Section 7: New Directions for Instructional Design and Technology

5 examples of distributed learning:

1. Academic distributed learning

Secondary Settings http://mindmaps.wikispaces.com/Distributed+Learning+Examples
With the emerging prominence of blogging, students are able to connect with students from around the world. Rather than merely learning about the American perspective of the Revolutionary War , students in the United States can live blog with classes in Great Britain hearing their unique perspective about this transformational war. Imagine the conversations that would occur in this example of real world learning. How about pairing of classrooms in Vietnam with our students while they study the Vietnam War? And then, the students could play protest songs like “War” by Edwin Starr or “Give Peace a Chance” by John Lennon to the children in Vietnam to gain their perspective on what Americans were facing at that time. Why not even Skype in men and women who served in Vietnam to vary the interpretation?

Lennon sings "Give Peace a Chance"

Vietnam Soldier

2. Hybrid class
http://blog.lib.umn.edu/bjohnson/bridge/009189.html

Educational Technology Bridge
Where education plugs in
« Time Main Why do Blogs Die? »
November 5, 2004
Example Hybrid Class
Mark Harvey (Theatre Department at UMD) has an example of a hybrid class he would like to share with others.
This course meets face to face on 2 days each week (Monday and Wednesday), but the third day originally scheduled is moved to online threaded discussions.
Take a look at Introduction to Theater Arts (Hybrid Class) to see the logistical and pedagogical adjustments that allow this class to be such a success!
Posted by bjohnson at November 5, 2004 3:01 PM
Comments
Really great post, Barbara!
Posted by: Micky Mouse at May 24, 2005 9:20 AM

3. Skills-based training
http://www.pponline.co.uk/video/weight-training-single-leg-squat-41741

A skills-based program is driven by results or outcomes, and focuses on desired behaviors, rather than process. Skills-based training identifies an individual’s competencies and skills gaps, and offers structured, development solutions to overcome those gaps. Each individual’s competence in vital skills is regularly measured, acted upon, nurtured, and molded.

4. Virtual classes
http://www.coe.uga.edu/workethic/on_linelesson.htm

The on-line instructional resources provided here are designed for use in schools or training programs where people are being encouraged to appreciate the importance of work ethic, further develop their own work habits and attitudes, and improve employability skills.
Teachers and instructors using these materials will find a link on the lower portion of this page that will assist them in using the lessons in a classroom setting.
Select the lesson you are to work on next:
· Lesson 1 - Why Work Ethic?A brief lesson about why work ethic is so important in the information age workplace and why it will continue to be important in the future.
· Lesson 2 - What is Work Ethic?A lesson that defines work ethic and includes information about important worker characteristics that employers are seeking.
· Lesson 3 - Interpersonal SkillsExamines the role of interpersonal skills as an aspect of work ethic, emphasizes its importance in the workplace, and helps learners to develop strategies for improving interpersonal skills.
· Lesson 4 - InitiativeExplains initiative as a part of work ethic, helps learners to evaluate their own initiative, and encourages them to use initiative in appropriate and productive ways.
· Lesson 5 - Being DependableEmphasizes the importance of being dependable and helps learners to identify areas for improving personal dependability.
· Lesson 6 - Other Employability SkillsOther employability skills related to work ethic are considered in this lesson along with activities to prepare people for success in the information age workplace.

Student web materials:
Provision has been made here to add pages created by students. These pages should reflect the overall purpose of the web site to encourage the development of good work habits and work ethic. In particular, student designed pages that encourage interpersonal skills, initiative, and being dependable are especially appropriate.
Teachers who would like to submit student work to be added to this section should either send the web materials on floppy disk to Dr. Hill or e-mail them as an attachment, preferrably all together in a zipped file, so that they can be added to this section of the web site. The intent is to provide a public forum for the display of student work. Materials will be reviewed for content, design, and appeal prior to posting them to the web site.
· (placeholder)
Materials for teachers and instructors:
For teachers who are using these materials in class or instructors using the web site for some other type of education or training, some additional items are provided here to enhance the presentations done in conjunction with use of the web materials. An Instructor's Guide has also been developed and is being pilot tested in selected sites.

The content and opinions expressed on this Web page do not necessarilyreflect the views of nor are they endorsed by the University of Georgiaor the University System of Georgia.


Copyright©1999, Roger B Hill. Ph.D. This page last updated on 30-Jan-2006

5. Free distributed learning
http://www.speedofcreativity.org/category/edtech/distributed-learning/
According to our textbook, “distributed learning is any educational or training experience that uses a variety of means, including technology, to enable learning.” This learning can take place anywhere, anytime, and distance is not a barrier.

