Capstone Video

I know that we make a video and turn it in for this course, but I also wanted the information included in my blog. 

What was the most challenging thing you learned this semester?

I had a difficult time with Section 4. The reading and connecting it all together in a blog post left me pretty confused. I do not feel like my application of the knowledge was accurate, and my blog commenters didn’t either. When I read other blogs, I didn’t feel they connected things any better.

As far as the course itself, it was difficult in the beginning to begin blogging versus the discussion threads I do for Global eLearning. I really like the blogs and have recommended them to Dr. Lumadue. This was a small learning curve, finding the course outside of LEARN, and balancing three courses in seven weeks versus the regular two were all very challenging this session.

What was the most interesting thing you learned this semester?

The blogs were the most interesting item of this course. Being able to read and comment on other blogs provoked some “conversation” at times and allowed me to get to know some of my classmates in this program. I liked reading their thoughts, goals, and applications of the information.

I forgot to put in my evaluation: I wish this class was titled Instructional Design and Technology. That would be much more specific and really look good on transcripts (such as mine since this is my field). The book was outstanding.

What was the most useful thing you learned this semester?

While I enjoyed many topics in this course, the beginning readings were most useful to me. It helped me solidify instructional design and be able to explain it to others.

List and explain three examples of how you have either already implemented or plan to implement things you have learned this semester.

I have already had to explain instructional design to someone who was unfamiliar with the field. My explanation was much more succinct after our readings and blogs.

I was able to explain Addie and Sam better through one of my blogs. While I got a little redundant in it, it was a process that was helping me in my career to help explain it to my team and a new intern I have coming on board. It's hard to transfer to a new development model, and this course helped me prepare for how to present that to others.

Last, eLearning and learning objects will be something that I'll be implementing in the near future. The chapters on this made me think of more issues that I will be facing and more questions to ask/investigate as I finish the analysis of our existing and future eLearnings.

Section 7: New Direction in Instructional Design and Technology

This section of the textbook addresses new directions and emerging technologies for IDT. For your final post, reflect on how you might apply each of the following in your current or future position in the IDT field:

Distributed or eLearning environments

eLearning is a large portion of my job and my previous job. Prior to coming to work for the Dept of Mental Health, I was a K-12 online curriculum developer and teacher. This environment was originally all asynchronous, but evolved into a blended learning environment for most of the districts. While I do not feel that eLearning will replace traditional classrooms, I do feel it is a wonderful alternative for 21^st century students. As far as my current job, eLearning is going to be one of the main things I do. Now that I have the face-to-face training program up and running, my focus has been on a needs analysis of the eLearning options we current have and what we will need. This learning environment means that we can easily (I use that term loosely because nothing is easy about eLearning) reach all facilities around the state as well as some external client needs.

Reusable design or learning objects

This is currently what we are doing in my job. First, we are evaluating every eLearning and training that has been previously developed. We are updating what we can and turning other things, such as trainings that we don’t want to present face-to-face anymore, into eLearnings in order to continue to use the information that we was already developed and provide the information to a larger audience. Our eLearnings are stand alone learning objects, non-sequential, self-contained, and do not link to other objects. Not only does this ease the development time for us, it is also more cost-effective and reduces our maintenance costs.

Rich media

I feel that rich media is essential in any training or eLearning. I used it heavily in my classroom when I taught middle/high school students, and I encourage the use of it in our current trainings. We use different videos to illustrate points and appeal to different learning styles. I can use rich media for developing my eLearnings in the form of interactions, audio, games, interactives, etc.

Emerging instructional technologies, such as artificial intelligence, cybernetics, Web 2.0, virtual worlds, electronic games, etc.

