According to Reiser and Dempsey (2007), distributed learning is “any educational or training experience that use a variety of means, including technology, to enable learning.”[i] It can have intentional and incidental outcomes, and the learning can be synchronous, asynchronous, or both. One example of distributed learning can be seen through corporate learning. Corporate distributed learning can take place through intranet training for employees; Web-based training can be more cost efficient and provide better training in the long run. A corporation can save money by not losing work time and paying money to send employees to training. The employees can get training as needed instead of waiting to get information during periodic training sessions (Reiser and Dempsey, 2007).
This type of learning goes along with distributed learning in skills based training, which can be highly effective. Often individuals in a corporate setting need to brush up on or learn a certain skill when it comes to their job. Skills-based training can enable them to do this. Instead of taking off work to take classes all day about anything and the skills they really need are lost in the shuffle, the skills based training enables them to take what they need through a PC. This type of training can be more cost efficient and productive.
Another type of distributed learning is academic distributed learning. As this author is participating in, many universities are offering online programs/courses. Students can have access to an education from a home computer. The biggest problems are making sure they have a “virtual campus” to match the academic online learning. Universities need to provide online resources of items (financial aid, libraries, etc.) due to the fact that students can be several hundred miles away from campus. As more universities add online learning to their academics, there will be an increase in the need for instructional designers equipped with the knowledge for that kind of learning (Reiser and Dempsey, 2007).
Universities participation in academic distributed learning can be done through a virtual class. Virtual schools are increasing receiving accreditations. Students can get an education through the Internet. Virtual classrooms need good instructional designs that can provide students interactions among each other and interactivities. Also, the learning outcomes need to be kept in mind during the design process. An instructional designer needs to help those in charge of a virtual classroom understand that there is more work than a cute, stylish website design. There needs to be “high-quality distributed learning materials and activities” (Reiser and Dempsey, 2007). Reiser and Dempsey suggested that one should also train the professor in quality design in web based learning, so students are achieving maximum learning.
Another aspect of disturbed learning is distributed resource support (which is needed for successful online learning). As stated earlier, universities who are offering courses online need to have distributed resources. For instance, online access to library databases is a must for an elearner. Also, access to a help desk is needed for the distributed learning to be successful. Problems arise during all hours of the day that students need help with. Having a 24/7 help desk will ensure quick responses when problems arise (Reiser and Dempsey, 2007). There will need to be a focus on distributing most of the resources available on campus to make it available online.
Often when courses are designed, reusability is not in the minds of the designers. In order for a course to have reusability, it must answer four questions: 1) Can I find it? 2) May I use it? 3) Will it work? 4) Can I use it in a way that works for me? (Reiser and Dempsey, 2007). Thinking back over educational courses/staff development sessions taken over the years, there are some with limited reusability. For instance, one that comes to mind is a three hour training course online over using the State of Texas databases and conducting searches with Boolean words. For one thing, the course is available online for anyone who signs up to take it. Therefore, it is easy to find. However, if an educator wanted to use it to help students, they may not be able to use due to the fact that it is difficult to obtain the correct rights for it. Parts of the course will not work in other contexts. The design of the online training course makes it difficult to use. One must go through the entire program, each section at a time, to get to the part that one needs.
How can the course be redesigned to improve its reusability without changing the content? First of all, the metadata needs to be available online for the others to see the information (Reiser and Dempsey, 2007). The program needs to be able to work on all formats on the computer so more people will have access. Also, copyrights should be made public so people can use the content to teach others. Perhaps, if they selected a creative commons copyright for their course would be wise decision. This way others can still use the content, but give credit to those who created it. The design needs to be more reusable. The content of the course was excellent, but it should be made into sections. If an educator just wanted to use one portion of the course, like database searches, for their students to practice, they should not have to go through the entire program to get to that section they need. Simply, by dividing the course up into sections and having access to that section will make the course have more reusability. The content of the program was geared more for adult learners. An educator might have to change some of the language to use it for a younger audience. The course pedagogy is intended for online learning. It would need to be slightly modified to teach in a physical instructional setting.