Reusability
One course that comes to my mind that had poor reusability was a science methods course I took when I was working toward my bachelor degree in Interdisciplinary Studies. My primary major was English and my secondary was Reading; however, the Science methods was a required course in those days. I had to put together a massive notebook of science experiments with stated objectives and lesson plans. For all the hard work I put into the project, I did earn an A, but I never revisited the contents of the notebook because none of it applied to English. Now, as I consider the idea of reusability, I can see that the science notebook of activities could have been used as prompts for writing activities for my English classes. The students could research some of the science topics and write a paper – such as a research essay – on that topic. I could provide a list of pre-approved electronic resources for them to read on the topic that would allow them to exercise their reading skills. It would also be a good opportunity to teach note-taking as they found important information on that science topic. This would be a meaningful way to provide cross-curricular content in my English classes.

A special notation I would like to make here addresses inactive links. I have found in the online courses I have taken over the past three years as well as in a UIL website I recently visited, that many hyperlinks led me to a page that stated “This page no longer available” or something similar. I think this is a problem with using hyperlinks or websites in instruction. Sometimes the person or persons responsible for embedding the websites or links into instruction, fail to check on those links periodically to make certain that they are still active. It is time consuming to go back and check on these links, so whenever possible, students or other individuals who discover these inactive links should report them to the proper person/s in authority over the material to insure removal or correction of those links. I bring this up because when I think of reusability, I remembered that these inactive links can sometimes affect the reusability of the instruction where they are embedded.

Using Rich Media
The visual for instruction that I found is a video titled, What Causes Earth to Change Seasons produced by Ignite Learning.



The surface of this visual is a colorful demonstration of the earth’s rotation with a clear display of the northern and southern hemispheres. There is a narrator who describes each phase of the earth’s rotations through the twelve months and the four seasons of our calendar year. There are also arrows that point to the hemispheres and the direction of earth’s movement, as well as labels for the months and seasons.

The functional features include transformational graphics that illustrate the motion of the earth and the change in the seasons. Another functional feature is that the animated visual is explained in words by a narrator which supports Mayer’s (2001) Modality Principle that states “Students learn better from animation and narration than from animation and on-screen text” (p. 184). The narration is paced at a rather slow speed which accentuates the presentation and allows for differentiation towards English language learners. The colors and the motion are appealing but not seductive (distracting – Garner, el al 1991, Garner, et al 1992). There is no overload of auditory/verbal effects to limit learning as Meyer (2001) states in his Coherence Principle: “students learn better when extraneous words, pictures, and sounds are excluded rather than included” (p. 184).
This video has an effective balance of visual and auditory effects that is appealing to the learner and holds interest from beginning to end. Also the video content is relevant and valid.

Nanotechnology
As I pondered over the question of how I could use nanotechnology to improve a specific job I am familiar with, I thought of my own classroom. One of my frustrations each year is that of remembering the names of my students and their background information. I feel strongly about “knowing” my students but each year it presents a real challenge. I read information in their personal cumulative folders, or I speak with parents about their children, but I sometimes forget some of the information. In the classroom, I can remember student names fairly well because they have assigned seating, but once they are out of context – say in the hallway or at the grocery store – their names sometimes escape me. Also, it is difficult to remember their special learning styles in order to differentiate the instruction. If I could get my hands on a piece of nanotechnology, I could store the names of my students and any pertinent information about them into a chip. Then I could “insert” it into my head or arm and have all the information I need at my disposal.

I could also use nanotechnology to prepare lessons. I could store my lesson plans on the chip and it would enable me to remember everything I want to say or do during the lesson.:)

Instructional design: the straight/narrow or the broad/inclusive
As I read about these two points of view, I was undecided on which view I agree. I feel strongly about research methods and experimental designs as the narrow view supports, but I also see the need for community learning that the broad view represents.

To some degree, I am concerned that the broad view will lead to a greater potential for erroneous information in instructional content; especially with web-style self-publishing and sharing, conference-style forums, communities of practice, and consensus of workers. However, the versatility that this view allows is very appealing. I also appreciate the “full range of reasoned inquiry” stated in the broad view and the flexibility this view maintains. In reality, the broad view is more conducive to today’s world with its increasing diversity. I also see that the broad view reflects constructivism which is becoming a widely accepted instructional method for teaching today’s 21st century learner.