It’s funny that this is part of this week’s chapter. I was just asked to participate in a workgroup for developing a mobile app. Web 2.0 allows collaboration and interaction and can include social networking sites, blogs, wikis, and many other items. While I don’t use it much in my own training and eLearning field, we tried to incorporate it in my past job as a curriculum developer in an asynchronous environment. We would use Google Docs and Hangout for collaboration, developed a mobile app, used social media to encourage communications, teacher’s had blogs, and they were evaluating how wikis could be used effectively. We even used grading companies that would plug in many samples, use rubrics, and the computer would grade the paper. It was almost scary how accurate it was.

I find virtual worlds fascinating and can see how I might be able to use them in my current position in the eLearnings for a few topics. I think they’d take a tremendous amount of time to develop and would be costly, so this is probably not something I’d ever attempt (but never say never). I feel that all of these items will be in our future, and they will be needed to keep the younger generations engaged and connected. 

Section 6: Getting an IDT Position and Succeeding at It

This section of your textbook focuses on jobs in the profession of instruction design and technology: lessons and tips on how to get one and organization that can support the job search and continued learning in the IDT field. Many of you already have a job in the field or in a related filed; however, based on this week’s readings, you’ll reflect on where you are where you want to go, and what you need to learn or do to get there.

Begin your post for this week with some background: what is your current job, what program are you enrolled in, what brings you to that program, and what do you expect when you graduate (change jobs? obtain a promotion?)

I am currently working as an Instructional Design and Training Manager for the Oklahoma Department of Mental Health and Substance Abuse Services. I have had this position for eight months. I came from a private K-12 online learning company where I taught, developed curriculum and managed projects for five years. I am currently in the Global eLearning program with TAMUC. Due to a couple of the elective courses not pertaining to my current needs, I investigated the Educational Technology area for electives. This course was exactly what I was looking for to advance my knowledge. Even though I already have a M.Ed., I wanted to expand my education and skills by completing a master’s that pertained to what I want my future to hold: instructional design, technology, eLearning, and training. While the job I currently have is exactly what I’ve been working for in my educational path and job experiences, I do not assume that things will forever stay the same. I feel that furthering my education will always keep my skills sharp and keep me marketable.

Next, describe the kind of work you want to do and the type of organization or institution in which you want to work. Use the WorkMatrix in the chapter titled “Getting a Job in the Business and Industry” to help organize your thoughts. Do you most desire first, second, third or fourth level service? Or would you rather design or develop instruction? What features of work are important to you? What economic sector do you want to work in?

I definitely prefer to design and develop instruction. If I had to really place myself on the WorkMatrix, it would be First Level Service (teaching, delivering, training). First level service is what I have been doing since I started my career. However, by choice, I moved my career path into the design and develop instruction path rather than teaching and delivering. This was to expand my skills, but it became a passion of mine to see how I could fit things together and challenge myself to move to higher levels while making things interesting for others to learn.

I’m very happy working for State Government. I did not expect my path to lead me to this particular field, but I enjoy it. The variety in my work (mental health), and the team I work with, make each day interesting and challenging. I learn new information every day and have a tremendous amount of variety in my job. The money is decent and is more than I was making in private sector. Teamwork, collaboration, motivating others, organization, support systems, a good boss, and the ability to do my job are all important to me.

Based on these intentions, explain what you need to learn. What skills and qualifications do you need? Will you obtain the skills you need in the required courses in your program? What electives might you need to take to help you develop skills specific to your aspirations?

eLearning is still where I feel weak in developing. In my online 6-12 job, I developed long “textbook” (for lack of a better comparison) type courses. In my new position, they have eLearnings that are the short and sweet entertaining ones – avatars, movement, flash, etc. I am adjusting and obtaining the skills I need for this by taking eLearning courses through ASTD, taking TAMUC courses, and reading voraciously on the subject. I am learning Adobe products, but these are a steep learning curve for me and require a lot of time and training. Since I’m seeking some electives through Educational Technology, I feel that I will round out my education to meet most of the skills I need in my “new” position. I will seek out more electives dealing with media.

Finally, what organizations would best support your continued learning after you graduate? Do you think you would benefit from joining these organizations before graduating? Explain why or why not?