An instructional designer/course developer put forth a great deal of effort when creating their product and desired outcomes. Effort should be made to make the design reusable in other settings for others to use. Ultimately, the goal is for people to learn the information and apply it.
The following picture is a media image containing surface features. This week in this author’s class the topic of Pangea is being discussed. This is a picture of Pangea and students can get the general idea, but is the message of continiential plates shifting and moving really being conveyed with this image? Will students grasp the ideas of the supercontinent sepearting from this picture or will something animated be more functional? To answer the questions, this image will show a picture of Pangea, but studetns will not fully grasp the intedend message. For this reason, this image is contains surface features (Reiser and Dempsey, 2007).
The above link shows an animation of Pangaea using arrows and a time lapse of the separation of the continents. This animation is considered to have functional features. The students will really grasp the separated from the animation and also it is interactive. Students can views the movement forward and backwards through the arrows.
The possibilities of uses of nanotechnology are promising. This author thinks of Professor Kevin Warwick implanting a microprocessor into himself to open doors, read email, and accomplish other tasks that could get done with the processor (Reiser and Dempsey, 2007). This author thinks of simple tasks that must be done throughout the day as an educator that a microprocessor would make the job more efficient and easier. For instance, looking at a student's grade on a worksheet and that grade being automatically imputed into the gradebook online just from thinking about it. Also, locating facts about a particular subject without touching the mouse on a computer screen. Another example is the electronic paper being invented. This author thinks of how much paper is used each year in schools. Teachers making copies, students doing work, newsletter, etc. all require paper. Think of the possibilities of using electronic paper. Think of all the trees and time it could save.
As Neal Stephenson basically stated, just because we can use the technology, does it mean we should (Reiser and Dempsey, 2007)? Hollywood has made pictures about advancing technology. Many of them with catastrophic endings. Even though using an implanted microchip could be easier to do daily tasks, it does not mean it is safe to use. People could get viruses on their personal computers, what if someone implanted a virus into one that was implanted in someone. That could lead to cases of mind control. That seems extreme; however nanotechnology is making its way into society. However, technology such as the smart paper sounds promising and safe to use. Of course at this moment, this author wishes for some type of nanotechnology to go start the dishwasher so this blog can continue to be written without interruption.
In the past few chapters the authors mentioned the changing field of instructional design. What does it mean to be an instructional designer and what are their roles? These are just a couple of the topics being addressed in today’s society. As the data has shown 95% of the ID’s is done by designers by assignment (Reiser and Dempsey, 2007). An instructional designer, therefore, needs to be able to train them. In addition, technology is rapidly changing, making learning through technology easier and more efficient.
Which road does this author feel that the future of instructional design and technology should be: the straight and narrow road or the broad and inclusive road? This author feels that in order to continue to have effective instructional design and the need for instructional designers, the broad road must be taken. One must be able to adapt and change with the times. Those who remain narrow minded and static will be left behind and eventually be rendered as unimportant. Just like students do not want a teacher who has been teaching the same way for thirty years. Potential audiences want a design that is inventive and with the current times. The broad road has many of the same ideologies as the straight and narrow, bu with many additional ideologies that allow for change and growth. An instructional designer needs skills in professional practice, reasons inquiry, referred outlets, to develop solutions, and have fluid meanings (Reiser and Dempsey, 2007). It makes this author think of adaptation. Those species who learn to adapt with the environment survive and those who do not adapt become extinct. The same concept could be applied to instructional design. With a changing economy and advancement in technology, the key is to be open-minded and willing to change. Like Robert Frost states, one should take the road less traveled and that will contain greater rewards. In other words, an instructional designer needs to take the broad road instead of the strait.
[i] Reiser, R. A., & Dempsey, J. V. (2007). Trends and issues in instructional design and technology. (2nd ed.). Upper Saddle River: Prentice Hall.
For the purpose of locating a job of interest, this author chose to use the site listed on Lesson 1 (Reiser and Dempsey, 2007).[i] Jobtarget, http://jobtargetjobfinder.com
1.)Key term used in search: Librarian (Working on Master’s in Library Science)
Job Title: Collection Access & Support Services Librarian
Where: Pennsylvania State University Libraries, Pen State Hershey Campus, Hershey, PA.
