Section 5: Trends and Issues in Various Settings

                                                                                  Rapid Prototyping

Chapter 18 in our text discusses instructional design in business and industry. Rapid prototyping involves the use of a model that is mainly used in the early stages of a project to help with the analysis, design, development, and the evaluation of an instructional innovation. One example of rapid prototyping that can be used in education is one of NASA’s new educational outreach applications. This prototype was designed to engage 4^th through 8^th grade students in fun learning activities based on future NASA technology through the use of gaming technology. The prototype uses the Kinect sensors from the gaming system, XBOX 360. Students are able to experience the difference in gravity between Earth and Mars by jumping and watching how high their figures were able to jump on the Martian surface. Overall, the student testers of the prototype had positive responses that this type of gaming technology would help educate and inspire the scientists of tomorrow. NASA was very successful in using the rapid prototypes. Rapid prototyping helped NASA in knowing whether or not students would enjoy this type of education, and are now able to make the needed minor changes before producing the final product.      

Military Education & Training Environments

Technology can be a great asset to instructional design; however it is not always available. Being a consultant can be a tough job, especially when electronic access is hard to reach. If I was to use the Full Spectrum diagram to help make a successful program for the military I would make use of blended solutions. These solutions would include different content and design for the different military environments, rankings, and skill levels. When working with members of the military who are in a classroom setting, technology could obviously be used more because of the availability. However when working with members who are deployed, there may be a need for other options. Some alternatives may include active learning, consistent and repetitive visual clues, and cooperative grouping. Members of lower rankings, lower skill levels, and those who are located in more hostile environments will use the alternative designs more often. Members of higher ranking and those with higher skill levels would benefit from using the electronic access during instruction; this would then allow them the opportunity to teach the lower ranking members when the electronic access becomes more widely available. 

Staff Development

Topics: Step-Up-To-Excellence Methodology & Guidance System for Transforming Education

Introduction Activity: As a group we will play the “I Have, Who Has” trivia game. Each person will receive a card that has specific facts (both questions & answers) related to each methodology. Picture cues will be given on each card to help assist with the answers. This game will help the teachers gain a basic set of knowledge before the methodologies are formally presented. 

Collaborative Activity: Window Pane Strategy- Teachers and administrators attending the training will create a window pane poster after the presentation of both methodologies is given. Groups of four will be assigned and each group will create their poster. We will have a few groups share their poster after creating them.

The poster must include the following in a window pane format:  

Definition of: Step-Up-To-Excellence	Definition of: Guidance System for Transforming Education (GSTE)
Describe & Illustrate how your school can implement the Step-Up-To Excellence methodology.	Describe & Illustrate how your school can implement the GSTE.

                      Higher Education & Faculty Members

Some examples of good support for the faculty of an institution include:

1. Harvard University  

• What are the different names used for faculty development?
• “Faculty Institutes”
• What division is it under?
• School of Education
• What services does it offer?
• Development classes
• Mentoring programs
• How often are programs given and what specifically are they?
• Throughout the academic school year
• Introduction to the culture and systems of Harvard University        
• Accountability models for student growth
• “Growth Models” to improve school & classroom level incentives

2. Miami University

• What are the different names used for faculty development?
• Staff Development Workshops
• TRAIN systems
• What division is it under?
• The department of human resources  
• What services does it offer?
• Developmental workshops
• Communication workshops
• Customer Service workshops
• Team Building workshops
• How often are programs given and what specifically are they?
• January to March & September to November
• Behavioral interviewing
• Courageous conversations
• Email etiquette
• Conflict management
• Stress management 

3. Michigan State University

• What are the different names used for faculty development?
• F&OD
• Faculty and Instructional Development
• Organizational and Leadership Development
• What division is it under?
• Academic Human Resources
• Office of the Provost
• What services does it offer?
• Seminars
• Workshops
• Cohort Programs
• Consultations services
• How often are programs given and what specifically are they?
• Throughout the academic school year
• Executive leadership academy
• Programs for academic specialists
• Faculty learning communities
• Survive & Thrive workshop 

        

