Trends and Issues in Various Settings

1) One of the best examples I can think of in the area of rapid prototyping in instructional design actually occurred a few years ago as a collaborative effort between a local school district and a company who specializes in reading intervention software and programming. After developing a prototype of a revolutionary new reading intervention program, "Company X" approached several local school districts with a proposal to work collaboratively to test this new program. One of the larger local districts accepted the proposal, and so began a two year program that helped shape and develop what has become a national computer based reading intervention program. In exchange for implementing the program as prescribed, the school district received a large number of student computers which the district retained after the completion of the partnership. In short, the reading program was designed to identify students' current reading ability, learning gaps, and learning path. After an initial placement assessment, students progressed through the individualized learning paths, which were determined by frequent evaluations. Assessment information, combined with teacher feedback, was used by the company to identify weaknesses in the program, which allowed for quick corrective measures to be taken. Teachers participated in training via traditional face to face training sessions, web-based, and CD-Rom based sessions, and provided ongoing feedback to developers. Thus, as the programmers received a variety of data from students, teachers, and administrators, they were able to make immediate changes, which were then tested as students continued to use the program. As a result of this rapid prototyping, the district's reading scores improved and the company was able to market a reading intervention program that had been tried, perfected, and proven.

2) Attending classes and earning a degree while deployed was once an impossibility for military personnel. Times have changed, however, and the military recognizes the importance of allowing soldiers and sailors to continue to work towards their educational goals, even when they are deployed to remote locations or involved in battle. There are several colleges and universities such as Troy University, the University of Maryland, and Central Texas College that currently offer special programs for military personnel. The Army has established an educational help center for soldiers working on their education. This help center, GoArmyEd, assists service members with class registration, ordering books, paying tuition, etc. In researching educational tools available to deployed service members, I found a variety of options including the use of: educational gaming, 3D environments, a 3D repository, online classes, the Army's Deployed Digital Training Campuses, and the idea of deployed soldiers teaching soldiers. Although each of these programs are different, they all have the common elements of accessibility, flexibility, and accountability. As a consultant, I believe I would recommend establishing a flexible, integrated learning environment that would meet the needs of personnel at home, on base, afloat, or deployed to remote areas. This could mean combining formats for a single class or degree. It may be that electronic options could meet most of the needs, but it would also mean that qualified, master's degree holding, deployed soldiers are utilized to teach other deployed soldiers. In many instances, large numbers of battalions, squadrons, or units are deployed together. This means that there are frequently enough personnel to teach a variety of coursework to soldiers. These courses could be used to cover most of the core requirements as well as some concentration specific courses. Whenever feasible, institutions should be encouraged to allow course substations for classes that are similar to ones needed to fulfill degree requirements.

The 2009 video clip below shows parts of a college graduation ceremony held by military personnel in Baghdad.

3) If I were designing an activity to introduce the Step-Up-To-Excellence (SUTE) and Guidance System for Transforming Education (GSTE) change process models to my colleagues, I would begin by showing insightful interviews with teachers and administrators who had been through each of the change models. The interviews might address why changes were needed, the "ups and downs" of actually creating systemic change, and the results of their efforts. Then I would begin a jigsaw activity by dividing the participants into four color coded groups. Each group would then number off from one to four. All the ones would then come together to become experts on the necessary conditions for SUTE, the twos would become experts on the 5 SUTE steps, the threes would master the GSTE core values, and the fours would conquer the GSTE phases. Then, each participant would return to their color coded group, where there would now be an expert from each group to share his or her knowledge with their team members. Each group would then use the knowledge from its members to create a compare and contrast chart and a list of discussion points about the two methods. Following a discussion about the two models, including strengths, weaknesses, and concerns, I might end the session with a relay style game to match core values, phases, steps, etc using the corresponding change model.

                                                                  Google Images link



4) I chose to research faculty development programs at Abilene Christian University, Michigan State University, and Texas State University. I found both similarities and differences from university to university. I will summarize my findings in the following paragraphs.