Full-Time, Entry Level
Description:The librarian will maintain central access to electronic journals, communicate with vendors and personnel to resolve access issues, coordinate technical support, and make statistical reports on resource usage. Also, provide reference service research support. The person selected will work with all academic departments and serve on the library advisory team.
Job Qualifications: MLS, Demonstrated experience or relevant coursework with resource management tools and technologies, ability to work in collaborative, service oriented, rapidly changing environment to accomplish mutual goals, excellent oral and written communication skills and strong public service orientation.
Preferred Qualifications: Experience in academic health and science. Experience in science statistical analysis, experience with database searching and with an emphasis on medicine and health related issues, demonstrated commitment to professional development.
This author feels that she possesses all the job qualifications in order to do this job effectively. Completion of the MLS is almost done and the skills that are needed to be a librarian have been acquired. However, the skills for the preferred qualifications are a different story. This author has no experience researching academic health and science. However, there is experience in researching different databases. Professional development is important in order to remain current on librarian standards and practices.
2.)Key term used in search: Educational Technology
Where: Pitt Community College, Greenville, North Carolina
Min, Education: Master’s Degree in Information Systems, Instructional Technologies, or closely related field
Full Time, Preferred 3-5 years’ experience in managing the development and delivery of web based courses in higher education. Some experience teaching.
Description:The director will provide direction to department of Distance Learning.Director needs expertise on technology in education-especially distance education. They will lead the staff/faculty training on instructional technologies, and report to Assistant Vice President for Academic Affairs. The director will also be required to supervise staff members.
Skills Required: Knowledge of developing, managing, and maintaining a distance education program is a must. Knowledge of current literature and trends in the field is also important. Troubleshoot technical issues to equipment and community with IT department, faculty, administration, and students. He/She must also assess programs and student learning outcomes; also develop a website for virtual campus.
Other Requirements: Director needs to maintain currency level in the field through professional development commitment to quality, service, professionalism, and community college mission.
Even though, this author has very little experience in educational technology (all experience is related to classroom teaching and coursework), this job sounded interesting. Many universities are now moving toward offering degree/certification programs through distance education. Many students in today’s age need to work and take classes online making distance education their only option. For instance, this author is taking classes online currently; in order to earn a Graduate degree, otherwise due to work and children, it would be more difficult. This author has some of the skills to achieve this job, but there are also many that still need to be learned. For instance, part of the Library Science degree in Educational Technology. Many of the competencies regarding this type of job are taught in the classes. However, it is one thing reading about it, but another actually performing the job. Most likely, actual working experience is needed to able to perform this job effectively.This author has experience taking distance education courses, but not producing them.
3.)Key Term used in search: Instructional Technology
Min. Education: BS or BA Undergraduate in instructional designer or related field, Master’s preferred.
Min. Experience 5-7 year’s contract
Description: The instructional designer is to help develop effective curriculum to further the Build It Green training program in residential energy efficiency. Also, help the team to design and develop these trainings in cooperation with existing training department. The audiences for the program are real estate and building professionals.
Scope of Work: Design and develop a learning program in using a variety of media and apply adult learning theory in the instructional design. The instructional designer will work with subject matter experts to implement strategies for effective current learning content.
As a teacher, developing lessons on different topics come with the job description. Also, this author has developed a curriculum before; however, the content was in Social Studies, not real estate. Part of the requirements in teaching and building curriculum is something this author has. Also, the requirement for a Master’s degree will be accomplished within the next year. However, the minimal experience, as an instructional designer is not something that this author currently has. Working on a team and using a variety to implement instruction is something teachers are familiar with. Also, this author has family in the real estate business; familiarity with the business is something that is possessed. Working with the subject area experts in that regard would not be a problem. The drawback to this job is that it is a contract work for only 3-6 months.
