years and I go from teaching middle school students to teaching high school seniors. A former coach of mine had a coaching position open and she asked me to apply. I decided since I was newly divorced, I had plenty of free time on my hands and I loved sports so it seemed like the right move. Again, much of my time learning was informal. I was thrown into a teaching field that was unfamiliar (Government & Economics), to teaching seniors (bigger middle school students), and coaching freshmen girls in volleyball, basketball, and track. I learned from my colleagues again, my students, and my athletes informally. These were some of the best years of my life. A tragic accident of one of my athletes led me to quit coaching and I had a child at this point because I had remarried. I decided coahcing took too much of my time and I wanted to spent every minute I could with my child because I wasn’t going to miss anything in his life.

The last three years I have embarked on a new adventure. Our district librarian left abruptly, and I was offered the position and with that the commitment to attain a masters degree. Again, I was introduced to informal learning experiences. Working with a certified librarian through our region, I was able to learn all the “ropes” about running the library while learning the majority of information through my online college classes. I did learn from my mentor many daily, tedious tasks to run the media center and how to manage my aides wisely. I was truly blessed to have a wonderful person as she was to help a “rookie” like me turn into a professional media specialist.

But, that being said, I have learned so much from my online classes. The knowledge that I have attained so far has been the most rewarding. All of my classes and learning experiences have been so useful in my activities within the media centers I manage. I have not taken a single class that has not motivated, given me useful tools and resources that can only make me to do a better job with my career. I think the professors are so knowledgeable and technologically masterful, that I can only gain more knowledge and experiences through technology with them to guide me.

My experiences have been truly amazing; having both ups and downs. I truly love going to work daily. I can’t seem to get enough and helping everyone satisfies me in a way I don’t even understand. I hope to always have some informal learning experiences because that seems to be how I learn best.

Section 3: Evaluating, Implementing, and Managing Instructional Programs and Projects

1.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 the instruction.

Formative Evaluation Example:

Dick & Carey:  Clinical evaluation (One-to-one evaluation/ One-on-one evaluation)

The clinical evaluation, also known as a one-to-one or one-on-one evaluation, is when the designer works with individual learners to obtain data to revise the materials in question. During one-to-one evaluation, one learner at a time reviews the instructional design with the evaluator and provides comments about it. The purpose is to identify crass problems in the instruction, such as typographical errors, unclear sentences, poor or missing directions, and so forth.

With the clinical evaluation both the instructional designer and the learner are involved in the one-to-one evaluation. The designer should emphasize that the material is being evaluated and NOT the learner. Learners selected should represent a variety of abilities.

Example:  Being the media specialist, this type of evaluation would be used to evaluate the media center facilities, technologies, and circulation materials on a one by one basis from patrons who frequently use the facility.

Summative Evaluation Example:

Smith & Ragan: Determine goals of evaluation

According to Smith and Ragan, determining goals of evaluation is the first step in a goal-based summative evaluation. The most important part of this stage is determining questions that should be answered as a result of the evaluation. The client organization (librarian or media specialist) and funding agencies (school board/superintendent) and other stakeholders (teachers, students, maybe parents) should identify the questions. 

These questions will guide the remainder of the summative evaluation. Questions might include:

Does implementation of the instruction solve the problem identified in the needs assessment?

Do the learners achieve the goals of the instruction?

What are the costs of the instruction? What is the "return on investment" of the instruction?

Both the client and evaluator should agree on the questions before moving on to subsequent steps of summative evaluation.

Example:  The media center director would select various individuals to help come up with the questions to be used in the formative evaluation for the media center.  One or two individuals from the media center, school board, principal, or maybe a couple of students as well to help select the questions that will benefit all at the secondary campus.  One might be done for the elementary campus as well being that some media specialists are for the whole district.

2.  Think about a technological innovation within your social system that was recently   introduced (social system=place of work, home, etc.).  Any innovation have what is known as perceived attributes-relative advantage, compatibility, complexity, trial ability, and observe ability.  Describe these attributes of the innovation and which of the attributes assisted and/or hindered adoption of the innovation.  For example, was it not compatible with the existing beliefs of the system or was it overly complex to use or understand?

Technological Innovation:

With the latest technological innovations of 2010, our district recently purchased a location-based social networking system for schools called My Big Campus or MBC.   Most of our students are familiar with Facebook, which at this point currently has approximately more than 400 million members across the world, as well as the micro-blogging site, Twitter. But for those looking toward the future, location based networking sites like Foursquare, Brightkite, Loopt and Gowalla seem to be what's ahead. Indeed, the social networking giants mentioned above are rushing to integrate this kind of technology into their service, which connects users with friends based on their location, allowing for meet-ups and a little friendly competition.

