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.

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.

                                            

Section 4: Human Performance Technology

Section 4: Human Performance Technology DUE: 11/25

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. 

In my current job I find that instruction is not usually a problem. During this last year we implemented new accounting software. Most everyone understands all of the processes that are used to complete the task that are asked of them but there are still many mistakes that were happening. We have found that there are two reasons that commonly cause poor performance. Lack of manpower and no incentives to do the job as instructed. Since this discovery we have hired more people and instituted an incentive program. For every month we go without 10 incidents each employee receives a one hundred dollar bonus. So far we have seen performance increase by 30% in just our first two months of implementation.

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 become more prevalent in the future. 

           

PCMag.com describes EPSS as a computer system that provides quick assistance and information without requiring prior training to use it. It may incorporate all forms of multimedia delivery as well as AI techniques such as expert systems and natural language recognition. http://www.pcmag.com

Trainingmanager.biz says EPSS provide employees with the information, advice, and learning experiences they need to get up to speed as quickly as possible and with the minimum support from other people. EPSS solutions include:

• On-line Help/Reference/Job Aids


• Best Practices/Expert Advice

http://trainingmanager.biz

dictionary.reference.com states that EPSS is a system that provides electronic task guidance and support to the user at the moment of need. EPSS can provide application help, reference information, guided instructions and/or tutorials, subject matter expert advice and hints on how to perform a task more efficiently. An EPSS can combine various technologies to present the desired information. The information can be in the form of text, graphical displays, sound, and video presentations.

            http://dictionary.reference.com

            I personally preferred the definition used by trainingmanager.biz. It describes exactly what an EPSS does without a long explanation. Which if you read the definition of an EPSS you find that is exactly what the system is, a user friendly way to train. I think they are not widespread because they still may be too complex for some people. (Especially those who have never used a lot of technology.) In my current job we have EPSS available to all of us in our new account software call UPK’s. (User Productivity Kit) They are available to us with just the click of a button. When someone asks me a question about how to do something the first thing I do is send them to do the UPK first. Most of the time I find that all they need. Because of this I do believe that EPSS will be more widespread in the future.

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 a knowledge management system, be use to solve the problem? 

           

In my current line of work we deal with numbers, specifically credit and collections. Knowledge management systems are invaluable to my department. Our current accounting system collects these numbers and places them into reports that we retrieve daily. Such as currents sales, outstanding balances, moneys collected, etc. Previously these reports were not available to us and had to be collected by each person making it very difficult to receive an accurate report. Because it is all computer operated and correct we achieve the good data=good decision-making.

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 would describe myself as an informal learner. There are many instances in my life where I have taken to informal learning instead of traditional classroom. The biggest one is working with computers. Besides the basic computer course I had to take in college I had never had any training. When I was hired at my first real job I had to be able to create spreadsheets using Microsoft Excel. I knew there were classes I could take but at the time I couldn’t afford to. So instead I got online and read as much as I could about the program. When I would learn something new I would get into Excel and use it. I did this for most of the major functions and now I would say that I am more that savvy with the program. I often use this approach with a lot of things I do. I watch videos, read and chat in online forums and use online help. 

Section 3: Evaluating, Implementing and Managing Instructional Programs and Projects DUE: 11/18

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 your instruction.

The first one I’ve found is Goals Oriented/Objectives Based.  This evaluation model describes whether the student has met their goals/objectives.  As a music teacher this is probably the most used in music classrooms. Students have to learn songs in order to reach their goal which is ultimately a concert or contest.

The second is a Connoisseurship Evaluation which requires an expert in the field to estimate the worth of a new innovation.  This is often done when a music teacher has a clinician who is an expert musician come in to evaluate their choirs. Often this happens before contest. 

2.      Think about a technological innovation within your social system that was recently introduced (social system = place of work, home, etc.). Any innovation has what is known as perceived attributes - relative advantage, compatibility, complexity, trialability, and observability. 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?

We just bought a new HP Wireless printer.  It’s relative advantages over the old printer we were using are it prints wirelessly, it prints better pictures, and we can print from anywhere in the world. It’s compatibility is we can be anywhere in our house, or in the world and have the ability to print something. The complexity is interesting, because if you went off looks the printers appears that it would be difficult to use and set up. On the contrary, it was actually one of the easiest printers I’ve ever used. It did all the work for you. The only thing I really had to do was insert the disk and choose my wireless network. The reason I chose this printer was it’s trialability. I had actually looked a different printer online and when I went to the store to purchase it, I saw this one on display as a demo. I played with it in the store and that’s how I came to my decision. As for the observability, I didn’t necessarily go to the store to buy this printer, but because I have talked to and seen a lot of people using wireless printers I knew that I wanted to purchase one myself.

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?