A self-assessment needs to be done when considering entering a certain line of work. A self-assessment can enable an individual to see what skills they are lacking for a certain job, or they can solidify that they have what it takes to do a certain job. Also, if someone is unsure of what direction to take in their career, a self-assessment is a good tool for that. This author completed a self-assessment from http://www.careeronestop.org. This author took the self-assessment in two ways. One way taking it to see what career would come up out of curiosity and the second way selecting librarian to see the skills needed for that. Educational technology was not an option on the self-assessment.
First, under the self-assessment, the data showed that the skills this author possesses would be excellent for a judge. Husband may not argue that this author could be excellent at this position, however, this was surprising. Also, listed in the program for other possible career paths included social-community manager and school administration.
During the second assessment, under which librarian was selected showed a high percentage of a match. The assessment formulated a check list in which, one is to check every quality or knowledge they possess pertaining to that career. The majority of what was listed for a librarian, this author already has knowledge of how to perform that task. For instance, to name some of the skills needed to be a librarian are: answer customer questions, arrange library materials, help patrons, catalog and classify, design library displays, order materials, maintain databases, develop policies, and resolve complaints, etc. What was interesting to examine was the skills that still need to be learned in order to be successful as a librarian. Those include: knowing how to conduct a fundraiser, conduct training for library personnel, negotiate business contracts, and writing grant proposals. These skills need to be acquired in order to be as effective as one should be in order to be a librarian. Overall, the self-assessment gave this author a match to a librarian of 86.8%, having possessing 33/38 skills. There is still much room for growth.
Finding professional organizations and good journals can enable a graduate student/professional to gain networking with others in a profession and learn about different resources in order to stay current in the selected field. This author visited three professional organizations and two professional publications over instructional technology to gain an understanding of the beliefs and opportunities for those who join or support them.
Mission: 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 (website).
Cost of Membership: For a regular member per year the cost is $150. For a graduate student the cost is $40.
Publications: American Educational Research Journal (AERJ), Educational Researcher (ER), Review of Educational Research, Review of Research in Education, Education Evaluation and Policy Analysis, Journal of Educational and Behavioral Statistics.
Conference and Meetings: There is an annual meeting for the organization and also an Annual Brown Lecture in Education Research meeting.
Opportunities for Professional Development: The association offers grant programs and webcasts for members.
AERA is useful in offering information on a range of topics for educators. There are different divisions, so members can have easier access with members with similar interests. There is a section for graduate students and graduate student council members. AERA offers online job board and career center held at the annual meeting. This author was not aware of this organization before researching it online. It might be something worth thinking about joining.
Mission: The Mission of the Association for Educational Communications and Technology is to provide international leadership by promoting scholarship and best practices in the creating, use, and management of technologies for effective teaching and technologies in a wide range of settings (website).
Cost of membership: For this association new members per year cost $125 and student memberships cost $75.
Publications: Educational Technology, Research & Development, Quarterly Review of Distance Education, Tech Trends, Online journals include: The International Journal of Design for Learning, Journal of Applied Instructional Designs.
Conferences and Meetings: There is an annual international convention and bi-annual research symposia.
Opportunities for Professional Development: They host a design and development competition to promote collaboration in the professional community. They also produce a newsletter for members.
AECT is also divided into divisions like AERA. This organization allows those in a specific area, like school media & technology of teacher education can interact with those of similar interests. Being a member could help this author grow professionally. Also, the association also offers a job center that could help with job placement. As a graduate student, the graduate student assembly can help increase awareness and develop networking. Previous to this research, the association was unknown to this author.
Mission: The mission is to promote technological literacy for all by supporting the teaching of technology and promoting the professionalism of those engaged in this pursuit (website).
Cost of Membership: The cost for K-12 teachers for professional membership is $80 per year and for an electronic membership $65. For undergraduate and graduate students the cost of membership is $40.
Publications: Journal of Technology Education, Technology and Engineering Teacher, Children’s’ Technology and Engineering
Conference and Meetings: There is an annual conference for ITEA.
Opportunities for Professional Development: Besides the conference, there are opportunities for networking and collaboration in the social/networking website.
