Discussion 5

Sections 5: Trends & Issues

Chapters in Section V identify trends and issues in IDT in various contexts: business & industry;
military; health care education; P-12 education; and post-secondary education. Select at least 3
of these 5 contexts and compare/contrast the IDT trends and issues. Then explain how they are
similar or different from the IDT trends and issues in the context in which you work.

Business and Industry:

Roles include sole designer, team member/leader, or designer as a consultant. As a sloe designer the span of controls is quite large and the overall success of the project is their responsibility. As a consultant, the role is to advise the leader and/or provide feedback. As a team member/ leader, teams are organized with specialist who work together to accomplish a specified organizational goal. Constraints include identifying the client, knowledge of ID process, project management versus instructional design, and legal issues and training. One of the biggest issues is reducing the time needed in training design and development. The training must deliver improved job performance using minimal loss of employee work time. At the same time, training must save time in its delivery by using technology to reduce time and costs and using more sophisticated evaluation techniques. Due to the rapid growth of internal operations beyond country boundaries, companies must design instruction for different cultures.

Military:
The roles of the military have grown to include protecting and defending the freedom of our nation and others using technologically sophisticated, multifaceted, and integrated organizations with overwhelming number of responsibilities. Designers are faced with designers must understand culturally diversity of their clients and find ways to accommodate such various audiences. Using such complex networking and technologies also creates a problem when developing applications that are secure. The budget is also a concern when trying to accommodate an appropriate training solution and alternatives that both fit this needs of the organization while staying in line with strict allowed funding. The wide range of technology that support the military from very basic paper based training to the most complex programs also presents its own problems for designers. Finding training products that are adaptable to all environments wherever personnel is deployed. The most critical challenge is recruiting and retaining highly qualified people. In order to develop and support military members a focus on encouraging lifelong learning for those currently in the military and to also open new doors for those leaving the military is a priority.

P-12 education:
The major change that is described in the reading in P-12 education is the piecemeal change versus systemic change. Piecemeal change is when only or parts of a system are changed leaving the basic structure of the system intact while systematic change involves redesigning or transforming the whole system. The product of the change process is the transformed educational system while the process is the guidance to how to accomplish successful change in educational programs. The push is for more schools to move towards using an ecological systems approach to improvement.

Many of the issues and trends in each of these three areas have some similarities as my current career in middle school public education. In many ways in my current district, we as teachers play the role of consultants to programs that we may think are beneficial for our students. The diversity of the students is always changing and therefore the programs that we choose must fit the needs of various cultures and backgrounds of our students. One of the biggest similarities that schools face that are alike with these organizations is finding the "right" fit of program design while also meeting the tight budgets of public schools. The programs must deliver the biggest impact, to the majority of the population, while spending adequate time training, fall within budgets, and create an environment of continuous growth and lifelong learning. Schools still face the issue with finding and retaining highly qualified staff. Some of the differences include the environments that personnel and students will be receiving necessary training. Majority of the environments can be controlled to some extent and who receives specialized training is also a controllable variable. Although the environments are growing beyond our nations borders, the depth and breath of how cultures effect program designs is incomparable to that of the military and the health professions.

Discussion 4

Not all problems in learning and/or performance require an instructional solution. Many times a non-instructional approach is a more appropriate solution. This week's reading and reflection focuses on human performance, performance support systems, knowledge management systems, and the concept of informal learning.

Chapter 14 discusses the concept and 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 identify non-instructional solutions that may help solve the problem. 

Currently, our district is attempting to grow our use of technology with the use of mobile devices and the integration of Internet tablets. Our students were behind in the use of technology applications due to the lack of resources in family homes. The need for technology courses and training were little to none from grades five to twelve at the district. We received a grant last year in excess of $25,000 and only had a short period of time before our plans on how to use that money on technology was to be detailed and submitted to the grant committee. With this short deadline, we decided to purchase a class set of tablets and two new student computers for each classroom. The one detail we failed to consider was how the addition of so many mobile devices would effect our wireless network. We quickly found that if all of the teachers were using tablets at the same time, the network would crash and have to be reset. With only one technology specialist for the district, the issue seemed impossible to fix before year's end. We decided to deal with the issues we currently had by limiting assignments done at the same times not to overload the current system. At the close of the year, the technology specialist opened up more bandwidth to help carry the extra load when using mobile devices. The problem of growth in complexity was eventually solved by communicating our needs as teachers tried to add technology to their daily assignments. Another solution to the growth was to streamline the technology troubleshooting process by eliminating the extra steps to contact the secretary or principal to log and track before contacting the technology specialist. We are now able to contact technology support directly with specific issues in individual rooms when needed. We have also assigned a designated technology team leader to help with small issues that do not require the technology specialist. Already in the first couple of weeks of school, we have already seen an increase in use of mobile devices and a decrease in down time due to connection problems. 

