1. Chapters in this section discuss three contrasting epistemic (the study of what and how we come to know) stances: positivist, relativist, and contextualist (or hermeneutical). Positivists believe that the only truth or knowledge is objective truth. Relativists don’t believe that objective truth is possible and that all knowledge is subjective to perception or relative to a particular frame of reference. Contextualists believe that truth or knowledge is relative to context rather than individual, subjective understanding. While designers and educators with a positivist stance generally apply behaviorist principles to the design and development of instruction, those with either a contextualist or relativist epistemological framework employ constructivist theories and methods.
Reflect on whether your stance is primarily positivist, relativist, or contextualist. Then, identify an instance when your perspective or stance as a learner conflicted with that of your instructor. Describe the conflict that you experienced and analyze whether opposing epistemic stances may have been at the heart of the conflict. How was the situation resolved by you (effectively or ineffectively), and what could/can be done?
After thinking about this I had trouble deciding which stance I fall in. I think as a music teacher I have to fall under the contextualist and relativism. This is mostly because the context is music. Music creation has changed very little in the past 200 years. You still have to begin learning what a quarter note is, what a music staff is, etc. But the individual learner can learn from their own environment. The rhythm of the bumps in the road, the tone that a vacuum cleaner makes. I think it ebbs and flows into both sides. I think because of my music background this has led to some conflict in other classes I’ve had to take over the years. I don’t particularly believe that knowledge is not always concrete and that it can change. Music is constantly changing. If it didn’t we would still be listening to Mozart playing on what we consider top 40 radio stations. In my own classes, if the stance did not match with my own, I would try to work around it by listening to the teacher. However, in the back of my mind I keep my own thoughts and biases. This seemed to work for me.
2. Various theories/models of learning and instruction are discussed in multiple chapters in this section. Which theories/models of learning or instruction are the primary one(s) you apply to your teaching or you can relate the best, and why? Then, please pick one project or instructional unit (briefly describe title, target audience, and learning goals/objectives) where your designing/teaching or learning was most successful (or less than successful), and describe which theory/model or principle(s) from these chapters can be applied to improve design/teaching or learning. * You can reuse an instructional unit you used for Section 1 (or you can use a different one. In section 1 discussion, 6 components of good instructional design in chapter 2 was broad, and these chapters in section 2 should have given you more specific ideas about different approaches to teaching and learning
From Chapter 28 locate 5 examples of distributed learning. You may pick and choose from the following list.
Corporate distributed learning – my company uses corporate distributed learning. An intranet is made available to us for all of our training. We have UPK (User Productivity Kits) that are accessible to anybody to connected to the intranet.
Academic distributed learning – many university are moving to this type of learning. TAMU-Commerce offers many of it’s classes online now. However we still have the option to take classes in traditional classrooms. My wife attended AIU (American Intercontinental University) and all of her classes were only offered online.
Hybrid classes – while I worked on my teacher certification through TAMU-Commerce many of my classes were hybrid meaning we met in traditional classrooms as well as online classrooms.
Virtual classes – my company, as well as my online classes, makes use of virtual classrooms. At my job we use WebEx to watch videos and train. All the students in the classrooms come from all across the nation.
Distributed learning based at physical locations – while I attended TAMU-Commerce during my undergrad, I took PSY 500 in a distributed learning environment. The main class was in Commerce, but I attending in the Metroplex Mesquite classroom. We watched the class on TV monitors.
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.
I have often thought about my 7th grade science class. In this class we had a fairly young teacher who was big on new technology. During the course of the year we would watch videos on different science related topics. It’s funny I never remembered the topic but I do remember the media that was used. Our teacher used Laserdisc. Laserdisc were basically dvds except they were the size of a 33 1/3 record. I remember them being very difficult to deal with because of their size and a lot of class time was wasted messing with the player. I think the class would have been much better had she used the prominent media at the time, VHS. Which lasted in popularity up until the mid 2000’s.
Chapter 30 takes a look at using rich media. Find or create a visual for instruction describing its surface and functional features.
I have used Windows based computers for most of my adult life and two years ago I decided I wanted to buy a Mac. For my last semester I had to take a class through Paris Junior College. I found that my webbrower Safari would not work with the class. I needed Windows. That is when I went to youtube and found a video that gave me step by step instructions on how to do this. Below is that video.
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.
While researching this question I found a very interesting article about nanotechnology doing away with the need to wash cloths.www.forbes.comImagine a world with no washers and dryers. An article of clothing can be treated with Titanium Oxide particles which have been found to be self cleaning in the sunlight.
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?
