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/
Excellent faculty development resources!
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