Chapter 15 presents performance support systems. Define performance support systems and explain how a performance support system might (or might not) help solve the problem you identified above.

Performance support systems are those tools and resources, some instructional and some not, that are available at the time of need that are designed to address the performance needs of individual workers, a group, and/or an entire organization. In terms of electronic performance support systems, they are those systems that support workers by electronic means. All of these tools provide on-demand information, online help, and/or expert systems to improve performance in the workplace. In the case of the rapid growth of technology at our school, performance support systems would not have helped solve the problems we faced, were things that could not be solved through reference information, learning experiences, help tools, or any customized tools. All of the problems we faced were unforeseen problems that could only be solved by reworking our current Internet set-up and with only one technician at the district, he was the only one with access to solve system problems. 

Chapter 16 explains knowledge management: the way we manage information, share that information, and use it to solve organization problems. Organizations, such as schools, accumulate a great deal information/data, which must be organized in a way that we can make sense of it in order to use for making decisions. What knowledge would help solve the problem you identified above and how would that knowledge need to be collected and managed to help facilitate problem solving? 

After dealing with a troubled and frustrating year of issues with our wireless network, the best knowledge that could have been collected would have been the exact times and locations in the building that were experiencing connectivity problems and also a direct communication tool that would pass specific problems directly to the technician. We have always called or notified the secretary or principal with any issues dealing with technology, then they relayed the message in their own perspective to the technician. This process not only was time consuming but the specifics to each problem was not relayed so that the technician could pin point our concerns or problems. At the end of the year, we created a committee to not only identify the problems we faced throughout the year as teachers that made our jobs harder but also the technology support team voiced their frustrations with the funneling of information that never seemed to be accurate or specific enough to completely solve the issues. At the end of the meeting, a decision had been made to call support staff directly with individual problems. Certain staff was identified that could solve minor issues quickly and if they were unable to troubleshoot the issue it would then move up the chain directly to the technician. Already in the first couple of weeks of school this year, we have continued to solve many issues using this plan. We have noticed quicker response times and a decrease in down time when dealing with connectivity issues. 

Discussion 3

The CIPP Evaluation model:

Context evaluation: the objective of context evaluation is to define the relevant context, identify the target population and assess its needs, identify oppor­tunities for addressing the needs, diagnose problems underlying the needs, and judge whether project goals are sufficiently respon­sive to the assessed needs through system analyses, surveys, document reviews, secondary data analyses, hearings, interviews, diagnostic tests, and the Delphi technique.

Input evaluation: main orienta­tion is to identify and assess cur­rent system capabilities, to search out and critically examine poten­tially relevant approaches, and to recommend alternative project strategies using inventorying and analyzing available human and material resources, proposed budgets and schedules, and recommended solution strategies and procedural designs.

Process evaluation: objectives include documenting the process and providing feedback regarding (a) the extent to which the planned activities are carried out and (b) whether adjustments or revisions of the plan are necessary using on-site observation, participant interviews, rating scales, questionnaires, records analysis, photographic records, case studies of partici­pants, focus groups, self-reflection sessions with staff members, and tracking of expenditures.

Product evaluation: the purpose is to measure, interpret, and judge a project’s outcomes by assessing their merit, worth, sig­nificance, and probity. Stufflebeam suggests that a combina­tion of techniques should be used to assess a comprehensive set of outcomes.

Kirkpatricks evaluation model:

The four steps of evaluation consist of:

• Step 1: Reaction - How well did the learners like the learning process?
• Step 2: Learning - What did they learn? (the extent to which the learners gain knowledge and skills)
• Step 3: Behavior - (What changes in job performance resulted from the learning process? (capability to perform the newly learned skills while on the job)
• Step 4: Results - What are the tangible results of the learning process in terms of reduced cost, improved quality, increased production, efficiency, etc.?

Brinkerhoff’s Success Case Method:

Determines how well organizational initiative is working by comparing successful cases to unsuccessful cases. First, the programs the stakeholders must identify the program to be evaluated.  The organizations goals and how they are connected to the organization as a hole are identified. This determines what will be considered as a success in this organization. Next, participants are interviewed to identify best and worst cases which can be supplemented with performance records or any other information that may help locate success cases. This step is followed by an in-depth interview with success cases to gain detailed information necessary for documentation. Interviews with unsuccessful cases are also done to help identify barriers and suggestions of how to improve the program.

This evaluation model can be used to evaluate my instruction incorporating the use of technology and social networking in my science classes. With the push of technology integration in schools, I would like to compare the results from students who were successful on standardized testing compared to those who were not successful.  Those students who actively participate in discussions using class social media page both in responding to questions posed by the teacher and other students seemed to grasp more abstract concepts than those who were not able to hold meaningful conversations. Many students were able to find videos that explained difficult or hard to understand concepts that they could share with their classmates using the class webpage and email. I would also like to see how parent involvement played a role in the success of students.