Faculty development at Abilene Christian University is overseen by the Faculty Development Committee which reports to the Provost's office. This committee makes recommendations for development opportunities, plans and carries out pre-session conferences, and works with the Provost's office and the Adams Center for Teaching and Learning to provide enrichment opportunities. The Adams Center provides advanced technology tools, training, and services to  students and instructors. Services include, but are not limited to, course development, course enhancement, syllabus development, assistance with mobile learning, mobile technology, diversity, inclusive teaching, research design, participation in research, and publishing guidance. Funding is available for faculty renewal leaves, summer stipends, technology development, and participating in a research group focused on mobile learning development. Programs are offered on a continuing basis, although not every program is available at all times. My inquiries reveal, however, that opportunities for faculty development, particularly in the area of technology integration and mobile learning, are always available to instructors.



Faculty development at Michigan State University is overseen by the Office of Faculty and Organizational Development, which is part of the Human Resources Department in the Office of the Provost. The most prominent faculty development program at Michigan State is the Lilly Teaching Fellowship Program, which is designed to support young teaching fellows and prepare them to become faculty leaders who truly understand teaching, learning, and research. This year long project includes two retreats, monthly meetings with mentors, four seminars, and completion of a teaching and learning project. Additional faculty development opportunities, which are available throughout the academic year, include support for faculty on probationary tenure, decision making training, leadership and administration seminars, globalization symposiums, and on-demand online training.

The Office of Professional Development, a part of the Center for Professional Excellence, overseen by the Office of the Provost in the Academic Affairs Division, is responsible for providing continuing faculty development opportunities at Texas State University. In addition to providing support for first year tenured faculty through the Program for Excellence in Teaching and Learning, the university provides new faculty orientation and  several faculty focus workshops, programs, and events each semester.

The video below provides an overview of faculty development modules for Lone Star College Online .

Human Performance Technology

1) One problem we have in our local office is that students do not have the information they need, because many of them do not check their university email. Many of the ones who do check it just delete any mail that does not come directly from an instructor. I think there are a number of reasons for this, but the biggest two reasons are: a) students are mobile and do not always have access to university email on their mobile device, and b) students are so inundated with large amounts of email that they don't read most of what they get. This is somewhat compounded by the fact that our local students never go to the main campus, so emails about choral events, lunch specials, and parking lot closings truly do not apply to them. The problem is that when students don't read emails, they miss out on important deadlines, financial aid notices, etc. One solution that I have started working on is using popular social networking tools to disseminate information that is relevant, important, and applicable to large groups of students. Obviously, I am very careful in my use of this tool, but I have been getting positive feedback from my introductory efforts. I have created following flowchart, based on the generalized HPT model, to show the progression of this solution

2) PC Magazine defines an electronic performance support system (EPPS) 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.

According to Trainingmanager.biz, an EPSS is:

Electronic Performance Support System (EPSS)-Systems that 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.

My preferred definition of an electronic performance support system, however, comes from the Computing Dictionary at  Dictionary.com, which borrowed Gery's 1997 definition stating that an  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.

I prefer this final definition, because it seems more complete and more encompassing than the previously listed definitions. While the former definitions utilize simple, easy to understand language, the final one opens one's mind to the seemingly limitless possibilities.

Although cost and a reluctance to change have slowed the growth of EPSS in the past, I believe that we are moving beyond this point at a rapid pace. Although I am unfamiliar with an EPSS that is as complete as Dictionary.com suggests, I utilize some type of EPSS on a daily basis. This may be anything from working in our degree evaluation system, to completing training sessions via YouTube, Skype, or video conferencing platforms. I use Dropbox and Google Docs to collaborate and share files with colleagues both synchronously and asynchronously. When I consider these activities in light of the increasingly mobile nature of society, the wide spread adoption of technology, and the improving cost effective nature of technology applications, I am lead to believe that EPSS implementation will continue to increase exponentially.

The following Youtube video captures some the creative and collaborative features provided by Google Docs.