This author likes this association due to the fact that they have a focus on children. This division helps elementary teachers with instructional materials. Often as an elementary teacher, there is a wide range of instructional materials out there, but not much yet in terms of technology. This program provides teachers with materials that could be very beneficial in some areas. Also, as a graduate student, the association offers opportunities for a career connection, which can help those try and find a job in a related of ITEA.
Focus/Goals of the Journal: The purpose of the journal is to carry out original empirical and theoretical studies, and analysis in education. The editors seek to publish articles from a wide variety of academic disciplines. They are also looking for clear and significant contributions to the understanding and/or improvement of educational processes and outcomes (website).
Submission Guidelines:All submissions must be submitted electronically. Also those wanting to submit need to consult to the standards for reporting on research in AERA Publications and the Ethical Standards of the American Educational Research Association. All submissions must follow the APA format and the manuscript must be between 20 and 50 paged in length, with 1 inch margins. The manuscript needs to be double spaced, 12 point font, and free of grammatical errors. The author’s identity can only be on the title page.
Is this a peer reviewed journal? Yes, this journal is peer reviewed.
Is this journal online? AERJ does have access to some of the articles online; the online journal has archives to AERA members.
This journal offers a broad range of information related to education. Since this author works in education, this journal would be useful in buying. It is important to read current trends and issues related to education. Another reason this journal seems attractive to buy, besides the fact that it is peer reviewed, is it is supported by AERA, which is a reputable professional association as shown earlier. The name of the journal seems familiar in previous research conducted, but this author really did not know the journal well.
Focus/Goals of the Journal: Five professional associations sponsor this journal. Each association reviews articles for its area of expertise. It has current issues related to general technology usage of specific technology use. The journal includes quantitative and qualitative studies. Educators in different content areas (Math, Science, English, and Social Studies) can find articles related to technology and their content (website).
Submission Guidelines: To submit an article for this journal, one must state what category it is: current issues, current practice, and seminal articles. It must be in electronic format and must be original work. The length can vary. Some papers are only 2-3 pages, while others are 40-50 pages in length. It just depends on the topic. The article needs to be in APA format. Importantly, it will not be considered if it was already published or it being considered by another journal (website). The article must be written in English.
Is this a peer-reviewed journal: Yes, this article is peer reviewed.
Is the journal online: The journal makes archives of articles available online.
What this author loves about this journal is that it breaks it down into the academic disciplines. As a Social Studies teacher, it has been difficult to find information on integrating technology into the subject area. This journal enables readers to gain this type of information due to the variety of academic disciplines. A Social Studies teacher does not need an entire journal over math technology. By each academic area taking responsibility for articles, it makes the journal more relevant. Also, as a future librarian, by reading this journal, one can keep up to date on current issues and suggestions for teachers who teach in the different subject areas. This author has not read anything from this journal prior to this blog.
Many professions have a set of competencies and domains that one must learn to abide by in order to perform that job effectively. Additionally, one must learn and prove their knowledge usually by some completion of the program or test in order to gain certification in that area. For instance, in Texas a person wishing to become a teacher must first take classes covering the different competencies, and then they are tested to ensure retention of that knowledge. The same goes for the librarian program this author is currently in. After completion of the Graduate program (in which competencies are covered), a test to be certified will be taken in order to gain “expert” recognition. Certification is required for the job in Texas. The same principle should apply to a person in the field of a performance technologist. Despite some disagreements over what the exact standards should be, or who should certify the PT’s, the fact remains that there should be some standards that one needs to learn in order to do that job effectively.
If selected to write some domains and competencies for a performance technologist (PT), this author would combine some of the competencies already published over the different years to get the best possible combination of them all. This author would select the five domains from the AECT/NCATE accreditation standards for professional education units for ECIT program curriculum and candidates. Also, this author would select competencies from the 1988 ibstpi Associate Tasks, 1988 ibstpi Social mandates & values of PT, Responsibility for ethical conduct, and the 2004 ISPI/ASTD PT competencies (Reiser and Dempsey, 2007).
The domains and competencies that this author would select for a performance technologist would be as follows:
Standard 1: Design
·The PT will look at all situations systematically and take into consideration the larger context (2004 ISPI/ASTD).