Section 4: Human Performance Technology

HPI

Chapter 14 discusses the evolution of human performance improvement. The chapter presents a variety of non instructional solutions to performance problems. One performance problem found at my place of work is in regards to staff collaboration. In my opinion staff collaboration is not being performed correctly, teachers seem to be off task and administrators do not seem to collaborate with the teachers appropriately. If I was to solve this problem using non instructional solutions, I would first start by having a list of teacher incentives. This list of incentives would be given to each teacher explaining what they can be rewarded for during given collaboration time. Administrators and teachers would also begin using monthly performance guides to discuss collaboration progress. The performance guides will be used to provide feedback to both teachers and administrators regarding what is accomplished during collaboration. 

"Individually, we are one drop. Together, we are an ocean." - Ryunosuke Satoro

The whole is greater than the sum of its parts. Each individual in a collaboration brings with himself or herself unique characteristics, but when everyone is grouped together, all of those characteristics add up together and become something greater. If you look at the collaborative team as a whole, rather than a conglomerate of individuals, the collaboration will run more smoothly.

Read more: http://www.brighthub.com/office/collaboration/articles/71425.aspx#ixzz1EHAmRhDV

EPSS

Chapter 15 presents a few definitions of electronic performance support systems. I managed to find a few more definitions:

Def 1. Electronic Performance Support Systems, EPSS, can help an organization to reduce the cost of training staff while increasing productivity and performance. It can empower employees to perform tasks with a minimum amount of external intervention or training. By using this type of system an employee, especially a new employee, will not only be able to complete his or her work more quickly and accurately, but as a secondary benefit the employee will also learn more about the job and the employer's business. In addition to recommending consideration of an EPSS when knowledge is required to achieve individual performance in a business environment, an EPSS should be considered when skilled performers spend significant amount of time helping less skilled performers, when new workers must begin to perform immediately and training is impractical, unavailable or constrained, or employees need to be guided through a complex process/task that can’t be memorized. http://en.wikipedia.org/wiki/Electronic_performance_support_systems

Def 2. An electronic performance support system is, according to Barry Raybould (1991), "a computer-based system that improves worker productivity by providing on-the-job access to integrated information, advice, and learning experiences."

Def 3. Gloria Gery (1989) defines it as "an integrated electronic environment that is available to and easily accessible by each employee and is structured to provide immediate, individualized on-line access to the full range of information, software, guidance, advice and assistance, data, images, tools, and assessment and monitoring systems to permit job performance with minimal support and intervention by others" (p. 21). https://www.msu.edu/~sleightd/epssyn.html

Def 4. Electronic Performance Support System - (EPSS) A system that provides electronic task guidance and support to the user at the moment of need. EPSS can provide application help, reference information, guided instructions and/or tutorials, subject matter expert advice and hints on how to perform a task more efficiently. An EPSS can combine various technologies to present the desired information. The information can be in the form of text, graphical displays, sound, and video presentations. http://encyclopedia2.thefreedictionary.com/electronic+performance+support+system

I prefer definition #1 because of the way it describes the benefit for both the employee and the employer. It explains how it can help both new and existing employees with training and interventions. It also gives examples of how EPSS can be used in the workplace.

EPSS has not been widely used; I believe this is because in most areas of work, training is conducted by both peer and administrative support. This is they way it has been done for so many years, and many are not up for change. Some organizations have a lack of awareness for what EPSS is and how it can benefit them. Then there are also those organizations whom are aware of EPSS and the potential it has, however they are fearful of the up-front costs and the time required for the development and implementation. 

However I do believe EPSS will more likely become more prevalent in the future because of the way electronic technology has evolved in the workplace. As more businesses and industries begin using EPSS and implementing them successfully, others will become more interested. We also know that technology improves daily; this is also the same for EPSS. Employers will also begin hiring younger employees who grew up with the use of computers and video games, these employees will be more comfortable with receiving this type of information through the use of computers.

