Section 7: Chapters 28-32

From Chapter 28 locate 5 examples of distributed learning.
• One example of the Hybrid classes, is like a course I took two years ago in which we met every other week in person, and on the off week's we met online and discussed what ever the readings and assignments for that week had been. It was half online and half internet. I enjoyed the class because I seemed to create a closer bond with the students in the class, however I enjoy on-line classes more.
• For corporate distributed learning, I can see that as places such as Wal-Mart, and other retailers I'm sure, and their training systems. Wal-Mart calls their training courses CBL's (Computer Based Learning) and it is how they update employees on any changes etc. In the same instance, for managers and employees of higher responsibility there is an intranet e-mail system in which messages are dispersed to specific employees.
• Virtual Classes would be like the course we are taking now, in which all of our learning and information sharing is done in an on-line environment. I have one class in which even our book is on-line.
• An Academic distributed learning example would be like the blog I utilize with my classroom in which I post summaries of what we've discussed in class and link to external sites in which the students can continue to explore.
• I also would consider sites such as Brainpop.com in which students can watch videos on academic topics to add some 3D to their 2D knowledge an academic distributed learning example. StudyIsland would also fit into this category in my opinion.

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.
A course I took that would not be considered reusability would be the course in which we learned how to categorize and code library books. This is only used in the circumstance referring to media and such. It would be a hard concept to take and apply to other circumstances outside of a library setting.

Chapter 30 takes a look at using rich media. Find or create a visual for instruction describing its surface and functional features.
An example would be the videos that BrainPOP.com shows to explain concepts. For instance thinking about today's events. Here is a video on Tsunami's. It's surface features include animations that will appeal to student age viewers. It's functional features include: a user initiated streaming video that can be paused at any time, a clock to track the length of play time of the video, it includes features such as being able to show closed captions and make it full screen size.



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.
Nanotechnology is like our SIM cards in our telephones that act as rolodexes of our information. We could apply this to our school systems holding lesson plans that are easily accessible. We could even use it to hold student testing data to be easily shared within teachers at one school or across schools; even for our transient students who frequently move due to monetary situations or housing needs.

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 think I lean more towards the Broad and inclusive road because it allows for more views and theories to be combined and apply to each other. With this we are allowing ourselves more opportunity for growth and possible solutions to problems. Though this may take longer and be a "messier" process we have the opportunity for variety. Though the Straight and Narrow is quicker and may get to a desired outcome quicker, it does not allow for opportunity.

Section 6: Chapters 24-27

• 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?

On Monster.com I searched for teaching positions in the DFW. There were 65 results brought up from that search. The first several were offerings for ESL positions, there were a few results to help get certified, I found some childcare posts. All of which, either do not interest me, or I am not qualified for (ESL). There was a resource center teacher job I was interested in, but it was in Connecticut. I helped plan the 5th grade Science Curriculum for my district this summer and realized that I enjoy this aspect of the field. There were several job opportunities K-12 in Florida, but very few here in Texas.

• 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 went to the United States Department of Labor's site and then clicked on Career Information. It took me to an external site, the OneStop Site that was mentioned in the book as well. I then clicked on the Testing and Assessment Center link. However after twenty plus minutes of trying to find the link, I could not find a way to take the test. Finally on the OneStop site, I clicked on Career Tools, I then clicked on Career Exploration, and finally Assess Yourself. Then I clicked on Take Assessments. I then checked on Skills Profiler. I then searched job types: EDUCATION. On that skills page, I was able to click all but one, and probably could have chosen that one as well, but it was iffy. I chose all of the Basic Skills, Social Skills, Complex Problem Solving Skills, a few of the Technical Skills, one System Skills, all Resource Management Skills, and all Graphics Skills. I then rated each of those skills on a 1-7 scale. It rated me at a 97.6% match for a SPED/preschool/Elementary Educator. In high school I also took a similar test and it told me my best job match was in the Education field as well. I guess I've chose wisely.

• 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:
• Professional organizations:
• #1 Association for Educational Communications and Technology
  
• Mission: improving instruction through technology. AECT members may be found in colleges and universities; in the Armed Forces and industry; in museums, libraries, and hospitals; in the many places where educational change is underway. AECT members carry out a wide range of responsibilities in the study, planning, application, and production of communications media for instruction.
• Cost of membership: Membership costs varied based on level and type of membership. The cheapest was $75.00 for New Student Membership and $400.00 for Corporate Membership.
  