I have been a member of American Society for Training & Development (ASTD) for the past year. With the new fiscal year that started July 1, I obtained a group membership for my team and one for the local chapter. This organization provides a tremendous amount of resources. The local one has monthly luncheon meetings where you can learn something new and network with others in your field. The webinars, articles, conferences, courses, and magazine all serve to advance knowledge related to training and eLearning. My job allows me to take courses through them to advance my work skills and knowledge. I have taken the basic eLearning course and will take the advanced one in December. It is helpful to have an organization that stays current in the research, provides up-to-date materials related to 21^st century learning, and has a plethora of resources. I also belong to many Linked In groups that focus on instructional design, eLearning, and training.

Section 5 

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.

While health care industry was not one I was going to initially pick for trends and issues, I find myself still needing to comment. The trends for this area are Web 2.0 social tools, online searching free to everyone, up-to-date info with greater student access, etc. This is NOT specific to health care only. In all of the five areas, these are trends or issues depending on which weight you give them.

In business & industry, there are some trends worth noting. Social media continues to be an area that is explored and either embraced or continued to be researched. It is hard for some places to fully embrace social media: what is the purpose? how do we get employees to use it? how do we make it a safe, yet honest, forum? who participates? what about negative posts that may reflect negatively on our company? are all questions that companies ask. Another trend is conducting research. The issue is whether this is a benefit or a barrier. As mentioned in the text, a company will probably only have one instructional designer. Larger scale projects are not possible unless time is built in to hire/interview/vet contractors. Budget cuts continually affect what can be accomplished.

In P-12, the Common Core State Standards make it very clear that we are dedicating more time to core subjects. The tests students' have to take all reflect the core subjects of English, math, history, and science. As we move more into technology and interactive learning, we decrease textbooks (some schools refuse to buy them due to budget issues), increase psycho motor activities, and slowly incorporate technology into learning. 

In the military, trends involve technology. Unfortunately, due to funding, they sometimes have to go with low tech training for high tech items.

When comparing all of them, I feel that they have very similar issues. First, funding is always one that is across the board for all. There is not enough funds for training or for increased integration of bigger and better technology. All areas require training and skills in order to implement the trends in their industry. This is frequently lacking. 

In my industry (business & industry), we fall into some of the same issues. We want the trend of Web 2.0 social media tools, but we aren't really sure how to implement it and "control" it. We want larger scale projects, but we only have one instructional designer (me) who also oversees all trainings and eLearnings. It's great that we all have up-to-date information for research. Overall, it seems like funding and budget cuts are a consistent trend in all areas, including my own job.

Section 4: Human Performance Technology

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.

Many mission statements for schools or organizations state that we are educating for a "global society" or to help promote "global citizens." To help achieve this goal, we do many things related to technology education, being good and aware citizens, teaching about racism/bias/stereotyping, forming partnerships with other schools around the world, and attempt to educate our students in global issues. The Common Core State Standards (CCSS)  are designed to help students gain an edge to compete in a global market. However, I'm not sure I consider this possible if we don't first educate our teachers in the standards and in the technology that goes along with it.

This chapter and question really caused me to go back to my years of teaching grades 6-12, rather than my current adult training and eLearning development position. I should say up front that I love the English CCSS, but I'm not fond of the math ones. Do I think we need a change to the systematic way we have been teaching both of these subject areas? Yes. Do we need it to compete in a global market? Yes. The issue is that the "powers that be" implement, but the "frontline" individuals receive no training on it. By 2014, the CCSS are to be fully implemented. I know many districts of teachers that are still struggling with what this means to them and how they are supposed to accomplish this task. The technology they need may be available, but the training and time to learn are absent.

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.