With all of the Web 2.0 technologies available and the cutting edge technologies that are emerging almost daily, the wide view of instructional design seems to be the most appropriate in today’s world. So, do I “agree” with the wide view?? I can only state that I see strengths in both views but I think modern day educators must embrace the wide view because it most suitably reflects the learning styles of today’s learners. I do wonder if learning styles are driving technology or if technology is driving the learning styles.

Section 6: Getting and IDT Position and Succeeding at It

1. Positions in instructional design

Instructional design librarian
http://education.indiana.edu/Default.aspx?TabId=10529&cat=academic

General nature of the position:
Encourages information literacy using face to face interaction with students, faculty, staff, and visitors and using technology and instructional design.
Participates in campus and library assessment committees, develops assessment methods for decision making.
Works with classroom faculty to encourage information literacy/collection development in connection to the assigned areas.

Skills required:
*ability to provide information literacy instruction and library reference assistance in a variety of settings and to a diverse population.
*Proficient use of technology for managing the library and for classroom instruction.
*Effective communication skills both oral and written.
*Able to work independently and cooperatively with others.
*Knowledge of instructional design principles for face-to-face and online environments.
*Ability to create effective instruction, to evaluate effective web tools, and to teach others how to use them effectively.
*Knowledge of principles, methods, and current developments in instructional design *Knowledge of effective instructional strategies and techniques
*Knowledge of principles, methods, and current developments in academic librarianship

I do feel that I have the skills required to be an instructional design librarian since this is the field where I am seeking my degree.

Graphic Artist
http://www.careerbuilder.com/JobSeeker/Jobs/JobDetails.aspx?IPath=QHKCV0Q&ff=21&APath=2.21.0.0.0&job_did=J8F15H644CMC4VD15HC

General nature of the position: The graphic artist will design, illustrate, and complete layouts for print media including brochures, pamphlets, books, posters, and other promotional and informational materials. The candidate will develop visual identity packages for customers. The candidate will also develop multimedia and presentation graphic projects for the web to include streaming video, animation, and digital audio elements. The candidate will create and integrate new graphics and 2-D animation products. The candidate will improve existing graphics and presentation products. The candidate will work in a multi-level secure environment producing creative work to support customer business startups, electronic presentations, and program briefings. The candidate must work well in a team environment, be highly motivated, and be capable of keeping up with current emerging applications and technologies.

Skills required:
*Excellent communication skills
*Storyboarding expertise
*Expert knowledge of Adobe PhotoShop, Adobe Illustrator and Microsoft PowerPoint. *Knowledge of Macromedia Flash and HTML editing software such as Macromedia Dreamweaver is a plus.
* Well versed in print production and the ordering of ancillary products for trade shows and customer events.
*A working knowledge of industry standard operating systems, software, and hardware.
*Be able to identify, research, and recommend software and hardware for use in producing graphics and multimedia products.
*At least 2 years experience in technical graphic production, WWW, and design.
*Must provide a portfolio demonstrating artistic ingenuity and creativity, and electronic samples of multimedia designs.

I have some of these skills but certainly not the two years experience required for this job.

Instructional Media Specialist (IMS) II
http://education.indiana.edu/Default.aspx?TabId=10529

General nature of the position: The IMS II interfaces as an instructional and technical support consultant for online courses. The IMS II coordinates with professors and instructional designers to produce instructional media elements to aid the conversion of classroom courses into an online learning environment. After courses are established, the IMS II manages the online program by coordinating course updates, revisions, and faculty needs to enhance the program. The IMS II will also assist in creating the course and managing student enrollment. The IMS II provides technical support to faculty and students to ensure that the program functions successfully.

Skills required:
*Expertise with design and media development tools, such as Adobe Acrobat, Flash, Captivate, graphic editing software, and HTML.
*Experience with Learning Management (LMS) and Learning Content Management Systems(LCMS).
*Strong aesthetic, design composition, and typographic abilities.
*Excellent teamwork, communication, and organizational skills
*Must be technologically independent and able to work as part of a virtual team.
*Must be able to collaborate with others across varying time zones and cultural orientations.
*Self-motivated
*Strong analytical and researching skills
*Bachelor’s degree in minimum in education, Interactive Media Design, technology or related field.
*Remain current with and have a clear understanding of the latest tools and trends in online education and instructional media.

I would need to hone my skills for the job of IMS II. Also, I am not always “technologically independent” although I am improving everyday.

2. Self assessment results

I was relieved to see that I ranked high in the technology section which is a monumental improvement from when I first began taking online courses. I also found that I showed strengths in oral presentation, writing, speaking, and instruction which I can attribute to being a classroom teacher. I also scored high in collaboration and time management.