• Publications: it provides access to the following publications: Tech Trends, Educational Technology Research and Development, Handbook for Research in Educational Technology, Getting Started in Instructional Technology Research, and more.
  
• Conferences and meetings: It's upcoming conference information can be found at this site.
  
• Opportunities for professional development: I could not find any information about professional development.
  
• #2 E-Learning Network
  
• Mission: Here's the closest thing to a mission that I could find:

  The eLearning Network (eLN) is a non-profit, Community Interest Company run by the elearning community for the elearning community. The eLN is the number one source for guidance on best practice and future trends in technology-based learning and development at work, with nearly 3000 members in the UK and beyond. Here’s why it has never been a better time to join the eLN: Inspiration: Technology has never developed so quickly and with such far-reaching implications. You need information you can trust, practical advice and standards to aspire to. As a member of the eLN expect to be inspired:

• Cost of Membership: Free
  
• Publications: There is an on-line publication forum where members can submit and discuss articles etc.
  
• Conferences and meetings: see below
• Opportunities for professional development: Here is an upcoming event. There are several upcoming events that cycle through on the homepage.
  
• Professional publications:
• #1 American Educational Research Journal
  
• Focus/Goals of the journal: The American Educational Research Association (AERA), a national research society, strives to advance knowledge about education, to encourage scholarly inquiry related to education, and to promote the use of research to improve education and serve the public good.
• Submission guidelines: I had a very difficult time finding a specific process. There were however several contact e-mails for editors based on topic of interest.
  
• Is this a peer reviewed journal? Some of it, mostly no.
  
• Is the journal online? Yes
• #2 Educational Technology Review
  
• Focus/Goals of the journal: The purpose of this exchange should result in the growth of ideas and practical solutions that can contribute toward the improvement of education and learning through information technology. All AACE members receive the AACE Journal as a benefit of membership.
• Submission guidelines: Research articles should not be submitted to the AACE Journal but rather are welcome in other AACE journals. For the list of all AACE journals, see: www.aace.org/pubs/
• Is this a peer reviewed journal?: No
  
• Is the journal online? Was originally a print article, which is now on an online platform.
  
• How is the journal and organization useful to you and your career? Were you aware of the organizations/journals that you researched? I was not previously aware of these publications, and I do not see any usefulness to my current career, however once pursuing technology a bit further, I definitely see their usefulness.
  

• 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?

I would want to make sure that the performance technologist focused on results, and helped the students focus on those results, looks at situations systematically considering context and contemplating change. I would make sure that they add value to the things they work on, and used partnerships and collaboration techniques while working. I would make sure that they were someone who considered all aspects of a situation and considered possible factors that could limit performance. They should be someone who was aware of the solution/end product and did what they needed to to make sure it was met and achieved. This person should make sure that once a solution/end product was met, it was utilized/applied in the correct way or manner and then they were able to step back and analyze the effectiveness of this situation.

Section 5: Chapters 18-21

* Chapter 18 discusses instructional design in business and industry. Give an example of rapid prototyping and discuss how this could be used in education.

"Rapid prototyping involves the development of a working model of an instructional product that is used in a project to assist in the analysis, design, development and evaluation of an instructional innovation" (Reiser 179). Rapid prototyping speeds up the development process and helps to ensure "customer" satisfaction with the end product. Using rapid prototyping in the lesson cycle process while developing plans and experiments etc. it will allow teachers to more effectively plan an activity that will have the desired outcome and please the "customer"/student at the same time. It can allow us to "see" what the possible outcomes and effects of our lesson might be and possible problems that may arise in our lesson. Examples include many things educators should be doing already anyways, creating "models" or "bare-boned" examples for the students to build off of and modify in their own ways.

* Chapter 19 discusses instructional design opportunities in military education and training environments. I had the opportunity to work two summers in Orlando on a faculty fellowship in the advanced distributed learning lab (ADL) discussed in the book and saw first hand some of the constraints placed on some of the tools that could be used for learning. 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?