Rather than ignore the issue, school districts need to be proactive in assisting teachers in the implementation of CCSS. Some districts provide excellent examples of this. They have informative websites with a multitude of resources. They have been educating their entire staff on what the CCSS means to them and to their teaching. They continue to provide a support system as the Standards are being implemented. They provide year round training for teachers to learn the technology that is required for teaching. They believe in integration and collaboration. The teachers who work for these states/districts are very blessed. I don't believe it is the norm. All of the things I mentioned need to be in place for teacher and student success. In Oklahoma, we have the "talk" of this support system, but it has not been the reality. Large districts have CCSS coaches, but the jobs are very difficult, the school districts are too large, implementation at the elementary level eats up most of the time, and turn over of these positions is very high. Individual schools are coming up with their own performance support teams through collaborative teaming, extra planning time, technology inservices, and sending teachers for training as much as budgets allow. The teachers return and share the knowledge with others through establishing written instruction manuals (if applicable), developing and conducting professional development sessions, and conducting individual or team training when needed.

Chapter 16 explains knowledge management: the way we manage information, share information, and use it to solve organization problems. Organizations, such as schools, accumulate a great deal of information/data, which must be organized in a way that we can make sense of it in order to use it 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?

I believe my issue with the CCSS fits perfectly into this question. Large amounts of data/information are collected throughout the year from the school and then once to twice a year through standardized testing. While I don't necessarily support this practice, it is being used to make decisions on what areas need more emphasis within the school, who is at risk, and helps identify other measure that may need to be implemented to help a student be successful. It also raises "red flags" to help students not fall through the cracks. With the resources available, the teachers can feel prepared to adapt and teach to the CCSS. Through collaboration with the teachers who are receiving the extra training and sharing the knowledge, they are able to codify the instructions and take advantage of their tactic knowledge to share ideas, make improvements, and base decisions on data.

Chapter 17 describes types of informal learning. What informal learning experiences have you participated in at your organization? Could those informal learning experiences be shared with others? Could the knowledge gained in those settings be codified and managed? And should it be managed or should the informal experiences be replicated or broadened for others?

To me, informal learning experiences can not be codified and managed. I participate in informal learning experiences all the time at my job, but they are usually part of an informal discussion that involves talking to others and enhancing or understanding differences in our own knowledge base. While I value formal learning and my team works to provide that, we often share during our development, bounce ideas off each other, apply something else we know, give an example from one of our classes (each of us is in a master's program), etc. I learn so much from these informal conversations and always take away something that makes me think, even if I don't apply it directly to what I'm working on. It might send me down another avenue as I work. Just as I learn so much from my co-workers, students in the classroom learn from each other. The more discussion, collaborative activities, and experiments a teacher can provide, the more opportunity for informal learning. Informal learning is different for each person and attempting to replicate it alters it more into formal learning, in my opinion.

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

#1: Chapter 10 discusses evaluation in instructional design and provides you with two evaluation models, the CIPP and Kirkpatrick models for evaluation. Search for at least two other models used and summarize these models. Describe how you would use them to evaluate your instruction.

This was a challenge for me this week, because I use the Kirkpatrick in everything we do at work. It is applicable to our trainings as well as our eLearnings. I am blessed to have a trainer that is certified in all levels of Kirkpatrick. That said, I found it interesting that our chapter did not favor this common system and was especially interested in the rationalization of its deficiencies. It caused me to have discussion with my trainer to get her opinions and start some research on whether we should change or not. I doubt that we do in the long run, but it was good to have it brought to my attention. 

As far as some other options, we use ADDIE and SAM which both include a time frame for evaluation of your product/instruction. ADDIE has been our standard, but we are slowly switching to SAM for our eLearnings. SAM is a Successive Approximation Model. It includes less steps than ADDIE and produces work much faster. 

I also skimmed through Phillip's Five-Level Training Evaluation Framework found at this link. 

Reflect on what other questions that instructional design evaluation should address besides whether the instruction design leads to comparable amounts of learning and learner satisfaction as traditional methods. What else would be useful to know?