 3) A major part of my professional responsibilities is advising students. It is very important that I have access to correct information and that I know how to use that information. Otherwise, I could mistakenly advise students to take incorrect classes or retake unnecessary classes, which costs the student additional time, money, and effort. A major part of making sure this is correct comes in making sure that gpa requirements are met, and that classes that have been retaken to increase a gpa are entered correctly. We have had a system in place that addresses these issues, but I have found that it is not intuitive and does not "notice" or flag some important information, which can leave room for error. So, our wonderful personnel in the registrar's office have been working on a new program that will address these issues MUCH more effectively. The new program incorporates information that used to require us to go to multiple programs to access. In addition, it allows advisers and students to access a degree plan, see what classes still need to be taken, see what courses meet that requirement, and register for the class, all from the same program. A myriad of other important information will also be available from this one program.

It would be an understatement to say that I am excited about this new program going live in a few months. It would also be misleading to to say that I could have used it effectively without training. I have experienced, and will continue to experience, a blended learning approach in regards to implementing this new tool. First, one of the program creators drove two hours to my office to spend some time training me on the new system. Knowing that I am fairly tech savvy and learn by actually using the products, she left me with a wonderful instructional guide. The new system is rather intuitive and includes some directions when you perform or attempt to perform certain functions, so that allows me to learn as I use the program. Of course, having the system creators just a phone call away when I need them is very handy, as well. The beauty of this blended learning approach is that it allows for a higher level of support that some of my coworkers need.

4) One of my most vivid memories surrounding informal learning occurred when the district where I was employed decided to install Smartboards in every elementary classroom. Since the implementation began with third to fifth grade math and science classes and I taught fourth grade ELAR, I did not receive my Smartboard for nearly a year after my very good friend and team teacher, Michelle, got hers. Of course, as is often the case, we received new technology with absolutely no training in how to use it. Fortunately for me, by the time I actually got my Smartboard, Michelle was using hers like a pro. She used it every day in nearly every lesson, and could do just about anything with it. Naturally, she became my "go-to" person for my endless list of questions. Although some of what she showed me initially came in the form of short sessions that resembled more formal training, much of it occurred on a daily basis when I would barge into her room before school, after school, or even during a lesson asking her how to do certain things. She was AMAZINGLY patient with me, showing me everything I needed to know. Of course, by this point, I also had ten year old students who knew how to use the Smartboard much more effectively than I did, because they had the experience that I lacked. So, in many ways, they also became my teachers.

As more and teachers received their Smartboards, this informal learning increased exponentially. We talked about "new tricks" we had learned, Smartboard resources we had found, and how we were using it in our classes. These conversations occurred in classrooms, after school, in the lounge, at the grocery store, at the beauty salon, in Sunday school, on Facebook, and via email. We learned a huge amount of information from each other. In many ways, this was much more effective than any formal training could have been, because we were able to apply our new skills immediately, and since they were coming from other teachers, we knew it was relevant.

Section 3: Evaluating, Implementing, and Managing InstructionalPrograms and Projects

1. As indicated in the text, "Evaluation is an essential phase in the instructional design process." Evaluation enables educators to make informed critical decisions about instruction. While my search revealed several models of evaluation, I found two to be particularly interesting.

Eisner's Educational Connoisseurship and Criticism Model is qualitative rather than quantitative in nature. Based on the same concepts as criticism in the arts, this model relies on human observation and interpretation, rather than numerical data.   Yuksel, I. (2010). How to conduct a qualitative program evaluation in the light of eisner. Turkish Online Journal of Qualitative Inquiry, 1(2), 78-83.

Although this model is open to human error and opinion, the evaluator is generally trained to provide subjective, yet interpretive feedback. Although empirical data definitely has an important place in educational evaluation, I believe that this type of qualitative data does as well. To a large degree, the PDAS evaluations rely on concepts identified by Eisner. This includes interpretation in areas such as professional communication, time management, active and successful student participation, and learner centered instruction. These areas cannot be fully evaluated in quantitative terms. While every teacher knows that PDAS is open to interpretation and administrator personalities, it is also true that administrators are required to complete PDAS training in an effort to reduce some of these inconsistencies. Of course, in this type of situation, there are often loyalties, relationships, and sometimes personal agendas that come in to play. A more accurate interpretation of individual lessons may actually be accomplished by an unbiased evaluator who has no previous relationship with the teacher being evaluated.