Using the Full Spectrum Design as noted on page 193, with little access, it would be important to have rugged, terrain safe computers that have blue-tooth, or other networking capabilities to allow the computers to "talk" and "communicate" with each other. This would allow easy access to shared information and sharing of said information. If this type of technology, even low-tech as it is, is not accessible, then a paper system of some sort should be in place. However, when dealing with paper systems you need to be careful that a "paper trail" is not left, and no paper is lost anywhere. I almost wonder if allowing iPhones, iPads, or iPads with document sharing capabilities is an acceptable or feasible means to solve this problem.

* Chapter 21 looks at radical educational change in P-12 settings. I visited the Chugach School District in Alaska and know Richard DeLorenzo very well. I can assure you that this change can occur in our schools. Review the Step-Up-To-Excellence methodology and the GSTE. Outline a staff development activity that will introduce both methodologies to your colleagues.

The Step-Up-To-Excellence method requires specific conditions to allow the school using it to be successful. These include senior leaders who act on courage, passion and vision, not on self-preservation and survival; senior leaders who see their district as a whole system; leaders and followers who have a clear "we can..." point of view; leaders and followers who possess professional intellect, change-minded attitudes and the skills to lead to high-level performances; and finally sufficient human, financial and technical resources to launch the change without undermining the efforts.
The GSTE method, also known as the Guidance System for Transforming Education method, is comprised of three main characteristics: a core value system regarding the change process, some "discrete events" leading to the desired change, and some "continuous events" that should be addressed continuously throughout the event. Some of the "core values" could include: caring for children and their future, systematic thinking, evolution of mindsets and education, inclusiveness, stakeholder empowerment and ownership, participant commitment, co-evolution, facilitator, process orientation, context, time, space, respect, responsibility, readiness, collaboration, community, ideal vision, wholeness, common language, conversation, democracy and culture. The "discrete events" are broken up into five phases: initiate systematic change effort, develop starter team, develop district-wide framework and capacity for change, create ideal designs for a new educational system, and create ideal designs for a new educational system.
To introduce these two methods to my work colleagues I would discuss the importance of having strong leadership, the importance of emphasizing a strong passion and vision as a whole school and enforcing that together. This would be a good time to come up with a school-wide vision together, develop goals that we could work towards as a community, and have the attitude towards change that would allow us to be successful. We would need to create a leadership committee comprised of one member of each grade-level to meet and spear-head the endeavor and communicate findings back to the group. These members should be change-minded and not set in their ways. To incorporate the GSTE method we we develop a list of characteristics that we think should be "required" of all staff at our school, and help each other be mindful of whether or not we are meeting those characteristics. We would take the team developed in the first model and follow the last three phases to finish it out.

* 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:
o What are the different names used for faculty development?
o What division is it under?
o What services does it offer?
o How often are programs given and what specifically are they?

Armstrong Atlantic State Univeristy
This site only refers to it as Faculty Development, but this is often also referred to Staff Development at some locations. This is found under the Academics tab, then Faculty and finally Faculty Resources will lead you to the Faculty Development page. This site offers information about Awards, Grants, New Faculty Information and Training, Teaching Resources and Contact Information. This site does not list specific information about when specific trainings are offered, however it does offer tips for what should be done during your first week, and your first semester.
California State University: Fullerton
This site refers to the process as Faculty Development. This site is linked from the Home Page to the Faculty and Staff page, and then under the Faculty resources tab, the Faculty Development Center page can be found. The site lists 30 available workshops that faculty members can register to be a part of; these include: plagarism, paperless grading, using blogs and wikis, grant writing, grade center information, scantrons, creating on-line lessons, quizzes and surveys, there are workshops on planning ahead, creating on-line portfolios, using specific programs and tutorials. They are offered several times throughout the semester and different times.
Northern Arizona University
This site can be accessed via the homepage by clicking on faculty and staff I am assuming. However starting from the beginning I am having a hard time tracing the links directly to the faculty development page without typing it in directly. They do not use the term "staff development" similar to the others. They offer courses on the following: global learning, international teaching and research, diversity, clubs, and they also conduct webinars. These are offered weekly it seems and the times do not vary much. Their mission states their goals to include: offering opportunities for development that will enrich student learning, strengthe a learning-centered campus, advance new teaching and learning initiatives, foster collegial dialog among the faculty and campus partners as well as showcase faculty expertise in teaching.

