• Chapter 18 discusses instructional design in business and industry. Give an example of rapid prototyping and discuss how this could be used in education.
I found this section of our reading to be very interesting. I’ve never used or witnessed rapid prototyping in instructional design before. Recently I watched a program about rapid prototyping machines. These are machines that can create a working prototype of virtually anything in order to show a working example. In this particular show they created a prototype of an adjustable crescent wrench and I was shocked to see that it actually worked. In instructional design I imagine it works the same way. Instruction is created then immediately introduced. Next feedback is given. Then the feedback is used to improve the instruction and then is introduced again. This process continues until a fully functioning lesson is created.
• 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?
In the military training is vital. It some cases it could even mean life or death. Therefore focus on training in the military is the most important thing. If I were a consultant for the military, using the Full Spectrum diagram, I would make sure that while the soldiers were in the classroom and on base they had as much access to technology for training as possible. Most of the time electronic access is available while in these situations. Bases are usually like small cities that offer almost anything. It’s when the soldiers are deployed that electronic access becomes a problem. It’s then that soldiers will have to revert back to the old paper training manuals. But if focus is place on training while on base, foreign or domestic, then electronics devices of all sorts are readily available.
I read an article on the official homepage of the US Army, http://www.army.mil/article/56977/Digital_Training_Campus_available_for_deployed_Soldiers/,
that was quite fascinating. Soldiers who were deployed in Afganistan were still receiving electronic training through DDTC (Deployed Digital Training Campus.)
• 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.
I would begin by telling the staff that these methods are being to used to help push us to the next level in our goals for excellence. Then I would start with the GSTE. First as a large group we would initiate the systematic change effort, then, I would break up groups into starter groups. After each starter group has met we would merge into larger groups as leadership teams to develop district-wide framework and capacity for change. Then within each leadership team a design team would be chosen to help create ideal designs for a new educational system. The each leadership team will present their ideas to the whole group.
With the SUTE I would great a game. Staff would be separated into groups of five, each representing a step. Starting with group 1, they are tasked with redesigning the entire school system. Next they will merge with group 2 to align cluster performance. Then group three will come into the group to align school-site performance then next we would add group four to align team and individual performance then finally group five would come in to evaluate the entire process.
• Navigating through the ranks of a faculty member in higher education can be tricky. A good institution has support for its faculty and provides faculty development opportunities to grow and learn. Research three different university offices for faculty development. Answer the following questions for each office:
• What are the different names used for faculty development?
• What division is it under?
• What services does it offer?
• How often are programs given and what specifically are they?
1. The dean of faculties and associate provost runs Texas A&M University professional development program. The Faculty Professional Development Workshop Series aims at providing an effective and timely professional development forum for individual faculty members. There are usually 6-8 workshops during the Fall and Spring semester. The topics for the workshops vary and based on the needs of faculty, ranging from “Demystifying the Tenure and Promotion Process” to “Faculty Incivility”.
2. Baylor University’s is just called faculty development and offers orientations, seminars institutes and retreats offered during the each semester and summer. Some of the programs offered are a seminar for excellence in teaching, teaching assessments, and instructional technology It is under the Executive Vice President and Provost
3. Oklahoma State University has a department dedicated to faculty development. It’s under the university provost it offers professional development, preparing online instructors and online course creation workshops, instructional design consultation and course assessment, technology training, and seminars all offered on a monthly basis.
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