Teacher peer evaluation systems also fit under Eisner's model. As suggested by its name, teachers in a peer evaluation system are evaluated by peers rather than administrators. There are at least two models for teacher peer evaluation. Under one model, teachers are never evaluated by administrators, but only by their peers. Under a different model, teachers are evaluated by peers prior to being evaluated by an administrator. The focus of the peer evaluation model is instructional improvement. Teachers are trained to observe their peers and provide feedback. A particular strength of this model is that teachers are able to create a true collaborative learning community and are able to strengthen their own practice by observing what works and does not work for their peers.

As someone who is responsible for evaluating student teachers, I can clearly see that Eisner's model has an important role in education, even though it is typically overshadowed by numerical data collected from numerous standardized tests.

     Google Images
      
                               
I also found the portfolio model of evaluation to be very applicable to my current role in education. Although the portfolio model is not new, it is undergoing revisions as technology and educational philosophies change.    Bruneau, O. (2010). The pre-service teacher portfolio: A formative approach. The International Journal of Learning, International journal of learning. 17(7), 441-448.

Portfolio evaluation provides a method for showing continuous growth and development both professionally and academically. As a fourth grade language arts teacher in a sometimes underfunded Title 1 school, I used a simple portfolio system in my writing class. Student portfolios provided a growth chart of sorts for the student, parents, and me. In fact, it often served as a point of encouragement, because we could all see the progress that had been made since those first painful September attempts at writing.

Now, as a teacher educator, we are looking into updating our portfolio system within our program. We have used portfolios in the past, but the practice has somewhat fizzled as the old system becomes less and less effective. The article I referenced above chronicled an Iowa college's journey through the implementation and revision of an e-portfolio evaluation system that begins during a student's first years of college and continues through completion of the teacher prep program, and ultimately through their profession career.

I will continue to research the most current research in effective e-portfolio evaluation systems within teacher prep programs. Not only does this type of evaluation serve as a type of growth chart, but it also shows instructional strengths and weaknesses. As these strengths and weaknesses are discovered, instruction and focused learning activities can be added, deleted, or changed to meet specific learning goals.


2. In considering the adoption of technology innovations within my social setting, I immediately think of my iPad. I received my iPad 2 as part of a grant project last summer, and I have become such a proponent of this technology that several people within my social system have purchased one or plan to purchase one. Since I received my iPad at no expense to me, deciding to use it was a "no brainer" for me. I knew I would use it, and I knew it would make my life easier in some ways, but I didn't realize how much I would come to rely upon it, especially since I am constantly on the go and need to stay connected with my family, friends, students, colleagues, supervisors, and instructors. I also need to be able to work on projects, stay informed, and have a form of entertainment from virtually any location. My iPad allows me to do all of this and more. The chart below shows key factors in my decision to use and promote my iPad.

3. Over the last year to 18 months, my off-site campus location has received, after much insistence from me, three new Smart Boards. As a recent public school teacher, I knew that Smart technology and other interactive whiteboards were becoming more common in K-12 schools, and I knew our pre-service teachers needed to be prepared to use them. A majority of our local instructors are older, often retired, individuals, who tend to be slow, if not reluctant adopters of technology. I only received a total of three Smart Boards, and I am still in the midst of implementation, but my Situational Leadership model in this instance has progressed in the following manner:

Phase 1:

Not a single instructor wanted to have a Smart Board or learn to use it. Although many of them considered it to be a waste of very limited funding, I purchased them anyway. I put one in a computer lab that is used in a variety of capacities by individuals, classes, community members, faculty, etc. I put a second one in a classroom used by many instructors, and one in our math instructor's room. Although the math instructor is very up to date in her technology adoption, she was resistant to the idea of Smart Boards, because she believed them to be a poor use of technology dollars.