I will fall back to the SAM model on this one, since I feel that it addresses questions that are often overlooked. It began with with developers questioning what defines good learning events. From an eLearning perspective, they felt the fundamental characteristics should be meaningful, memorable, motivational, and measurable. They followed the CCAF: Context, Challenge, Activity, and Feedback model to develop courses because these four areas were useful. 

Chapter's 12 & 13 focus on project management and how to manage projects when resources are scarce. You have been assigned to develop a series of professional development sessions focusing on technology use in the classroom for teachers during a time of economic decline. How will you use Situational Leadership to facilitate this project and manage scarce resources?

It would be nice to always be able to spend as much time as we wanted on developing courses. As a project manager, it is impossible to do so in the current economic times. We must do more with less. In this scenario, I would first pool my resources and find SMEs to be part of a mini-team in helping to develop the sessions. Since no one leadership style is used in Situational Leadership, a combination will have to suffice to get the job accomplished. Many hats will be worn by the project manager, since he/she will have to serve in more than one roll due to the economic conditions. I would use technology as the method of deliver for the teachers. A course of several modules developed over a short time span, with the help of the SMEs, would reach more people and be more cost effective. 

Section 2: Theories and Models of Learning and Instruction

1. Epistemology (the study of what and how we come to know) is discussed in multiple chapters in this section. Distinguish epistemology from instructional methods or theories. What are the differences between theories, methods, or models of learning and epistemologies or underlying beliefs about ways of knowing?

It has been a number of years since I’ve heard the term epistemology. When I began this section, the questions were overwhelming until I read the chapters. While the concepts are very complex, it boils down to how knowledge is perceived and acquired. We have common knowledge which we don’t think about as we quickly come up with solutions, but we usually acquired the skills earlier in life that are the foundations we use for our common knowledge. We use common knowledge and direct experience to form the basis of our understanding and belief system.

Our textbook emphasized that learning is an active process, evolves out of cognitive conflicts, is a social activity, and is self-regulated.

2. Chapters in this section present two contrasting epistemic stances: positivist and relativist. However, a third stance, the contextualist or hermeneutical, is also widely recognized. This stance falls somewhere between the strictly objectivist/positivist beliefs about knowing and the purely subjectivist/relatavist stance. While designers and educators with a positivist stance generally apply behaviorist principles to the design and development of instruction, those with either a contextualist or relativist epistemological framework employ constructivist theories and models. Based on what you’ve read about positivist and relatavist epistemologies, as well as behaviorist and constructivist approaches, try to more fully describe a contextualist epistemology. How might it differ from either a relativist or positivist stance, and how might social constructivism differ from either behaviorist or radical constructivist approached to learning and instruction?

• Contextualist epistemology implies that one’s knowledge is shaped by interactions and society. It is real life that shapes knowledge.
• Relativism recognizes multiple truths. Learning is active, and learners may experience different outcomes.
• Positivism believe there is only one truth.
• Social constructivists believe in collaboration. Learning only comes from others. Radical constructivists believe one is responsible for his/her own learning.
• Behaviorism can be measured and follows that learners are only motivated by end results.

3. Differing epistemic stances lead to differing approaches to learning and instruction, and ultimately to problem-solving. Explain differences in problem-solving when approached from behaviorist and constructivist perspectives. How do the approaches differ in both the nature of the problem to be solved and in facilitating the problem solving process? Finally, what effect might these differences have on learner motivation?

There are several factors that influence learning, instruction, and problem-solving. One of these would be motivation. Constructivism allows the learner to use knowledge and previous experience and then apply it to future events. Behaviorism encourages learners to only perform for something which may harm the motivation factor if the incentive isn’t enough or isn’t achieved. It is not intrinsic motivation. Constructivism would allow the learner to construct their own knowledge as they discuss and collaborate with each other. Besides motivation, the people involved in the learning event make a difference. Factors such as the learner, environment, previous experiences, and teacher can all influence behaviorism or constructivism.