Knowledge Management

In our school we use data to review our younger students’ reading levels. We have a problem with Kindergarten reading levels and how inconsistent they are across the district. Some schools have Kindergarten students reading at a level 2, whereas other schools have students reading at a level 13. I believe a blended learning approach can help solve this problem with the use of a knowledge management system. I would use some of the main interrelated components of knowledge management:

-Codification: Teachers could be required to document student reading levels on a six week basis. These documents should be consistent throughout the district and preferably electronic. Having electronic reading level data will help make the information easier to retrieve. Microsoft Excel would be a great tool to use for this data.

-Collaboration: Kindergarten teachers across the district could hold discussion groups, share knowledge, communicate about experiences, use the same data tools, and share documentation techniques.

-Access: All Kindergarten teachers in the district will be trained using the same system. This system training will include the use of guided reading in the classroom and how to level students.  

Informal Experiences

During my adult life I have been exposed to different types of cooking and baking through informal learning experiences. The purpose of these informal experiences was to help me become a better cook and being able to create my own meals. The experience was very enjoyable, however at times it did become stressful. The learning that took place was very engaging. I truly enjoyed every new learning experience gained. During this process, I played the role of an assistant and an observer. The instructor played the role of a great leader and guide throughout the cooking process.  

Section 3: Evaluating, Implementing and Managing Instructional Programs and Projects

Evaluation Models

When reading chapter 10, the text described two evaluation models used in instructional design. The models for evaluation included both the CIPP and the Kirkpatrick model. CIPP represents context, input, process, and product. These are four different types of evaluations, which can be used for single comprehensive evaluation or as a stand-alone evaluation. The Kirkpatrick model includes four levels (steps), reaction, learning, behavior, and results. This specific evaluation can be used for both summative and formative purposes.

Throughout my search for other models of evaluation, I came across the ARCS model and the ASSURE model.

ARCS Model: 4 steps to promoting motivation in the learning process (John Keller)

1. Attention: According to Keller, attention can be gained in two ways: perceptual arousal and inquiry arousal. Perceptual arousal uses surprise to gain interest. Inquiry arousal poses questions or problems to gain curiosity.
2. Relevance: Relevance needs to be established to increase a learner’s motivation. Some strategies Keller recommends includes: experience, modeling, and choice. 
3. Confidence: Confidence is used to help students understand their likelihood for meaningful success. 
4. Satisfaction: Keller believes all learners should receive feedback and must be rewarded for their learning.

                                                                     

I would use this model to evaluate my instruction by using each of the four steps as guide. For the attention step I would make sure to add humor to my lessons, provide visual examples, and include active participation and brainstorming activities. For the relevance step, I will make sure to model each activity that needs to be completed, explain why the lesson is important to the students, and provide choice to the learners with how they organize their work. Students will gain confidence through my lessons with the use of provided objectives, internal feedback, and giving the students a sense of control over their learning. Lastly, I will use the satisfaction step by providing reinforcement, rewarding students for their success, and make the learner feel as if they are beneficial to the entire learning process. 

ASSURE Model: Heinich, Molenda, Russell, Smaldino, 1999

Analyze learners: teachers must know their students general characteristics, learning styles, and prior knowledge.

State objectives: teachers will write objectives for their learning outcomes. Each objective must include the audience, behavior to be seen, how the behavior will be observed and the degree of the skills to be learned.

Select instructional methods and materials:  teachers need to choose methods that are best for their students. The media should be familiar to students and the mastering will help in mastering the objectives.

Utilize media and materials: make sure to preview the materials before they are used in the classroom and you should also be familiar with the equipment.  

Require learner participation: All students will be actively involved. (allow students to learn)

Evaluate and revise: Reflection is a must. Go back and reflect upon lessons, objectives, strategies, materials, and assessments. If changes need to be made, make the appropriate revisions.  

I would use this model to evaluate my instruction by using each of the six letters in the acronym. I will ANALYZE learners by knowing the characteristics of my students and placing them into knowledge based groups. This also includes me knowing the different learning styles of each student in my class. I will STATE objectives before each lesson and have them posted in the classroom. When writing my objectives, I will keep in mind the audience, behavior, conditions, and degree of skill used with each lesson. When SELECTING and UTILIZING instructional methods, media, and materials the following will be used: videos, audio, images, smartboards, printers, TV, computers, and scanners. I will REQUIRE learner participation with the use of unit themes and active lessons. This will include the use of group work, discussions, and hands-on activities. Lastly, I will EVALUATE and revise after each lesson taught. I will use reflection to review all objectives, strategies, materials, and assessments used during instruction.