My weak area showed up in the equipment department but I feel confident that more hand-on experiences would remedy that.

Self assessments are interesting because they show areas of strength as well as areas that one needs to “brush up”. I did not select a particular job interest, but there was the option to do so, and then the results could show possible job positions that I would be well suited for.

I think a self assessment is a good way to begin a job search. One of the other sites I visited that was very helpful was
http://gabrielleconsulting.com/TipstoImprove%20Presentation.htm
This site did not offer a self assessment, however there were some very helpful tips on giving PowerPoint presentations. I have this site bookmarked for future reference. Check it out and see what you think!

3. Professional websites

Professional organizations:

Association for the Advancement of Computing in Education (AACE)
http://www.aace.org/
Mission: “to advance the knowledge, theory, and quality of teaching and learning at all levels with information technology … through the encouragement of scholarly inquiry related to technology in education and the dissemination of research results and their applications through AACE sponsored publications, conferences, and other opportunities for professional growth.”

AACE Journal
Discount on AACE conference registrations and proceedings, discount subscriptions to additional AACE journals, full access to the Career Center and Job Board, and all the benefits of AACE Membership.

$35.00 for Student Membership – includes subscription to one AACE print journal, full online access to all back issues of selected journal, online subscription to the AACE Journal, discount on AACE conference registration and proceedings, discount subscriptions to additional AACE journals, full access to the Career Center and Job Board, and all the benefits of AACE Membership.
Note: Other packages are available at the website.

Publications:
AACE Journal
International Journal on E-Learning (IJEL)
Jrl. of Educational Multimedia and Hypermedia (JEMH)
Jrl. of Computers in Math and Science Teaching (JCMST)
Jrl. of Interactive Learning Research (JILR)
Jrl. of Technology and Teacher Education (JTATE)
EdITLib-Education and Info. Tech. Library (electronic)

Conferences and meetings:
Global Conference on Technology, Innovation, Media & Education
Society for Information Technology & Teacher Education International Conference
World Conference on Educational Multimedia, Hypermedia, &Telecommunications
World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education
Social networking via website, http://www.aaceconnect.org/
Blog - http://blogs.aace.org/aace/
Facebook - http://www.facebook.com/aaceorg
Twitter - http://twitter.com/aace

Professional development
http://www.aaceconnect.org/main/search/search?q=professional+development

Association for Educational Communications and Technology (AECT)
http://www.aect.org/The mission of the Association for Educational Communications and Technology is to provide international leadership by promoting scholarship and best practices in the creation, use, and management of technologies for effective teaching and learning in a wide range of settings
Goals:• Define the disciplines and professional activities that comprise the field of educational communications and technology.• Serve and represent professionals in the field and support professional growth.• Advance scholarship and practice that contribute to and enlarge the knowledge base of the field.• Promote policies that ensure the humane and ethical use of educational communications and technology at all levels, from the personal through the international.

Cost of membership:
$400.00 for corporate membership
$125.00 for regular membership
$ 60.00 for retired membership
$ 75.00 for student membership
Note: Other packages are available at the website.

Publications:
Educational Technology Research and Development
TechTrends - Linking Research and Practice to Improve Learning
Instructional Science
Learning and Instructional Technologies for the 21st Century
Educational Technology Research and Development
Information Power: Building Partnerships for Learning
Educational Technology: A Definition with Commentary
Distance Education: Definition and Glossary of Terms
Handbook of Research for Educational Communications and Technology
Note: There are other publications available at the website.

Conferences and meetings:
AECT International Convention
AECT in SecondLife

Opportunities for professional development:
AECT offer email services (AECT ListServs) that provide professional development and support. These services are available to AECT members only through subscription.

International Society for Technology in Education (ISTE)

http://iste.org/ Mission: to ensure that technology empowers educators to help more students achieve their full potential. ISTE advances excellence in learning and teaching through innovative and effective uses of technology. ISTE is the premier membership association for educators and education leaders engaged in improving learning and teaching by advancing the effective use of technology in PK-12 and teacher education.