Rossi’s five domain evaluation model:

This program attempts to identify an evaluation model that is tailored to fit local needs, resources, and type of program. First it identifies is there a need for this type of program? Second is the program developed with the idea that it should work if carried out as planned? Third, was the program implemented properly? Fourth, did the program have an impact on its intended target? And lastly, is the program cost effective?

I would use this in schools who are looking at moving towards digital editions of textbooks and supplemental resources for their districts. We all have experienced the budget cuts and are now faced with the problem of finding print textbooks that are currently aligned with objectives and standards at our perspective grade levels. There is a great need for materials that support the content that should be taught at each grade level to pass standardized testing and assessments. The digital programs are usually updated regularly to meet the needs of the consumers without the need to purchase new books each year so as the standards change, the e-textbooks should be up to date. Given the teacher resources to support student learning, digital textbooks or supplemental resources should be able to fill in the gaps where current textbooks and print resources are lacking. Of course our intended targets would be our students that we are teaching in our classrooms. The major judgment for many administrators would be if the products are cost effective. The costs of printed books now exceeds the initial cost of digital resources, which supports the cost effectiveness of this type of resource.

3. At the district I teach at I have been assigned the duty of developing a series of professional development sessions focusing on technology in the classroom. Our district has purchased iPads for the teachers and a set of 12 tablets for each classroom for this implementation but other resources are scarce making this task a little difficult. Currently I have asked for ideas from other teachers on technology resources or programs that they have seen or heard of that I can test or research to see if it would be a possibility for us. I have also asked for a list of concerns or needs from my team members for their classes that must be included in this training. I plan on trying to first motivate my team to “buy” into the idea of using technology in their classrooms to benefit the students. By introducing simple to implement tools like email and blogs first, teachers will begin to feel more comfortable using technology daily. I will create dates that we will slowly add a new technology into the classroom using the tools we have already without having to purchase any additional materials. I will set aside individual time to meet with each teacher to make sure they are comfortable with the new technology before they are expected to introduce it to their students. Daily communication and feedback will also be a requirement for determining how both the students and the teachers are accepting the new programs. By carefully planning and communicating the needs of all my team members, I will be better able to find materials that we can use in our classes using the materials we currently have to minimize costs and necessary materials when introducing technology into our current curriculum. 

Reading Week 1

In my definition, I would have to include any device or techniques that create students interests in learning using multi-media applications. The techniques include planning, organizing, and development of programs that have been proven to increase positive student outcomes and learning. In 1970, two definitions were developed by the US government. The first included media which can be used for instructional purposes alongside the teacher, textbook, and blackboard. The second definition states it is a systematic way of designing, carrying out, and evaluating based on research to bring about more effective instructional. The newest definition included the study and ethical practice of facilitating learning and improving performance by using and managing appropriate technological processes and research. My personal definition continues to evolve and change as I learn more about teaching strategies that include the new technologies that are steadily changing on a daily basis. 

Many times I have the best intentions when developing lessons that I think are perfect in its design but after completing the unit I reflect and realize that all things have not been considered. I usually include activities that are all centered on the students. I give them so input in their own learning and how they would prefer to receive their information. I usually start with the overall student goals or expectations for each lesson the work backwards making sure the end is realized. Many times I think that the design focuses on meaningful performance or projects but I sometimes am more interested and excited about the performance that the students. I realize that giving students several options to present their learning also gives them control over their own learning. Students are able to choose performances that showcase their learning in which mode best suites their learning style. Using rubrics have also been a new addition too many of my lessons has cleared up how students are measured. Students are able to see what must be accomplished in order to receive the desired grade. I usually steer away from team projects that in assignments that are to be completed outside the classroom that has a major impact on students grades. I should develop assignments that promote students working together and collaborating through various forms of communication devices such as email, google docs shared, telephone, and video conferencing. 

I would consider teachers, chalkboards, and textbooks all forms of instructional media. Instructional media is defined as any physical mean of which instruction is presented to learners. Instructional media should be incorporated into instruction but only if it is appropriate and beneficial to the learner. Including technology into lessons just to say a student used the computer to complete an assignment is not sufficient anymore with the ever changing and advancing world. Instructional technology has come a long way since 1970 when it was simply media which is used alongside the teacher to the most current definition which is heavily influenced by technological advances in design, development, and utilization in learning. The definitions have grown in length but as technology continued to change over time so did the definitions. The newest definition also included the study and ethical practice of facilitating learning and improving performance by using and managing appropriate technological processes and resources. The biggest implication to instruction should be placed on using and managing appropriate technologies in the classroom.

The ADDIE model represents all parts of how to design instruction. Each step is related to the next and not more important than the next. They all are working towards the overall goal of evaluating what the learner knows. The outer circle is continuous and always acting with each other to ensure proper instructional design.