week 4

1. 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.

2. Chapters in Section VI discuss global trends and issues in IDT. As the world’s population grows exponentially, we face unprecedented challenges that have implications for learning. How and can we prepare our youth to address the problems of living in a world with 9 billion people when the earth’s resources cannot sustain that many? Does our current education system, curriculum, and instructional practices help learners foster the complex problem-solving skills necessary to tackle these issues? Are there methods and practices used in European and Asian countries that we should use here in the US? Why or why not? 

Week 3

I think that its is interesting in learning about all of the training evaluation models. I found two different models. the fist model is called the CIRO Model of Evaluation.  It was developed in 1970 by Warr, Bird, and Rackham. EVen though this training is over 30 years old but still answers issues that trainers still look at today like: impact of training on objectives and how to make people see the importance of  training. The model is based on 4 stages that always uses 3 questions that each trainer needs to keep in mind:

1. Stage one: context- what needs to be changed?

2. Stage two: Input- What procedure are most likely to bring about change?

3. Stage three: reaction- what evidence is there that change has occurred?

4. Stage four: outcome- what evidence is there that change has occurred?

For more information and my source of information came from: http://toolkit.goodpractice.com/mdt/resources/development-cycle/training-cycle-evaluation/the-ciro-model-of-evaluation

The second is Professional Development and Appraisal System (PDAS)

 

This currently is what the state of Texas uses and recognizes as approved method of appraising teachers and figuring out the ares that the staff needs development. With this training model there are 8 domains which was adopted by the State board for Education Certification. 

Prezi about the PDAS: http://prezi.com/u_kjn1lfkzsc/copy-of-peters-colony-professional-development-and-appraisal-system/

The 8 Domains :

1. Active, Stuccessful Student Participation in the Learning Process
2. Learner- centered Instruction
3. Evaluation and feedback on Student Progress
4. Management of Student Dicipline, Instructional Dtrategies, Time/Materials
5. Professional Communication
6. Professional Development
7. Compliance with Policies, Operating Procedures and Requirments
8. Improvement of All Students' Academic Performance

I feel like out of the two I would be able to use the first Model of Training of CIRO. 

I do believe that return on investment and management should be considered. However, that is where you have to evaluate what your satisfaction or what are you considering a return on your investment. What I would utilize if I were selling something or looking into a model I would want a return on investment however, it would not be a monetary form. I would want my employee to feel valued and important. I would want to produce better customer service 

One thing I have noticed where I work is working in the department that I work in we have problems with outside buy-in from other departments or faculty  However, this is something that I do not think training models can fix. I think this is something were our highly trained staff needs to find that connect to ensure that faculty can  have buy-in  Not sure that this answered the question however, this is what I thought of after reading and seeing the question. 

sorry

I do not know what is going on with my blog so I apologize for the look of this one I have tried 2 times now to submit and its acting funky so at least I could get some content on there.

section 2

Epistemology can be known as knowledge and understanding, according to our text book.  It is a branch of philosophy that deals with the possibility and extent of human knowledge.Instructional methods or theories are concerned with how to help people learn and develop knowledge. The three terms are linking together in the way we attempt to teach, " different epistemology's have different psychological frameworks, which in turns  have different implications for instructional design". Instructional theories are ideas about how learning is accomplished and methods are the educational approach for turning knowledge into learning.  Their primary focus of instructional design is how to structure the material so the acquisition of knowledge and skills are effective, appealing, and efficient.

I would say that I do not 100% agree with any theory, because I see value in each one and there are parts of each theory that i do not agree with  I would have to say though that I would relate more with the constructivismt theory. Constructivism is where learner construct ideas based on past knowledge or experience. The teachers try to connect the knowledge they may already know with new ideas to the learners. Opens the doors for instructors to have a creative discussion and informative class and the learning outcomes may not be the same for every learner.