 

Technological Innovations

After thinking about different technological innovations, which were introduced within our district, I could not help but think of CCAP. CCAP is an online instructional tool that helps integrate assessments, curriculum and instruction resources, professional development, student population management, and lastly a tremendous data warehouse. CCAP, comprehensive, curriculum, assessment, professional development, was introduced to our district at the beginning of this year. The district used the trial session to get a feel for what it had to offer the district. We began by using and implementing module 1 of CCAP, assessment and the data warehouse. 

Perceived Attributes of CCAP: 5 Key Attributes

-Relative advantage: CCAP had a relative advantage over other competing brands because of how they offer four modules within one product. The district could use the same product for assessments, data, curriculum, and professional development.

-Compatibility: The compatibility of CCAP’s program did not go as well as expected. The owner of the product presented us things, which were not compatible to our computer programs. Some of the things included a need for Java, a newer version of internet explorer and a specific test generator. This caused a huge problem for the district and would have required the need for new installs on each teacher computer.

-Complexity: the complexity of CCAP was great in theory. CCAP included many modules with an involved arrangement.

http://www.ccap4schools.net/

-Trialability: The district was allowed to use this product on a limited basis (module 1). This was used to help determine whether or not the district wanted to accept the product and adopt it for further use. After having the availability to module 1, the district decided there were too many problems related to computer downloads and technological needs. After the three month trial, the district decided to cancel their usage and decided against this product. 

-Observability: Unfortunately, the desired results for CCAP were not visible to the teachers, or the administrators. This resulted in many negative views towards acceptance of the product.

Project Management

Situational leadership was developed in the late 1960s by Hersey and Blanchard. Since the 60s, the model has evolved into a four-phase comprehensive model.

Phase 1: inexperienced team and unsure of leadership style

Phase 2: team gains more confidences, but is still in the learning process

Phase 3: leader focuses on results and making sure rewards are given

Phase 4: the leader is more of a monitor in the process

If I was to create a series of professional development sessions using situational leadership, I would make sure to include each of the phases when facilitating the project.

Professional Development Session: Using Technology in the Classroom for Teachers

Phase 1: During this phase I would begin the project by introducing my plan to the team in detail and explain my goal and the reasoning behind each goal. I would discuss the objectives I want taught, materials I want used, and the expectation I have for each team member as well as the expectations I have for the session participants.

Phase 2: During this phase my team should be gaining more confidence regarding the sessions and what I expect. I would continue to teach my team what I want the session participants to learn, while at the same time giving assignments to each member. The assignments would consist of creating session presentations and collecting the required materials for each session. I will at this time reward team members whom show an improvement in both direction and knowledge of the session content.

Phase 3: During this phase I will focus on the results of the assignments that were given out. I will have meetings with each team member and discuss how their assignments are coming along. We will discuss effort and reflect upon their production, rewards will be given when team members show positive reflections regarding their product and assignments.

Phase 4: During this last stage, I will be less of a director and more of a monitor. My team should now be collaborating about each of their assignments and working together to produce the best sessions possible.  

*Throughout all of the stages I will keep open communication will ALL team members. I will make sure to communicate my expectations, while also leaving room for communication amongst the team members themselves. Communication will be used to both direct and motivate during the entire process.   



Section 2: Theories and Models of Learning and Instruction

*My learning goal for this year would be to learn more about how to integrate technology into my lessons when teaching my Kindergarten students. I want to integrate technology not only into math and reading, but in science and social studies as well.

To help with accomplishing my goal I would like to incorporate the use of two learning theories, the behavioral learning theory and Gagne’s theory of instruction.