Section 4

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.
A performance problem I see in my classroom/area of work is that a few of my students lack the motivation to complete and turn in assignments if they are not completed in the allotted class time. I'd like to find a way to encourage them to want to do their assignments, or at least see the necessity in it. A non instructional solution to this problem would be an incentive type program where students could earn a sticker on every assignment that was completed AND turned in on time, once the student reached 25 stickers, or whatever the designated number is, they could draw from a prize box, or earn a homework pass, some kind of a reward. I like the "token" system, I think it is usually very effective, and this may be beneficial to those few who like to do things their own way.

2. Chapter 15 pr esents 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 ha v e not been widely used and if they are more likely be become more prevalent in the future.
Our textbook defin es Electronic Performance Support Systems as electronic systems that provided integrated access to (1) information (2) advice (3) learning experiences, and (4) tools to help someon e perform a task with minimal support from others. Other definitions of EPSS include Wikipedia's definition in which it is any computer software program or component that improves user performance. Encyclopedia2 online defines it as "A system that provides electronic task guid ance 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 h ints 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 displa ys, sound, and video presentations." PC Magazine Online defines it 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. I prefer the definition from the book because it is simple, and straight to the point. It reminds us that an EPSS is something that should be easy to access, provide us with information, advice and learning experiences with minimal support from others. I believe that EPSS have not been widely used because many teachers "fear change" and unfortunately anything electronic is viewed as technology and technology is still but young in the arena of education. As beneficial as we all know it is, many teachers shy away from the extra time and preparation, or the chance that something could go wrong, dare I even say, they are afraid that they may become obsolete and no longer the "sage on the stage". I think that they will become more prevalent in the future because our times are ever-changing, the need to know how to solve pencil and paper problems, diagram sentence structure, look something up in a dictionary or encyclopedia are behind us. All of these things are available electronically now. Think about our mail system, hardly every do we send a letter in the mail minus holidays such as Christmas, even telephone calls are becoming a thing of the past. Most things are done via e-mail or text message via social network, whatever the "quickest" fix to the problem may be.

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 used to solve the problem?
A problem that I see facing my school specifically is the achievement gaps in our ethnic populations. Unfortunately the TAKS test weights students differently based on the amount of students of that ethnicity enrolled in the school. Our ethnic break up is very staggered, and the groups perform vastly different on achievement test. A blended learning approach, including the use of a knowledge management system, could be used to help solve this problem. There are four types of knowledge outlined in Chapter 16, Explicit, Tacit, Common and Undiscovered. Knowledge Management is the creation, storing and sharing of information gained. Blended learning is a meshing of Web based learning and classroom learning. I think blended learning could be used to solve this problem in several beneficial ways. An example is that we have recently purchased the rights to Study Island, for our fifth grade students. Study Island is an interactive program in which the students take a pre-test, the teacher gets the results e-mailed to them, sees where the student's weaknesses are and then assigns them specific tasks based on their specific needs. Each students' assignments are geared towards them and their learning plan is unique to them. However, this program is not successful without classroom learning having taken place previously to initially teach the concepts and skills the student needs to solve the problem. Then, if the goals are not met the teacher has a more specific idea of where to reteach and work with that student for more "bang for their buck". Similarly we have to take in to account that many students, most likely the ones we are trying to target may not have computer access at home, so it is the job of the school to offer times the computer lab is open, administration should offer rides home, remind families computer access from most libraries is free, anything to engage the learner into using the tools.

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 have been exposed to multiple types of informal learning during my adult life. These include e-coaching from colleagues in the profession, conversations with my peers over strategies, observations of the actions of peers, immersement in an unfamiliar activity, museum tours, you tube clips on "how to" do things, discovery courses on how to utilize a specific computer program, etc. The purposes of these was to let me discover how things work, it reminds be of the constructivists' points of view on learning. Thus, "learning by doing". When speaking with collegues and other individuals they may have experienced things you have not, so in turn have different insight and knowledge on matters. I find these types of learning experiences to be much more internalized, yet social at the same time. Discussions are more frequent, as is the feedback as needed. However, myself as the learner was much more involved and engaged in the learning process constructing knowledge along the way. Instructors in these circumstances are more of a facilitator and helper, offering feedback and act as a springboard for further discussion and ideas for exploration. Informal learning definitely is becoming a more prevalent part of of the learning experiences of today.