·The PT will improve the effectiveness and efficiency of organizations and resources with them (1988 ibstpi).
·The PT will commit time to the development of the profession (1988 ibstpi).
Standard 2: Development
·The PT will transfer knowledge of technology over to clients (1988 ibstpi social mandates).
·The PT will use the latest technology in order to develop an effective evaluation of human performances.
Standard 3: Utilization
·The PT will service individuals and organization in the context of work (1988 ibstpi).
·The PT will focus on results and help clients focus on results (2004 ISPI).
·The PT will be systematic in all aspect of the process including assessment of needs, analysis, design, and implantation (2004 ISPI).
Standard 4: Management
·The PT will use the highest professional standards of ethics, honesty, and integrity in all facets of their work (1988 ibstpi).
·The PT will protect the privacy of information (1988 ibstpi).
·The PT will use partnerships and collaborate with clients (2004 ISPI).
·The PT will not violate professional ethics; make false claims, and falsity data (1988 ethical conduct).
·The PT will help the client in solving performance problems (1988 ibstpi).
Standard 5: Evaluation
·The PT will be systematic in all aspects of the process including: the evaluation of the process and the results it produces (2004 ISPI).
·The PT will establish support and demonstrate results of performance that effect organizational outcomes (1988 istpi).
For standard one, the criteria were selected based on the efforts in the design process for a performance technologist. They need to look at everything carefully before proceeding with a course of action. Also, the ultimate goal of a PT is to increase the effective performance of the people in a company or classroom. Also, in order to be an effective PT, one must be committed to developing the profession.
For standard two, the criteria were selected in order to focus on the development of the client’s knowledge of technology which will enable them to contribute with helping performance in their business. Often, those in charge of hiring a PT may not be aware of the latest technological developments in their area. As a PT, one should be knowledgeable of the latest technology in order to perform ones job effectively.
Standard three, competencies are to make sure a performance technologist focuses on their work. Employers may lose sight during the utilizing of a solution from what the original goals were. The PT needs to make sure they keep the employers focus on the results instead of all the design methods the PT chose to use to achieve those results. As the PT, one needs to think thoroughly in all aspects of the performance improvement process. They need to really determine the needs of a company analyze where the human performance issues are, design a solution to help improve that performance, and finally implement that solution to the best of their ability.
Part of being an effective manager of a solution for a performance problem is the focus of standard four. A major part of this is acting like an ethical professional. Performance technologists will collaborate closely with clients and confidentiality must remain intact. Just like a teacher, they cannot share information with everyone about a student; the same goes with a PT and their clients. Also, part of being technologist is to not make false data. One must be honest about the results of their solutions and not make false statements. It will hurt the profession and the performance technologist individually. Ultimately, the goals are to help the client manage the performance and come up with reasonable solutions to the problems they are having.
The last standard, standard 5, criteria were selected in order for a PT to determine the effectiveness of their design; they must perform an evaluation. The evaluation is important to determine the success of a design, and reevaluate ideas if needed. Reflection and adjustments can be made after the evaluation in order to reach the desired outcomes.
All the competencies published are on the right track. Like with many other professions, competencies are just about respecting others professionally, doing your job ethically, and to the best of your ability. Also, continuing to learn and grow through professional development will aid PT’s in their chosen careers.
Please enjoy the following youtube video over the use of technology in our world today.
[i] Reiser, R. A., & Dempsey, J. V. (2007). Trends and issues in instructional design and technology. (2nd ed.). Upper Saddle River: Prentice Hall.
Despite shifts in the economy, businesses and industries still have a need for instructional design. Companies might not have permanent instructional designers on staff, but through outsourcing and consulting, companies are still investing in good instructional design models for their business. With the negative shift in the economy in recent years, the pressure on reducing the cycle time and budget for instructional designers has increased. Thus, enabling the need for rapid prototyping. Basically, rapid prototyping “involves the development of a working model of an instructional product that is used early in a project to assist in the analysis, design, development, and production of an instructional innovation” (Reiser and Dempsey, 2007).[i] Honestly, rapid prototyping is a great idea. This enables one to work with the model as it is going through the design processes. It is one thing to see an idea on paper, but to have a working tangible product is better. A designer can test and evaluate the prototype as the designer is going through the design cycle to ensure the final products will have the desired outcome. In other words, modify and adapt during the design process instead of after. Rapid prototypes can range from CAD or casting machines, etc. However, in education rapid prototyping is more on testing and analyzing software.