Cost of membership:
United States Members Premium Membership: $215Standard Membership: $95Retired Educator Membership: $59Student Membership: $39

Non- U.S. MembersPremium Membership: $290Standard Membership: $120Retired Educator Membership: $84 Online: $49

Publications:
Web 2.0: How-to For Educators
Learning and Leading with Technology
Journal of Research on Technology in Education (JRTE)
Journal of Digital Learning in Teacher Education (JDLTE)
Journal for Computing Teachers (JCT)
Conferences and meetings: ISTE Annual Conference
Opportunities for professional development:
Professional development services grounded in National Educational Technology Standards (NETS).
ISTE Learning - an anytime, anywhere online community for professional development. Educators can sample free concepts, buy resources, and exchange creative ideas. This space provides relevant learning experiences in multiple formats to strengthen the teaching experience and grow digital literacy.
JHU/ISTE Online School Administration Certificate
Webinar sessions for professional development

Professional publications

Journal of Research on Technology in Education (JRTE)
Focus/Goals of the journal: to examine and explore the future horizons of technology developments. The Journal of Research on Technology in Education (JRTE) publishes articles that report on original research, system or project descriptions and evaluations, syntheses of the literature, assessments of the state of the art, and theoretical or conceptual positions that relate to the field of educational technology in teaching and learning.
Submission guidelines: Submission of manuscripts that pertain to instructional uses of technology, including the planning, management, operation, and evaluation of educational technology, is encouraged. Please note that for original research, we normally expect to see an explanation of the research questions, description of the methods employed, analysis used, and recommendations for implementation and further research. JRTE’s acceptance rate is approximately 15%.”
Length. Manuscripts should be between 4,000 and 8,000 words including an abstract of approximately 100 words, a listing of four or five keywords useful in indexing the manuscript, an e-mail address and brief biographical statement for each author, and a list of references. (see more details on the website…)
http://www.iste.org/learn/publications/submission-information/journals-submission-information/jrte-submission-guidelines.aspx
Style. ISTE uses the American Psychological Association’s Publication Manual (5th ed.) style guide. (see website for more details.)
Format. Manuscripts should be submitted as e-mail attachments in rich text format (RTF). (see website for more details.)
Review. Copies of the manuscript, if deemed appropriate for the journal, will be sent to at least two members of the Editorial Review Board for critical review, comment, and recommendation. (see website for more details).
Send submissions to Andra Brichacek at jrte@iste.org. Further information on submissions can be found at www.iste.org/jrte [add shortcut + link]. Download the submission guidelines (PDF). (see above website for more details.)
Peer reviewed? – YES
Available online? – YES

Journal of Educational Multimedia and Hypermedia (JEMH)
Focus/Goals of the journal: “Designed to provide a multi-disciplinary forum to present and discuss research, development and applications of multimedia and hypermedia in education. The main goal of the Journal is to contribute to the advancement of the theory and practice of learning and teaching using these powerful and promising technological tools that allow the integration of images, sound, text, and data.”
Submission guidelines:
Journal content may include research papers, case studies, tutorials, courseware experiences, evaluations, review papers, and viewpoints.
General guidelines: Material must be original, scientifically accurate, and in good form editorially. The format should follow APA style. (see more details at the website:
http://www.aace.org/publish/?fuseaction=Authors.BeginSubmission
Preview: Manuscripts sent to the Editor for review are accepted on a voluntary basis from authors. Before submitting an article, please review the following suggestions. Manuscripts received in correct form serve to expedite the processing and prompt reviewing for early publication. (see above website for more details.)
Pre-publication: No manuscript will be considered which has already been published or is being considered by another journal.
Copyright: These journals are copyrighted by the Association for the Advancement of Computing in Education. Material published and so copyrighted may not be published elsewhere without the written permission of AACE.
More details on submission requirements are available at the above website.
Peer-reviewed? YES
Available online?