Section 3 Ch 10-13

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.

One design that I've decided to find more information on is the ADDIE. The ADDIE focuses on the steps of Analysis, Design, Development, Implementation and Evaluation. Evaluation can be both Summative and Formative. In the Analysis Phase the instructor decides who their audience will be (my class), what learning needs will be met (multiple learning styles), and what constraints could occur (absent students, misbehavior, supplies not available, etc.). In the Design Phase you need to analyze the subject matter (look in depth at what information is going to be presented), identify the objective (specific TEKS that this lesson will meet), identify the sequence (what order do you need to teach specific goals in), identify what lessons you will use (what will you do specifically), identify what tools you will need (self explanatory). In the Development Phase you actually put into action what you have planned in the Design Phase. In the Implementation Phase you use what you've learned to develop a plan and if any training needs to occur. Finally, in the Evaluation Phase you will evaluate your lesson and how well it worked, and if it needs to be tweaked for the next time it's used. Also, Evaluation of our students can be Formative while teaching, to see what modification needs to be used as you are going through the cycle, and Summative at the very end to see if all objectives were learned.

Another design model I've found is the Dick and Carey Model of Instruction that is a ten step process. First, the instructor needs to identify the goal, then conduct instructional analysis of the goal. Third, they will conduct an analysis of entry behaviors, or what the learners already know and the characteristics of the learners, or their skills. Then, the performance objectives should be identified followed by step five: developing the assessment instruments. This is planning with the end in mind at it's best, you need to know where you are going before you get there!! The sixth step is to develop the instructional strategy that will be use, and in seven you are preparing your instructional materials to conduct the lesson. This includes what objects you will use and well as what activities you will be doing. Next, you will design and conduct the formative evaluation of your instruction, including using observations to improve the design or parts of the design. Instruction is then revised, and finally you will design and conduct a summative evaluation.

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?

Our district purchased Promethean Boards (interactive smart boards) for every 3rd, 4th and 5th grade classrooms at the end of last school year. We were told that these would be installed over Summer break and we would be able to utilize them this school year. Relatively, these boards promote a smooth integration of technology, allowing for interactive manipulatives, conducting our Calendar Math on the board to save time and not have to change it out monthly/daily. It could save paper by allowing for interactive quizzes utilizing the Active voters, the possibilities are endless. However, the needed equipment was obviously not considered, nor was an appropriate time plan set in place. Over the Summer, the boards were mounted, our overhead screens were removed and that was it. Through the course of this year we have had people in and out running wiring, installing firewire, etc. But we are still lacking mounted projectors. This makes our technology ineffective because we can not use it. We have been given training on how to use them and all of the "WONDERFUL THINGS WE CAN DO WITH THEM", but we can not "DO ANY OF THEM". The school, and district are all very accepting and willing for the change, but the condition of our older school and the needs that such capable technology has, it has been a hard adaptation for our campus.

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?

Well first, it is important to consider the three factors that can affect situational leadership: the amount of guidance the leader gives, the socio-economic support the leader will provide, and finally the readiness levels of the followers. Keeping these things in mind I will work through the four phases with the campus staff. We often conduct staff led staff development on our campus and it is usually in the form of a book study or vocabulary strategies exercise etc. Keeping this situation in mind, I would First, set the mood by establishing myself as the leader for the day, but make a meaningful connection to the group with an anecdote of some kind. I would then establish our goals for the session and "start with the end in mind" by letting the group know what our expectations for what we will be leaving with would be. If it is a training session with breaks, I will offer rewards to those returning on time with a drawing of some kind etc. I would also offer a small reward of some kind to provide a buy-in to the content. We have to use similar methods with our students to keep their interests, I find that a group of educators often has the same characteristics as the students that we teach: LOUD and TALKATIVE!! As the groups are working through their "independent" process and implementation time I will make sure to monitor group conversations and listen for redirection needs and misunderstanding. It is important at this time to allow the groups to meld and work through meaningful problems and situations together. I would always end the session with a "come together" moment and allow a few minutes for meaningful reflection such as a Give and Get with two other "students".