As Joe Hoffman and Jon Margerum-Leys of the University of Michigan stated that one should “start with the model that allows you to develop a course within a time and budget.”[ii] One needs to develop as they go through the course development. When implementing new training software for students in a course, the designers can test and modify the model. In this author’s school, just this week the sixth graders were selected to participate as a testing group for new math software (similar to ISIP as explained in the previous blog post). Without knowledge of where this model is in the instructional design process, it could be considered a prototype that the students will test out for the company before it is finished and mass produced. A designer can make changes and get the feedback it needs before the finished product is sent to schools. Often the best feedback comes from its potential users, in this case the students. Below is a graphic representation of a rapid prototype design model in education from Hoff and Margerum-Leyes.
The men and women who join the military make sacrifices for the good of their country. The military has been known for their intense and thorough training of the people who enlist. Often, the military has the most advance technology (simulators) for training. After basic training, military members still need up to date access to information and training in certain environments. These environments could be abroad, in hostile regions, and even at sea. If hired as a consultant for the military, one would have to take into consideration using their advance technology and limits to electronic access in some environments. The full spectrum diagram could be a solution for the instructional designer. The model varies from skill levels ranging from low to high and ranks ranging from low to high. The design needs to be flexible enough to have access from the classroom, base, or deployment in order to reach its training target (Reiser and Dempsey, 2007).
As the consultant, a number of alternatives could be put into place. When members have access to the base and classroom, training could be used more with the latest technology. Members could practice with an instructor and with a simulator to gain experience they need. However, before being deployed, they need to be taught how to access wireless electronic sources for update training as needed. The instructional design needs to be flexible enough that members can achieve the skill regardless of the environment. The best case scenario would be some kind of training software that all members could participate using even in remote locations. Another option is to train the trainees’ scenario. Train the officers using the software, and then in turn, they can teach lower ranking members information when needed. A good software training program could be utilized in the classroom, base, and deployments.
A good example is when the Marines established the Deployable Learning Resource Centers in providing continuing training (Reiser and Dempsey, 2007). Another idea is to have training focused on individual skills as needed for members. For instance, if suddenly members were deployed in a desert region, they could pull up online training software that has information on survival in the desert and the culture of the region. They would not have to participate in an entire training simulation on surviving in the arctic region to get to the part about the desert. Training can be focused on individual skills, which members can access as needed. Also, if members are in a hostile environment, or have limited electronic access, the term short and sweet needs to be utilized to give them much information as possible, in the shortest amount of time. Regardless of the environment, the software could be utilized anywhere using the latest technology that they have available in that environment.
School districts are increasingly under pressure to perform at certain standards, especially since the introduction of the No Child Left Behind Act. With this pressure, sometimes school districts need to implement a systematic change in order to improve and give students what they need. Two methodologies that would be useful to introduce during a staff development activity are the Step-Up-To-Excellence (SUTE) and Guidance System for Transforming Education (GSTE). If conducting a staff development over these, this author would introduce both separately then have educators determine the pros and cons of each. For instance, first, the teachers on staff would be divided into four groups for the introduction to GSTE. Each group will represent one of the four phases and receive information on that phase. For example, the Phase 1: Initiate Systemic Change Effort group would receive information on getting faculties to form support teams, assess the need for change, etc. The Phase 2: Develop Starter team would get information on forming a starter team and developing standards for the systems and design. Phase III: Develop District-wide Framework and Capacity for Change group would receive information on developing a leadership team and participating in the community. Phase IV: Create Ideal Designs for a New Educational System group would get information about design terms and creating ideal administrative systems (Reiser and Dempsey, 2007). After each group of teachers read their information, they will present their findings to the rest of the group. After the presentation, this author would compile their key facts they presented on an electronic t-chart for later use. Having the educators interact with the information is better than reading a power point bullet for bullet.