Journal of Interactive Online Learning (JIOL)
Focus/Goals of the journal: focuses on providing a venue for manuscripts, critical essays, and reviews that encompass disciplinary and interdisciplinary perspectives in regards to issues related to higher-level learning outcomes.
goals:
Provide a forum for the dissemination of research on interactive online education
Disseminate ideas that enhance the practical aspects of interactive online education
Further knowledge and understanding of emerging innovations in online education
Foster debate about the use and application of online education
Submission guidelines:
Submissions from all disciplines, as well as from interdisciplinary perspectives, are welcome, if manuscripts conform to basic journal goals. Each submission is rigorously refereed using a double-blind peer review process with reviewers from relevant disciplines. Issue submission deadlines will be published here on the JIOL website.
Criteria
1. All manuscripts must be written in English. Submit in Microsoft Word .doc format.
2. All submissions must conform to the Publication Manual of the American Psychological Association (APA 6th ed.). Pay special attention to the following items:
o Make sure that ALL of your references adhere to APA 6th ed. format. If there are multiple mistakes in your manuscript, it will be returned to you for re-submission.
o If there are multiple in-text citations cited within parenthesis, please make sure these citations are alphabetized.
o Page numbers along with a running head should appear in the top, right hand corner of the manuscript (use the header/footer feature in Word).
o Provide a title page including authors’ names, contact author, and Running head (author information is removed for peer review).
o Please make sure that all tables are constructed using APA 6th edition and are placed appropriately within the text of the manuscript.
o Include an abstract of 200 words or less.
o Font: Times New Roman, size 12 font
o Double-Space your manuscript. Do not add additional spaces anywhere.
o Make sure that you use standard 1 inch margins (left/right/top/bottom)
o Insert author bios of no more than 50 words at the end of the manuscript. Follow the style used in the journal.
o If graphics are used, use .gif or .jpg file formats and embed in text. In some cases, journal editors may request that graphics be sent separately as email attachments.
o Recommended manuscript length is 1500 to 5000 words, excluding references.
3. It is your responsibility to make sure any work you cite in the text has detailed authorship information in the reference section of the manuscript. Be sure to confirm that you have correctly cited this information.
4. Material must be original, accurate, in good form editorially, and not under consideration with another journal.
5. The e-mail message transmitting the manuscript to the journal for consideration must confirm the following:
o This manuscript has not been submitted or published all or in part elsewhere.
o The author(s) will give copyright to the journal if the manuscript is accepted and published by the journal.
All submissions must complete and include the JIOL Author Submission Checklist (PDF) when submitting a manuscript for review
Please submit your manuscript as a file attachment to:mailto:cvsunal@bama.ua.edu
Where to find issues of JIOLEach issue will be made publicly available at:http://www.ncolr.org/jiol
Authorship Information
A brief autobiography of the author(s) should be included on the last page of the manuscript. This will be detached before sending on to reviewers in order to facilitate the blind review process. Include full name(s) and title(s), and such information as academic background, research interests, current position, and full contact details (e-mail address, postal address, telephone, and fax numbers). Any references that identify author(s) must be removed from manuscript text before submission.
Copyright
The Journal of Interactive Online Learning will retain the copyright of all published items.
Notification
The journal editors will contact you upon manuscript receipt. Every effort will be made to complete the blind review process within six to eight weeks.

Peer reviewed? YES
Available online? YES

Active memberships to organizations and focused reading of journals are key components for continuing my professional development. The information I gain from these sources can help me in making informed decisions in my professional career. Another advantage of using organizations and journals is the opportunity to connect with other professionals in my field for support, insight, and new perspectives.
As I researched the organizations and journals, I was only vaguely aware of a few of them. I had no idea there are so many! I have been concerned about how I would stay abreast of cutting edge technology and trends once I graduate from college. However, I am relieved to find that there is a wealth of resources available through these organizations and journals.

4. Performance technologist
If I were responsible for identifying the domains, competencies, and performance statements for a performance technologist one element I would include would be honesty and integrity. I feel that if an individual exhibits honesty and integrity in every facet of daily life, that individual will usually have respect for any task s/he is called upon to perform and will perform that task to the best of their ability. If an employee would walk in honesty and integrity there would be no issues with the “don’ts” that are stated in ibstpi’s “Responsibility for ethical conduct”. A person of honesty and integrity would not violet ethics, would not make false promises, would not make false claims, would not falsify data, would not take credit for another’s work, and would not use information for personal gain. Number seven and ten under “1988 ibstpi Social mandates & values of PT” in Tabel 27.6 of our text do indeed include the terms “honesty” and “integrity”.

Another element I would include in the competencies would be 100% participation on the job. I would include this in order to encourage employees to committ 100% of themselves into their job performance during the work hours. IF they would do this, they would not be texting, emailing, twittering, facebooking, blogging, gaming, or talking on their cells concerning issues that are not related to their job responsibilities. If employees gave 100% into their job responsibilities and also exhibited the honesty and integrity I addressed previously, they would always be on time to work, they would use sick days only for being truly sick, and they would stay on task throughout the entire workday. Number fourteen vaguely addresses commitment to the job.

Another element I would include in the competencies for humane performance would be magnanimity. I would encourage employees to stretch themselves to be as magnanimous as possible by listening to the ideas of others, by withholding harsh words when disagreeing, to strive to show respect to all employees equally and maintain a cooperative working environment.