The first thing I did was to offer free training to any interested instructors and students. I hired a local classroom teacher to come in and give us some relevant hands-on training. I provided plenty of notice, incentives for attending, and a light breakfast. One instructor, my administrative assistant, our associate director, and three students were all that attended. I was not happy, but I persevered, mostly because I knew I could not give up.

My next strategy was to implement Smart Board usage in my own class and teach the math instructor to use it. My students loved it instantly, and although our math instructor was reluctant at first, her attitude changed as she became more familiar with the product and it's usefulness in education.


Phase 2:

As students from both my class and the math class become more acquainted with and excited about the Smart Boards, it is beginning to spill over into other classes. It began with students requesting permission to use the Smart Boards for presentations and projects in other classes. When this happened, instructors had to learn the very basics, such as how to turn them on and prepare them for use. Of course, in many cases, it has been the students teaching the instructors how to do this. As instructors have witnesses the change in student performance and engagement as a result of the new boards, they have become more interested in using the resources themselves. At this point, approximately a quarter of our local instructors are using the Smart Boards on a fairly consistent basis. I continue to use the Smart Boards at every opportunity, and the interest is growing.

Phase 3:

We are not completely to phase 3 yet, but we are getting there. I am beginning to see some great instructor created presentations and learning activities for the Smart Board. I encourage them at every turn, and I have noticed my students doing the same. The fever is spreading.


Phase 4:

At this point, phase 4 seems to be a distant goal, but I am beginning to see glimpses that indicate we are getting closer. When we reach this point, I will not have to push and encourage usage so much, because it will be a "normal" aspect of instruction. I will be able to monitor appropriate usage and be a cheerleader for integration, but it will not require the focused attention that it has in the past. Of course, by the time we get to this pause, I am sure we'll be looking at the next new tool to implement and the cycle will begin again.

Theories and Models of Learning and Instruction

1) As an instructor in a teacher prep program, I decided to focus on one of my primary goals, which is to prepare future teachers to plan and execute effective lessons. The specific learning goal for this project is for student teachers to prepare and present an effective focus for a lesson. I would most likely incorporate the Schema Theory & Cognitive Load Theory, as well as the Behavioral and Situated Learning Theories to accomplish this goal. Although not representative of the entire lesson, I would ideally utilize the following learning activities:

2) I chose the University of Florida's Center for Instructional Technology and Training http://www.citt.ufl.edu/toolbox/toolbox_gagne9Events.php as a reference to become more familiar with Gagne's Theory of Design. I created the following chart to show how the instructional activities I planned correlate to both Gagne's theory and the First Principles Theory. I believe that the very nature of the lesson and task lends itself to the First Principles theory quite well, because the goal is for students to learn a skill they know they will be using in real classrooms. It is problem based, because, as any teacher knows, it is sometimes quite a task to gain students' attention at the very beginning of a lesson. Therefore, this lesson is not at all contrived, but is very "real world" in nature.



3) I believe that the nature of learning to plan and execute a lesson focus, leading to planning and delivering an entire lesson cycle, is inherently inline with the whole-task approach, scaffolding, and mathemagenic methods. Learning to teach is not an isolated set of skills to be learned from a college textbook, but, rather an integration of skill sets, knowledge, and attitudes. The art and science of teaching an effective lesson is a skill recognized by teachers and other professionals in the field. By having students work alongside a professional teacher to actually plan and deliver a lesson, students are learning to simultaneously rely upon numerous constituent skills.

4) I created the following chart to show how I would incorporate Keller's ARCS model of motivation into a Smartboard training seminar I might be designing for pre-service and practicing teachers.

5) Engaging in design research almost guarantees that the focus remains on learning. Because design research incorporates both design and research at every level of instruction, there is a constant flow of data to help teachers decide when the "learning trajectory" is effective and when it needs to be changed. Data collection and research truly drives instruction, because the focus is always on learning.