I agree more with the Broad and Inclusive Road. The reason I chose this road is because it is more open to everyone. (hence the work inclusive) I think the straight and narrow places puts limits on who and what can be used in the field. When it’s open the skies the limit.
Section 6 of your textbook focuses on how to get a job in the profession of instructional design. These rules can also apply to educational technology as well since the two are so intertwined.
• Chapter 24 takes a look at lessons learned from the chapter's author for obtaining a position in instructional design. 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?
1.careerbuilder.com – H.D. Vest Instructional Designer - The person selected for this position will be responsible for designing, developing, delivering, and assessing successful blended learning programs for both internal and external audiences to help meet firm goals and objectives. Primary duties may include, but are not limited to: Design and development of learning solutions in a variety of formats including Instructor Led Training (ILT), guided self-help manuals, job aids, screen capture, audio/video podcasts, and eLearning. I think I already have the required skills to apply for this position. At my current job I create self-help manuals and I have led several training sessions on my own.
2.monster.com – UnitedHealth Group Instructional Designer - This position's functions are responsible for training and supporting the various departments within UnitedHealthcare International - Cross Border Solutions including the on-boarding of new employees. Positions in this function are responsible for conducting training needs analysis for the business and developing all training materials, communications and activities to meet the organization's job/role requirements. I think I have some of the skills required to apply for this position. I have never trained or created training materials for a large company such as UnitedHealth. Maybe starting for a smaller company and working my way to a larger one would help.
3.Careerbuilder.com – OneSourceVHR Workday Instructional Design Consultant. OneSource VHR is seeking an Instructional Design professional with experience designing training on Workday HR and Payroll system. We are seeking instructional designers with proven experience in ERP training design to support our client’s Workday implementation. This position is responsible for designing and developing courses using a variety of delivery methods including: instructor-led, self-paced web-based and downloadable reference materials. Identify and analyze business needs and requirements, Create and develop functional designs and specifications, Follows an established instructional design process in authoring key deliverables including: Design documents, Content outlines, Storyboards/Scripts, Classroom/Webinar materials, Print materials, Coordinates development of courses with production team, Communicates with client and design team Project Manager to ensure project stays on budget and on time. The company I work recently completed a transition into Oracle and during the process I was involved with much of the training. I was in charge of training at my branch. I feel that this position and my current skill set would be a perfect match.
• Remember that the field of instructional/educational technology is not just focused on education, but on business and industry as well. 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?
I took the assessment at http://www.careeronestop.org and I found that I scored higher than average on most of the skills listed. This has actually led me to assess whether it is time for me to make a move in my career. To be honest I wasn’t sure how ready I was to pursue other ventures. I knew there were things I was good at but I never realized, until I saw the listed, how good I would be.
• Chapter 26 lists several websites for professional organizations and websites for professional publications. Visit 2-3 websites for professional organizations and 2-3 websites for the professional publications and address the following:
1. Professional Organization: Academy of Human Resource Development http://www.ahrd.org
Mission -
To develop a community of interest recognized as a global human resource development center of excellence that promotes ethical research and practice.
To influence and encourage the creation and systematic study of theories, processes, and techniques that advance human resource development.
To foster research-practice linkages.
To disseminate knowledge of human resource development theories, processes, and techniques.
To encourage the incorporation of research results into HRD degree and professional development programs.
To provide fellowship for individuals with scholarly and professional interests in human resource development.
Cost of Membership – $235
Publications –
This organization offers journals, conference proceedings, newsletters, standards on ethics and integrity, and standards for HRD graduate program excellence.
Conferences and meetings –
There are two conferences coming up in 2012. AHRD international conference in the americas and the 13th international conference in human resource development research and practice across Europe.
Opportunites for Professional Development -
Development opportunities are available to members only.
2. Professional organizations – Association for the Advancement of Computing in Education http://www.aace.org
Mission –
The Association for the Advancement of Computing in Education (AACE), founded in 1981, is an international, not-for-profit, educational organization with the mission of advancing Information Technology in Education and E-Learning research, development, learning, and its practical application.
Cost of membership –
Professional Membership US - $125
Professional Membership Non US - $145
Student US - $45
Student Non US - $65
Publications –
Organization offers print and online journals.
Conferences and meetings –
Global Time 2012 online conference
SITE 2012 conference in Austin, TX
EdMedia 2012 in Denver, CO
E-Learn 2012 in Montreal, Quebec, CA
Opportunities for professional development –
This organization offers GlobalU which is a continually developing initiative intended to provide learning and professional development opportunities on the latest research, trends, and best practices related to learning and technology
3. Professional organizations – Australian Conference for Computers in Education. http://www.acce.edu.au
Mission –
Establish and maintain a national professional association representing the users of learning technology in education in Australia.