The last element I would add to the human performance competencies is creativity and perfection. I would want to encourage every employee to step out of their comfort zones and reach for the stars on being creative on the job and achieving excellence on a daily basis. I think this would promote a sense of self accomplishment and satisfaction that humans have a tendency to experience when they believe they have done a job well – that is, a feeling of self worth. Positive intrinsic emotions will benefit the company/organization as well as the employees.
Having said all of this, I believe that companies, organizations, and school districts should offer extrinsic rewards to employees for impressive human performance. It is human nature for individuals or groups to appreciate and enjoy gestures of acknowledgement when they have displayed quality work. I think rewards are often missing in the work environment particularly in school districts. Certainly humans should not perform solely for the sake of receiving rewards and recognition, but receiving some positive attention once in a while can definitely boost the moral of the employees, which in turn has a positive effect on the atmosphere of the work environment.

Section 5: Trends and Issues in Various Settings

1. Rapid phototyping

Figure 2: Functional business card holder

Use: This functional business card holder was built as part of a ME 415W rapid prototyping assignment.

Dimensions: 5.5" x 4" by 2.5"

Approximate Build Time: 8 hours

Build Orientation: Bottom down, as shown

RP Machine: LOM 1015

CAD Software: Unknown

Notes:
The base of this object is solid, which made post-processing easier. If this part were to be built on the Genisys, the base should be hollowed out (performed in the CAD program) to minimize warpage.

This model was finished with several coats of polyurethane.

The business card holder pictured above is an example of rapid prototyping. Rapid prototyping is a method of electronically producing a model using special electronic machinery and materials to produce a replica of a proposed product. Rapid prototyping ensures product quality by enabling formative evaluation throughout the production process.

Using rapid prototyping in education
Rapid prototyping would be a very effective method for instruction in a math or science class. This process would allow students to produce a model of a geometric design or a science project and see the finished product. The students could evaluate the model throughout its phases of creation and determine if changes should be made in specific parts of the model. Students would have the opportunity to make necessary changes in progress rather than after the model is completed. This process would be an effective way for students to use analytical thinking and problem solving.

From a broader perspective, educators could use rapid prototyping to test curriculum programs such as C-Scope. They could produce a model, and test the model before they “sold” it to school districts. They could select a pilot school to test the program and offer feedback on the strengths and weaknesses of C-Scope. This would provide an opportunity to make the necessary changes at the point of design, rather than after the program has been distributed.

Rapid prototyping could also be applied in designing tutorial programs for students and for teachers.

2. Military education and training
If I would a consultant for the military, and they wanted to use technology where electronic access is not always available, there are a variety of methods that can be used for training purposes in diverse military environments.

In the classroom: I would suggest a blended-approach for training in order to provide students the benefit of more than one mode of instruction. I suggest an instructor-led training program that could offer a face-to-face experience for the learner and the teacher. This would allow the learner to ask questions about the instructional content and get quick and reliable feedback from a highly qualified Master Instructor. I also would suggest distance learning to allow service members to take a wide variety of courses which would be accessible anywhere, anytime. If electricity is available, one could participate in distance learning through the Internet or CD-ROMS. However, if there is no electricity a battery system could be used. This would enable access to a larger community of learners who could experience various levels of learning.

In garrison: I would suggest simulations. Simulations would provide a real-world experience but in a practice mode. Some require electricity, but not all do. I also would suggest role playing in order to teach decision making in complex scenarios.

In a deployed environment: I would suggest simple hands-on practical exercises that would help the learner train in scientific, technical, mechanical, or maintenance-and-repair skills. In some cases, when there is no electricity, simulations, tutorials, and distance learning could be accessed electronically if the computers had some form of battery back-up.

I believe any of these learning approaches could be used in the classroom, in garrison, or in a deployed environment. But I also think some type of battery system would enable electronic access for computer and Internet usage in some cases. Bluetooth technology might also be a consideration but it, too, could be limited in some geographical locations.

3. Radical educational change
Staff Development Introducing GSTE (Guidance System for Transforming Education) and SUTE (Step-Up-To-Excellence).

To introduce these two methodologies (GSTE and SUTE) to my colleagues, I would first ask them to share their ideas on how student academic needs have changed over the past several years. Then I would present at least two real life examples – one of each design. I would use Texas schools in my examples – such as Aldine ISD which I found online. I would include interesting details about the transformation of each school district and statistical information, if available, that supports improvements (such as test scores or academic improvement in sub populations). I would provide online photographs of each school district as well as photos of the employees/stakeholders who were involved in the various teams that participated in implementing the systemic change. I would play video clips of interviews from stakeholders expressing their positive feedback on the ecological systemic process. I would then address the fact that the needs of the 21st century learner are very different from the learners of the past, and that the current educational system is no longer adequate to meet these modern day academic needs. I then would proceed to define and describe GSTE and SUTE, but only briefly, hitting the highlights of each method. I would emphasize that the two systems share the common goal of student academic improvement – and as educators – that is what we all strive for. I would remind them that as we saw in the video presentation, ecological systemic methods are needed and they are doable. I would close by handing out an attractive, simple brochure that explains the two systemic methods in more detail, and encourage them to read the brochure and think about how a systemic approach could be used to improve our school district and student achievement.