Section 2: Chapters 4-9

A learning goal that I have for myself, through the course of this course ;D is to find ways to use technology more appropriately in my 5th grade class room. I have lots of great ideas, and opportunities, it just seems that when the time comes, I never quite get to do them. However, a goal I have for my students this year may be to be able to tell and describe what the events leading up to the Civil War were, and their effects on the Nation.

Chapter 4 focused on the learning theories of B.F. Skinner (Behavioral Learning), Atkinson and Shriffin (Cognitive Information Processing), Sweller et. al. (Schema and Cognitive Load) and those who studied Situated Learning. In addition to these Robert M. Gagne developed his theory of nine events. I believe that a large amount of learning that occurs in our classrooms focuses on the need for schema and automation along with a healthy mix of constructivist beliefs. I would use a combination of a Schema theory in which "knowledge is represented in long-term memory as packets of information called schemata. Schemata organize information in categories that are related in systematic and predictable ways" (Reiser 39) as well as Gagne's Theory of Instruction focusing on the Nine Events.

(Disclaimer): I know this picture, may be hard to see, but I am working on slim resources due to the winter storm. Our cable/Internet box was fried during a rolling blackout and will not be fixed until the 9th. I am using a family member's computer that does not have the publishing tools I'm accustomed to using. Thank God for smart phones. :D

The picture is a Double Bubble Map (Thinking Map) that is used in place of a Venn Diagram to compare and contrast ideas etc. We see in my map that Gagne's Nine Events of Instruction are centered around 9 specific, separate events in which the learning of the individual is very alytical in nature. On the same note we see that the First Principles introduced in Chapter 7 are developed in a Four Phases Cycle in which the Problem is the center context to everything. Each of the two theories have components that are uniquely theirs, however I found three main areas of agreeance. I found the first phase and the third event to be similar in that they both deal with the stimulation and recall of prior knowledge. The third phase and sixth event both allow an opportunity to practice their new learning. Finally, the fourth phase and ninth event deal with the examples and activities that go beyond the learning and allow the learners to use their knowledge in new ways. More information about Gagne's Nine Events of Instruction can be found here.

Interestingly, I encourage my students to make connections when reading to prior knowledge. As I was reading I made a connection between the First Principles Model and the Frayer Model that we use to introduce new vocabulary words and concepts.

In thinking about my goal for my classroom mentioned above, here are my ideas in using the First Principles Theory. Activation: We would create a Bubble Map (Thinking Map) together listing what we know about the colonies at the time directly before the Civil War. With guidance to focus on the people, financial situation, jobs, everyday lives, etc. We would discuss and compare the Loyalists and the Patriots and discuss why they felt the way they did. Demonstration: Here we would take the list of beliefs from each category Loyalists and Patriots and categorize them into overall reasons. We would be introduced to the reasons for and against succession from the Union and have the students classify them into would this be from a Northern or Southern viewpoint etc. Application: Students would take a stance on the issue and would describe why they believe what they believed using evidence from what we've learned. Integration: The learner would write a journal entry as if they were living in the time period and would describe what life was like, things they saw and things they heard. Then they would reflect on their life now, and describe how life would be different had the Civil War not occured.

Approaching this task with a whole-task approach in mind I would do a lot of "Teacher Talk". I would mainly share the needed information with the students as it is needed and they will develop ideas about concepts through the acquisition of this knowledge. This reminds me of the saying that the teacher is the "sage on the stage".

Using scaffolding I would need to make sure that each learning activity provided gave the students may opportunities to apply themselves in each of the KCAASE areas. **A neat acronym I learned in Undergrad to help me remember the levels of Bloom's Taxonomy. (Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation). I would also make sure each of my question stems were using Higher-Order-Thinking-Skills (HOTS as we call them at school) to ensure the students were truly grasping the depth of the concepts.

Mathemagenic methods are often what we would call "teaching to the test". I would focus directly on what TEKS would be tested on the 5th grade Social Studies Benchmark at the end of the year, and only teach the students the concepts that related to that TEKS and give them examples of ways that fact may be tested at a later date. It is most a Knowledge, Comprehension based skill with little interaction occurring.