My Big Campus

With My Big Campus students are more engaged with faculty and lessons assigned to them in a format they are very familiar with because all of them have or are parts of some social networking system.  Not only does this system provide differentiated learning for our students, but also it does prepare them for responsible use of the latest and up to date Web 2.0 or 3.0 tools available today.  

Here our staff and students access many learning resources and Web 2.0 tools from other educators while at the same time keeping everyone safe, securing the school network, and ensuring your schools are in compliance with the law.  Some of the collaboration tools used are closed messaging, blogging, group discussions, online assignments, and merging calendars for the district.  

Integrated with Lightspeed Systems’ content filter for easy management, school-designated users can add resources to the Lightspeed-hosted site that will be allowed to bypass the filter. Resources can include online You-Tube videos, blog, wiki websites, and uploaded documents.  It can be called intelligent filtering because of the way it can filter yet safely provide access so some of the most innovative Web 2.0 technologies and online content within a controlled, monitored, and secured environment.

Relative/Compatibility Advantage:

Network integration

Users login with their normal network credentials—there’s no account creation required

Controlled access policies are set locally within the filter along with every other policy

Complexity:

Library safeguards

CIPA compliance enforced at submission so pornography and security issues are always blocked.

Users police library with “flags”

Documents scanned for viruses

User activity reported

Observe Ability:

Collaboration safeguards

Profanity intercepted from display

Access controlled by local policy

User activity monitored and reported

Users police collaboration with “flags”

3.  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. How will you use Situational Leadership to facilitate this project?

Situational Leadership:  The four leadership styles of SLII are:

SLII essentially combines four different leadership styles into a practical and methodical order, for the benefit of individuals who are managers that lead and manage staff. It teaches leaders to diagnose the needs of an individual or a team, and then use the appropriate leadership style to respond appropriately.

Web 2.0 Professional Development for NISD District

In order to implement the training for all teachers in the district, roles would need to be identified.  I, as the media specialist would be the project manager that ensures the staff will be trained properly.  I would follow the Situational Leadership Model to train the staff on the technological projects. 

1. Directing style – directive, detailed, and supervisory without being overbearing or appearing to be too demanding

2. Coaching style – you can move from a more directive role to one where you explain and clarify decisions and reward improvements in direction and knowledge

3. Supporting style – changes to focusing on the results and making sure your team is rewarded for effort and production

4. Delegating style – the last stage involves less of your involvement as a director and more as a monitor

Project Manager Characteristics:

Communication:  Effective, concrete instructions, enthusiasm, motivation, and acceptance in communication among all individuals is an essential skill.

Personality/Behavior:  Being a good listener, being a team builder, providing feedback, having a sense of humor, showing mutual respect, knowing how to delegate, being a good decision-maker, challenging the team to do well, and being flexible.

Skills:  creating schedules, define objectives, develop a budget, and conduct formative evaluations.

Morale:  should be open to questions, provide clear feedback, show appreciation, allow team members space, create traditions, keep a sense of humor, get together outside of work, create a variety of tasks, provide them with challenges, and encourage them to take care of themselves.

Section 2: Theories and Models of Learning and Instruction

Theories and Models of Learning and Instruction

*Identify a specific learning goal and how you would  

incorporate two learning theories highlighted in Chapter 4 

to achieve this goal.

Cognitive (problem solving/synthesis level)

Schema Theory (knowledge is represented in long-term memory as packets of information) 

"Given two cartoon characters of the student's choice, the student will be able to list five major personality traits of each of the two characters, combine these traits (either by melding traits together, multiplying together complimentary traits, or negating opposing traits) into a composite character, and develop a short (no more than 20 frames) storyboard for a cartoon that illustrates three to five of the major personality traits of the composite character."

*Find a reference that describes Gagne’s Nine Events of Instruction.  Then create a table or chart that compares and contrasts those events with the first principles described in Chapter 7 and describe how you would apply each of the first principles to the goal you’ve developed from the first activity in this reflection.

Gagne’s Nine Events of Instruction Reference Website Source:

http://www.nwlink.com/~donclark/hrd/learning/id/nine_step_id.html

Compare/Contrast Chart

Explanations
1.Gain attention. Present a problem or a new situation. Use an "interest device" that grabs the learner's attention. This can be thought of as a teaser -- the short segment shown in a TV show right before the opening credits that is designed to keep you watching and listening). The ideal is to grab the learners' attention so that they will watch and listen, while you present the learning point. You can use such devices as:

◦ Storytelling

◦ Demonstrations

◦ Presenting a problem to be solved

◦ Doing something the wrong way (the instruction would then show how to do it the right
    way)

◦ Why it is important

2.Inform learner of Objective. This allows the learner's to organize their thoughts and
around what they are about to see, hear, and/or do. There is a saying in the training filed to 1) tell them what you're going to tell them, 2) tell them, and 3) tell them what you told them. This cues them and then provides a review, which has proven to be effective. e.g. describe the goal of a lesson, state what the learners will be able to accomplish and how they will be able to use the knowledge.