Next, this author would introduce the Step-Up-To- Excellence (SUTE) model. Each table of teachers would receive the five steps of a district improvement plan. They will discuss the importance of the pre-launch preparation, then moving to the Step 1: redesign entire school system. Next, the teachers would discuss steps 2-4 on school and team performances. Last, step 5 would be introduced about evaluation (Reiser and Dempsey, 2007). After their group discussions, more information would be added to the electronic t-chart for comparison. To get the staff more involved in their learning, each group would get a list of the teams and players needed to initiate the SUTE model. They will also receive a description of each. Then they would proceed to try and match the description to the correct team/person. For instance, for the Strategic Leadership Team they would get information on who is on the team and what they are responsible for working on. After the groups feel they have successful matched the roles to the correct tile, this author would give them the correct answers. Then, discuss why each role is important.
After all the information was presented the teachers would engage in an argumentative discussion over the pros and cons of SUTE and GSTE systematic changes for school districts. Also, they need to discuss why these changes can benefit the students. Below is a diagram of the SUTE model.[iii]
Educators in P-12 settings are not the only ones who can benefit from continuing education and staff development. Professors and educators in higher education can also learn and develop from development opportunities. While studying Texas A&M University-Commerce website under “About US”. There was information involving the implantation and opportunities for faculty development. Starting with the staff in general at TAMU under the Vice President for Business and Administration is Training and Development. Training and Development focuses on training supervisors to have better communication, team building, and motivation, etc. They constantly offer courses over items such as: developing a better website, new employee orientation, and even teaching prezi instead of using PowerPoint. Also, the Faculty Senate role is slightly different. The Senate is made up of faulty members from each academic department. To quote their description they are the “voice of faculty and make recommendations...to the President.” While the Faculty Senate appears not to directly dictate the staff development, it does have some role in approving some aspects of it. For instance, while researching their meeting notes, this author found something interesting from the meeting on Dec 6, 2011. The notes mentioned a discussion of approving Faculty Development Committees decision to try and create a “center for faculty excellence” and create a central website for training faculty. Also, they to approve the orientation proceedings to new faculty.In other words, they may decide to approve this measure and bring it to the President’s attention.[iv]
The Office of Institutional Effectiveness and Planning can also initiate faulty development needs. The office focuses on learning outcome, research, and planning. Also, the office analyzes data to determine instructional effectiveness.Basically, the office is “data-driven” when making decisions. They use data to make decisions on the needs to the university and improve its effectiveness. They give out knowledge for leadership, improve performance, and follow strategic planning (TAMU-website).
The Faculty Development Committee is an Administrative Committee under Faculty Development and Grants to approve of TAMU faculty development workshops. These workshops range from improving in instructional strategies. Also, in engaging in different assessment strategies are some of the roles they have. Members intend to encourage a learning community that communicates and collaborates with each other. From the website, it appears that in the fall semester there was an opportunity to participate in a development workshop at least once per month. Each workshop specialized in something. For instance, the latest workshop was “Reading and Teaching the Millennial Generation-developing an Authentic Assessment Toolkit.” Members of the committee represent each school in the college. The following is the model for Instutional Effectiveness for Texas A&M University-Commerce (TAMU-Website).
[i]Reiser, R. A., & Dempsey, J. V. (2007). Trends and issues in instructional design and technology. (2nd ed.). Upper Saddle River: Prentice Hall.
[ii]http://www-personal.umich.edu/~jmargeru/prototyping/ Hoffman, J., & Margerum-Leys, J. (n.d.). Rapid prototyping as an instructional design. Retrieved from http://www-personal.umich.edu/~jmargeru/prototyping/
[iii]Duffy, F. (2006, June 9). Step-Up-To-Excellence:A Change Navigation Protocol for Transforming School Systems. Retrieved from the Connexions Web site: http://cnx.org/content/m13656/1.1/