The behavioral learning theory can help me accomplish this goal by having a well behaved class that is willing to participate in activities and are less likely to interrupt and misbehave. I can use Skinner’s theory and reward students for good behavior. Students will then be more likely to do the same good behaviors again, so that they can be rewarded.

B.F. Skinner

Gagne’s theory of instruction can help me accomplish the goal by using the five major categories of learning. I can verbalize what I want my students to do with the technology, have students apply the knowledge they learn, ask the students their feelings with using technology, and lastly make sure their motor skills are being used correctly (i.e. keyboarding). 



Gagne’s Nine Events	First Principles
1. Gain attention	1. Problem centered
2. Inform the learner	2. Activation
3. Stimulate prior learning	3. Demonstration
4. Present the Stimulus	4. Application
5. Provide learning guidance	5. Integration/Implementation
6. Elicit performance
7. Provide feedback
8. Assess performance
9. Enhance retention and transfer

*When comparing the two sets, “Gagne’s Nine Events” and “First Principles” you can see that the color coding explains how the two are related and correlate with one another.

When applying each of the first principles to my goal, this is how I would present the information:

1. Problem Centered: I will make sure the instruction involves real-world problems and make sure the problems are involved within a progression.   

2. Activation: I will make sure the instruction allows the students to use prior knowledge and I will make sure to encourage students to use and organize the new knowledge learned.

3. Demonstration: The instruction will demonstrate examples of what is being learned and continues to be consistent for the learner.  

4. Application: Students will have an opportunity to practice and apply the new skills they have learned and they will be given both corrective feedback and coaching along the way.

5. Integration/Implementation: Students should feel encouraged to take the new skills learned into their everyday lives and make sure that collaboration is used effectively.

*When using my goal, I could use all three of these in helping students learn to perform tasks: 

Whole-task approach: I can use integration with technology for all subjects. Students will use real-life tasks to help achieve this goal and continue towards the development of technology integration within the classroom environment. Students will gain more complex skills and continue to work with expertise in the subject.

Scaffolding: When asking my students questions regarding the use of technology, I can make sure to use questioning techniques taken from Bloom’s taxonomy. I would begin by first discussing rules and the lower-level skills. We would then slowly build upon learning the higher level skills.

Mathemagenic methods: This method allows students to go beyond what they have learned and take it somewhere further. They can take what they have learned in the classroom and actually use it for their own benefit in the real world. The tasks that are learned can also be changed for the benefit of the students, so that it would differ each time.

• If I was hired to design a course for an elementary classroom, this is the table I would use to describe ways to motivate learners:

	How to motivate learners?
Attention:
Perceptual Arousal-	Use of technology; smartboards
Inquiry Arousal-	Show visuals and things that relate to their lives
Variability-	Keep changing the learner’s focus (smartboard, speaker, handout, etc.)
Relevance:
Goal Orientation-	I can meet my learners needs by posting an area for them to have questions ready for me to answer “Parking Lot”
Motive Matching-	Provide learners with choices during stations and learning rotations
Familiarity-	Hands on, real life experiences (field study)
Confidence:
Learning Requirements-	State the requirements for success at the beginning and continue with reminders as the learning process moves forward. Keep objectives posted.
Success Opportunities-	Each student will have an opportunity for success, especially in the beginning. Students should also feel as if they have the support of their peers. (Self-reflections and peer feedback)
Personal Control-	Learners will have their work back in a timely manner. This will allow for students to see that their efforts do result in success.
Satisfaction:
Intrinsic Reinforcement-	Teach younger students their newly learned skill; teach parents or siblings their newly learned skill.
Extrinsic Rewards-	Stamps, stickers, free time, passes
Equity-	Gallery walk to show everyone each other’s accomplishments

*Engaging in design research is a great way to integrate theories and design activities, while also motivating learners. By integrating the activities the researcher has greater opportunities to see learning occur. As a design researcher you have the wonderful opportunity of creating a “revisable learning trajectory”, while also allowing for scaffolding throughout the learning process. The result of all design research includes a collection of learning activities that ultimately show a sense of independence with the students themselves. I think design research would be something that would be helpful in all educational settings. Students would take what they have learned with them, and it will become apart of their schema.