Looking further into epistemology:Positivism is the thought that there is belief that the knowledge does exist individual dependant. Where as the realist believe that knowledge or thought does not exist but what the learner can construct from relying on some form of instructional methods. This means that knowledge is constructed on individual unique basis rather than a universal thought or significance. 
Problem Solving:Behaviorism is more of the learners being passive responding to stimuli. When a problem arises it would probably carry out that the might try until they were given feedback or until it was correct. In this situation it would go off of positive and negative reinforcements. 
                         

                                              

                                                       

1. How do the definitions in the first chapter compare to your own definition of instructional or educational technology?  What experiences or other influences have shaped your definition? How has your definition changed from examining the definitions in the first chapter of this book?

2. Next, think of a lesson or unit of instruction that you have developed. Or if you haven’t ever taught or developed instruction, think of one that you have received. How does that lesson adhere or fail to adhere to the six characteristics of instructional design? How would you redesign it to better adhere to the six characteristics.

3. In the 3^rd chapter, Reiser distinguishes instructional media from instructional design, excluding teachers, chalkboards, and textbooks from the definition of instructional media. Why? Would you consider teachers, chalkboards, and textbooks instructional media? Is the purpose of instructional design to incorporate media into instruction?

 I thought that the first chapter gave a great insight on the history of how we how we have evolved today to the terms of instructional or educational technology. It was intriguing to see the different processes and the shifts in how it was defined. I find it very amazing to see and know how progress for instructional /educational technology has grown. 

In the early twentieth century I thought I was exceptionally unique since this is really the foundation for thinking outside the box. It was all about the enrichment of learning and design through the visual eye.  Then moving from the 20's to 40's pulling in a new source of radio broadcasting and movies/videos with sound. I wish I would have been alive for this part of history to experience the phenomenon of these fascinating movements.

                            

                                     

When we moved to the 1960's and 1970's instructional technology was viewed as a process for seeing and finding the problems and trying to find solutions to the problems they could find. I found this interesting since the shift in the way they were viewed was a big thing. In today's instructional technology  or educational technology we are always trying to innovative however it seems we are always trouble shooting to make advancements in the enrichment of education. So it seems that today we have a combination of all of the early thoughts in time.

I find this video to be interesting that does an excellent job at highlighting the history!!

I feel like my definition would be similar to what the book is referring to. I think that Instructional Design  is all about looking at the achievement/ performance and learning issues while looking at the executing, design, and assessment for both noninstructional and instructional  process to enhance and enrich learning and performance for educational and professional settings. 

One of the lessons I have developed would be my StrengthsQuest training's  I am a certified educator for Gallup StrengthsQuest. It is interesting to me since it is an assessment based off of behaviors. It is unique since I have had the ability to present to age ranges from middle school to full time professional staff members. I still have to present the same materials however, knowing how to evaluate your audience and adjust the material and how you present for what is best effective for their learning need.  I defiantly think that we have to look at the over all process, outcomes, and objectives for instructional design is very important and I do believe it is where we are today! I feel that the lessons that I prepare for that training does adhere to the 6 characteristics of Instructional Design. I also feel that there is no person or presentation is ever perfect. There is marginal room from improvement. in looking back at past SQ training's I think I can always improve from the activities that I do to how I deliver the message. I would say that each training is learner centered, goal oriented has meaningful focus, is a team effort, and would be iterative and self correcting. I would say the only point I might miss the mark on would be assume outcomes could be measured in a reliable and valid way. I usually before the training happens, when I am developing the lesson, I also develop goals and outcomes. I always hope that we reach them and that the learners reach their own personal goals for the training's. 

Chapter 3 in our textbook discusses both instructional design and instructional media. Reiser talks about excluding teachers, chalkboards, and textbooks from instructional media. I think I would say that all three are apart of instructional media. Just one example of this might be going to a museum  Typically at a museum we are rapidly learning in multiple ways. At museums  you typically will have a very informative tour guide, posters or boards to read, and videos or interactive media in some form. I feel like these are all relatively close to what Reiser is saying is not considered instructional media. I think that teachers are just the foundation for which education and technology is spread. They may have different ways of giving or relaying the lesson or material however, I feel that regardless if it is a chalkboard, navigating/studying a textbook, computer, or ipad it all still is form of instructional media.