As a music teacher I feel it is important to have programs such as Sibelius to use for class instruction. Sibelius is a music composing software that can be used as a tool for teachers to teach some fundamentals of music to their students. This program only requires the use of one computer and a projector to be used. In Phase 1 I would show the teachers the program, how it works, why and when it is helpful to them for instruction, and where it can be used on a day to day basis. For Phase 2 I would create a lesson and demonstrate how the software helps and improves the lesson. Phase 3 I would have the teachers come up with their own lessons and I would show them how the program will help with that lesson. In phase 4 I would have the teachers take the software back to their classes and use it for their lessons while monitoring them. 

Section 2: 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.

I am a music teacher so my learning goal is “The Learner will be able to identify Perfect fourths.” The first theory I would use would be the Schema Theory. Part of being able to identify P4 in music is being able to hear them. In my class I use songs that generally most students know to be able to identify a P4. For example, I use “Here Comes the Bride”. The notes for the words “Here” to the word “Comes” is a P4. Another one is “The Eyes of Texas are Upon You”. The “The” to Eyes is also a P4. Using this help build their knowledge of P4’s by using songs that were already in their memory. The second theory I would use is Situated Learning Theory. Music practice is situated learning by definition because the exact actions in real settings are those of practice.

• Find a reference (other than the book) 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.

First Principles	Gagne’s Nine	Compare/Contrast
Problem centered	1. Gain Attention 2. Inform Learner of objectives	The focus is to get the learners attention by stating a problem however in Gagne’s Nine an actual objective is given while in the First Principles the whole task/problem is shown to students so they can see what they will be able to do.
Activation	3. Stimulate recall of prior learning	Both theories are alike in that the focus is activating prior knowledge of the subject.
Demonstration	4. Present stimulus material
Application	5. Provide learner guidance 6. Elicit performance 7. Provide feedback	This phase of both theories provides the necessary practice and application for the new knowledge or skill. This step is also important in that effective feedback must be given.
Integration	Access performance Enhance retention and transfer	This final phase determines what of the subject has been integrated and if the student is able to use the new knowledge or skills acquired.

I used Gagne’s Nine Events of Instruction from the G. Raymond Chang School of Continuing Education. http://de.ryerson.ca/portals/de/assets/resources/Gagne's_Nine_Events.pdf.

The problem or task would be how to identify a Perfect 4^th in music.  The Activation is the use of prior knowledge. In this case the two songs, “Here Comes the Bride” and “The Eyes of Texas are Upon You.” The Demonstration would be me singing the first two words of each song to demonstrate the P4. The Application phase would be the students singing the P4 from each of the songs. The Implementation phase would be each student singing the P4 individually and listening to other songs for examples of P4.

• Develop a new goal or using the one you've already developed, briefly describe how you might use the whole-task approach, scaffolding, and mathemagenic methods to help students learn to perform a task.

Using my same goal my whole task approach would be to show the students what they are learning the lesson for. At some point in their musical career they will be confronted with Perfect fourths in music. This is usually one of the harder intervals to learn for singing. They will use these task for as long as they are involved with music.

            This particular lesson is actually a part of a scaffolded lesson. There are many intervals to learn in music. This is one piece of that. We begin with P4 because they are typically more challenging to hear. Then we move on to 2nds, 7ths, 3rds, 6ths, 5ths and Perfect Octaves.

This lesson is the very definition of Mathemagenic. The intervals are learned at what appears to be a random order (non-numerical). However in music, certain intervals are linked. 2nds and 7ths are the exact same notes, they are just in reverse order. (m2nds = M7th)

• You have been hired to design a course for a topic in your area of specialization. Using Table 9.2 as a template, what would you incorporate into each subcategory to motivate learners?

	Identifying  Musical Elements from Classical Music to Modern Music
Attention	Perceptual Arousal: Start playing classical music . Inquiry Arousal: Mix in modern artist between each classical work. Variability: Mix in all types of modern genres. (rap, rock, pop, country etc)
Relevance	Goal Orientation: Students will identify elements from all genres to discover how music is still much the same as it was over 100 years ago. Motive Matching: Students will break into groups based on their favorite type of modern music. Familiarity: Use  music students relate too.
Confidence	Learning Requirements: Using students favorite style of music to help identify themes and motives from classical works will promote a positive learning environment for students and ensure the success of the lesson. Success Opourtunities: Students will recognize musical elements based on getting to use their “own music” to relate. Personal Control: The students will be able to identify music elements in class for other music that is learned.
Satisfaction	Intrinsic Reinforcement: New music will be introduced to the music students that incorporate the new elements learned. Extrinsic Rewards: Students will able to listen to music on their own and identify music elements learned in class. Equity: Allowing students to use  modern music as an example will encourage a positive feeling about what they learned.

• Finally, after completing these activities, discuss the benefits of engaging in design research.

Research is the most important thing in education. Without it nothing new is ever learned. Continuing design research will ensure that the very best ideas and practices are being used and developed.