To motivate my learners at the Attention Level of the ARCS model, I would possibly dress up as a famous person from the Civil War, I could read a poem or diary entry from the time period, I could even show them a painting such as George Washington Crossing the Delaware. At the Relevance Level I would need to make sure I am allowing all of my learners to be exposed to multiple learning styles and that I am presenting my information in a variety of manners, such as oral, auditorally, visually, kinesthetic, etc. I would find ways to allow the students to tie in what we are learning to personal experiences in their lives that they can make connections to. At the Confidence Level I will create learning experience such as those mentioned in the First Principles Theory paragraph above, as well as integrate concepts into other subjects, such as reading the novel George Washington's Socks in reading. I would also need to make my expectations clear and provide rubrics whenever possible. Finally in the Satisfaction Level I would allow my students ways to apply their newly gained knowledge such as in the diary entries mentioned earlier, give copies of the graded rubrics to the students, consult with them when creating artifacts and give them applicable, useful feedback.

Engaging in Design Research is beneficial because it allows the teacher to constantly reevaluate the methods being used due to its cyclic nature. Design Research focuses on the trajectory of a lesson and what factors could affect it's effectiveness.

Section 1, Chapters 1-3

1. The book walks us through various definitions of Instructional Technology. The earlier definitions focused on the media used in correspondence with technology, the movement then led to sound recordings, computers, etc. In the 60's the definition was centered around the use of messages and the learning process. The 70's definition discussed the means of teaching besides the teacher, blackboard and textbook, and the tools that made up the instructional methods. In 1977 the AECT (Association for Educational Communication and Technology) adopted the following definition [educational technology is a complex, integrated process involving people, procedures, ideas, devices, and organization, for analyzing problems and devising, implementing, evaluating, and managing solutions to those problems, involved in all aspects of human learning] (Reiser p.4). This new definition now focused on the interrelatedness of all the parts and how they must work together. By 1944 Educational Technology was now viewed as a process involving five areas; design, development, utilization, management, and evaluation. Finally, the definition accepted by the book involves the previously mentioned aspects as well as the systematic use by professionals and the research and theory related to them. I would have to summarize Instructional technology as: The tools, methods, and approaches that instructors (or developers) use to impart knowledge to learners (users) that will benefit themselves and help prepare them for the future.

2. The Dick, Carey and Carey model makes sense, however I find the model semi-confusing and overly specific. I do like how the beginning stage leads to an instructional analysis and the learners context, and then both of those to the need to write performance objectives, however the newer trend tends to focus on the objective from the beginning due to the need to pass standardized testing. This model is learner centered in that one of the first steps is to identify the specific learner(s) you are focusing on and the context in which they will be taught. It is goal oriented in that the first step is literally (assess needs and identify goals). During the whole process we are revising instruction and so it should stay somewhat meaningful. The outcomes can definitely be measured in that this model gives opportunity for assessment, formative evaluation and summative evaluation. It is self-correcting in that it is constantly under self evaluation and revision. This model does not out and out mention team efforts, however it definitely implies that it will be needed. This model would fit with my definition in that it leaves time for consideration of the tools that will be used, the methods in which it will be taught, and the approaches in delivery to the learners.

3. Reflecting on the use in my current school district/school/classroom, technology is being used in a variety of ways. Our district currently has adopted the 1:1 initiative, we have laptop carts available to all students/teachers at each school, Promethean (smart boards) in every third-fifth grade classroom, student computers in each classroom as well as other programs etc. at the disposal of the teachers and learners. Our smart boards are "in progress" they should be installed by the end of next week, however we have portable boards available to us currently. Several of our teachers utilize personal websites and blogs to impart information to our students. I currently keep a blog for my Science class. I've found that some concepts, are just harder to visualize, and the availability of graphics etc. help the students grasp the ideas more easily. In higher education Web 2.o tools are utilized in many ways; for example, this that we are doing right here, distance learning, communication via the internet etc. Blogging can be used in K-12 classrooms in many ways, I mentioned the blog I utilized for Science earlier, I post things we've talked about our learned in class, I post pictures of things that we do, experiments, drawings on the boards etc. I post questions for my students to answer and think about, the uses are endless. Our school also utilizes blogging in our research projects and allow correspondence and cooperation between groups and members, often incorporating wikis. All of which is instructional technology at it's finest.