3.Stimulate recall of prior knowledge.  This allows the learners to build on their previous knowledge or skills. Although we are capable of having our "creative" minutes, it is much easier to build on what we already know. e.g. remind the learners of prior knowledge
relevant to the current lesson, provide the learners with a framework that helps learning and remembering.

4.Present the material. Chunk the information to avoid memory overload. Blend the information to aid in information recall. This is directly related to Skinner's "sequenced learning events." This allows learners to receive feedback on individualized tasks, thereby correcting isolated problems rather than having little idea of where the root of the learning challenge lies. Bloom's Taxonomy and Learning Strategies can be used to help sequence the lesson by helping you chunk them into levels of difficulty.

5.Provide guidance for learning.  These are not the presentation of content, but are
instructions on how to learn. This is normally simpler and easier than the subject matter or content. It uses a different channel or media to avoid mixing it with the subject matter. The rate of learning increases because learners are less likely to lose time or become frustrated by basing performance on incorrect facts or poorly understood concepts.

6.Elicit performance. Practice by letting the learner do something with the newly acquired behavior, skills, or knowledge.

7.Provide feedback. Show correctness of the learner's response, analyze learner's behavior. This can be a test, quiz, or verbal comments. The feedback needs to be specific, not, "you are doing a good job" Tell them "why" they are doing a good job or provide specific
guidance.

8.Assess performance. Test to determine if the lesson has been learned. Can also give general progress information

9.Enhance retention and transfer. Informs the learner about similar problem situations, provide additional practice, put the learner in a transfer situation, and review the lesson.

Merrill’s First Principles

The demonstration principle:

Learning is promoted when learners observe a demonstration. Provide students with clear and complete instructions that show learners the task or the problem they will be able to do or solve.

The application principle:

Learning is promoted when learners apply the new knowledge. Make sure that students are engaged at problem or task level not just operation or action level. Requires that learners use their knew knowledge in a problem-solving task.

The activation principle:

Learning is promoted when learners activate prior knowledge or experience. Students should have relevant previous experience promotes learning by allowing them to build upon what they already know and giving the instructor information on how to best direct learners.

The integration principle:

Learning is promoted when learners integrate their new knowledge into their everyday
world.  Effective instruction occurs when learners are given the opportunity to demonstrate, adapt, modify and transform new knowledge to suit the needs of new contexts and situations.  Being able to reflect through discussions with

peers and the teacher, enables long term learning.

The task-centered principle:

Learning is promoted when learners engage in a task-centered instructional strategy.

A task is a problem or situation that may be encountered in a real-world situation. Learning objectives of the types of problems learners will be able to solve at the end of the learning process may also substitute for a problem.

*Whole-Task, Scaffolding, and Mathemagenic Methods

Whole-task Approach-focus is on the overall goal to be attained throughout the entire
process.  The task is learned as a whole rather than a set of individual sub-skills.

Scaffolding-teacher helps the student master a task or concept that the student is initially unable to grasp independently.  Teacher allows student to complete as much of the task as possible and only helps with those skills that are beyond the student’s capabilities.

Mathemagenic-that learning tasks must differ from each other on all dimensions that also differ in the real world, such as the conditions under which the tasks are performed, the way they are presented, the saliency of their defining characteristics, and their familiarity.

*Table 9.2  ARCS Model Categories and Subcategories

•Attention:

Gaining and keeping the learner's attention. Keller's strategies for attention include sensory stimuli (as discussed previously), inquiry arousal (thought provoking questions), and variability (variance in exercises and use of media).

•Relevance:

The training program should answer the critical question, "What's in it for me?" Benefits should be clearly stated.

•Confidence:

 The confidence aspect of the ARCS model is required so that students feel that they should put a good faith effort into the program. If they think they are incapable of achieving the objectives or that it will take too much time or effort, their motivation will decrease. In technology-based training programs, students should be given estimates of the time required to complete lessons or a measure of their progress through the program.

•Satisfaction:

Learners must obtain some type of satisfaction or reward from the learning experience. This can be in the form of entertainment or a sense of achievement. Other forms of external rewards would include praise from a supervisor, a raise, or a promotion. Ultimately, though, the best way for learners to achieve satisfaction is for them to find their new skills immediately useful and beneficial on their job.

*Benefits of Engaging in Design Research

It is important to use instructional design models and educational research in order to illustrate a dramatic growth of attention to increases and decreases to motivational factors in learning and performance of students.  Research has shown that it is possible to use these models to show that it is possible to build valid, systematic approaches to understanding and influencing learner motivation, which leads to an enhanced learning environment and an increase in human performance in education as well as the workforce.