Establish, maintain and provide a representative national voice for member associations.
Provide a common forum for member associations.
Cooperate and / or liaise with relevant organizations at local, state, national and international levels.
Facilitate and provide mechanisms for the dissemination of information in relation to learning technology.
Provide support for member associations.
Organize and conduct conferences, seminars and or other programs.
Organize and / or publish publications with a national focus.
Increase community awareness of learning technology.
Cost of membership –
No cost
Publications –
Organization offers an online journal based on different issues in the field.
BPS Journals form an essential part of the Society’s aim to advance and disseminate psychological knowledge.
Submission guidelines –
Journals have to be proposed first before they can be published. The proposal includes: Introduction, Aims and Scope of the Journal, Editorial Board, Competing Journals, Market, Promotion, Expert Opinion and Conclusion.
Is this a peer reviewed journal? –
This is a peer reviewed journal chosen by the proposer.
Publication of manuscripts for new as well as experienced authors which gives them an opportunity to share their strategies and/or research regarding the improvement of instruction and training by the utilization of technology to improve communication and learning.
Submission guidelines –
Manuscripts may be submitted electronically. While manuscripts may be submitted electronically, if submitted in hard copy, manuscript must be mailed in triplicate and printed on 81/2" by 11" white paper one side only, double spaced and the manuscript must be accompanied by a CD-R disc in Microsoft Word format. The total manuscript, to include tables, figures and bibliography, should be no longer than approximately 15 pages in length. Paginate consecutively starting with the title page. The organization of your paper should be indicated by appropriate headings and sub-headings.
Authors should note that only original articles are accepted for publication. Submission of a manuscript represents certification on the part of the author(s) that neither the article submitted nor a version of it has been published, nor is being considered for publication elsewhere.
Abstracts of 100 to 150 words are required to introduce each article.
References should relate only to material cited within the text and be listed in numerical order according to their appearance within the text. State author's name, title of referenced work, editor's name, title of book or periodical, volume, issue, pages cited, and year of publication. Do not abbreviate titles. Please do not use ibid., op. cit., loc., etc. in case of multiple citations; simply repeat the original numeral. Detailed specifications are available from the editors upon request.
Footnotes should be placed at the end of the article under works cited. Footnotes should be brief with an average length of three lines.
Figures should be referenced in the text to appear in numerical sequence starting with Figure 1. Line art must be original drawings in black in proportion to our page size, and suitable for photographing. Indicate top and bottom of figure where confusion may exist. Labeling should be 8 point type. Clearly identify all figures.
Tables must be cited in text with numerical sequence starting with Table 1. Each table must have a descriptive title. Any footnotes to tables are indicated by superior lower case letters. Tables should be typed on separate pages.
Is this a peer reviewed journal? –
No
Is the journal online? –
No
How is the journal and organization useful to you and your career? These are useful tools to use to keep up to date on new findings in the fields of educational technology as well as training in the field.
Were you aware of the organizations/journals that you researched?
I wasn’t aware of these organizations or journals but I assumed there would be journals.
• 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?
From the readings I have gathered that Performance Technologist are detectives. They are responsible for finding performance issues and correcting those issues. I believe that to solve the problem the PT needs to be sure their solutions are client centered otherwise the training will be ineffective. Looking on pg. 280 in our text, table 27.6 covers the domains, competencies and performance statements. Not knowing much about this particular position I would have to agree with our text.
1.Improve the effectiveness and efficiency of organizations and the resources within them.
2.Aid the client in solving performance problems by demonstrating systematic approaches to problem identification and solving.
3.Facilitate individual accomplishment and remove obstacles to achievement of organizational mission outcomes
4.Establish, support, and demonstrate results of performance that effect organizational outcomes.
Competencies
1.Focus on results and help clients focus on results
2.Look at situations systematically, taking into consideration the larger context including competing pressures
3.Add value in how you do the work and through the work itself
4.Use partnerships or collaborate with clients and other experts as required.
5.Be systematic in all aspects of the process including: The assessment of the need or opportunity.
6.Be systematic in all aspects of the process including: The analysis of the work and workplace to identify the cause or factors that limit performance
7.Be systematic in all aspects of the process including: The design of the solution or specification of the requirements of the solution
8.Be systematic in a.ll aspects of the process including: The development of all or some of the solution and its elements
9.Be systematic in all aspects of the process including: The evalutation of the process and the results.