4. University faculty development

BROWN UNIVERSITY:


The Dean of the College Office is listed under Administration and this is where faculty development links are located. This location describes faculty development as “a range of resources, grants, and awards designed to enhance Brown faculty’s teaching and advising experiences.” So “enhance” is the faculty development term. The services offered are partnerships with undergraduates in research studies, academic advisors to students, meals with their advisees (funded by the college!), and curricular development with awards.

Also:
The faculty sponsor students who apply for independent study projects. Formal proposals for independent studies for the fall semester are due in early April, and proposals for the spring semester are due in early November. Faculty sponsors must approve each proposal and be responsible for the scrutiny of the proposal, evaluation of the work done, and the assignment of a grade.

Faculty members also sponsor departmental independent studies involving a reading, research, or thesis project with a student who has selected that faculty member. The last day to register for departmental independent studies is the fourth week of classes. The faculty member provides guidelines and timelines to follow and the project is due at the end of the semester.

Henry Merrit Wriston Fellowship is awarded to faculty members who have achieved a record of excellence in teaching and scholarship. The winner is granted a one semester leave on special assignment with full compensation. Applications are due in January.

Romer Advising Prize is presented each year to two faculty members who have demonstrated extraordinary care in attending to the academic needs of undergraduate students. Each winner receives $5,000.00!!!

Wayland Collegium sponsors lunch talks by faculty on their research, sponsors grants for faculty study groups and seminars, and it promotes curricular innovations through a program of course development grants. Grant proposals are due the beginning of the first week of February.

DUKE UNIVERSITY SCHOOL OF MEDICINE


Faculty development is listed under “Office for Faculty Development” and describes this office as a resource to promote faculty success and well being by “offering tools needed to successfully navigate a career at Duke.”

One of the office links is an events calendar that shows dates for special seminars, grant writing workshops, professional development seminar series, networking events, institutional research on equity and diversity, and work/life balance needs of faculty.

Another link takes one to resources on mentoring, leadership, grant writing, diversity, and work/life balance.

New faculty orientation is provided face-to-face with online archives.

Research mentoring awards recognizes faculty members with excellence in research mentoring. Nomination deadline is February.

The Ruth and A. Morris Williams Faculty Research Prize recognizes groundbreaking research in basic or clinical science in alternate years. Application deadline: February.

The Leonard Palumbo Jr., M.D. Faculty Achievement Award recognizes a member of the School of Medicine faculty who “displays dedication to compassionate patient care and excellence in the teaching and mentoring of young physicians.” Nomination deadline is February.

The Leonard B. Tow Humanism in Medicine Award recognizes compassion and sensitivity in the delivery of healthcare. “This award is presented annually to a faculty member who demonstrates outstanding compassion in the delivery of care, respect for patients, their families, and healthcare colleagues, as well as demonstrated clinical excellence.” Nomination deadline is February.

THE UNIVERSITY OF TEXAS AT TYLER

Faculty development is listed in the Table of Contents in the University of Texas at Tyler Employee Handbook. It is listed under “Training”. Then from that page there is a link that takes one to “Employee Education and Training Policy”

Faculty members may participate in education and training programs as part of their duties with permission from their supervisors or they may be required to attend.

Only eligible employees may participate in training programs and the programs must meet specific guidelines. Some programs may merit reimbursement of expenses to the participating employee.

Training may include in-service training and education program training as well as out-of-agency staff development/training programs. Internships are authorized by the university and must be approved by the President.
All training is scheduled according to need and availability of staff.

Section 4: Human Performance Technology

1. Human Performance Improvement
Human Performance Improvement (HPI) is a very interesting and evolving concept in the field of professional practice. It is premised on the idea that job performance is not just motivated by training, but moves beyond that into the realm of interventions. In this realm there are an unlimited number of interventions that can be applied to solve performance problems depending on the individuals and their situations. Here is an example from the perspective of a classroom teacher-student scenario.

Performance problem: In my area of work – which would be my classroom – one performance problem I have had this year is that many of the sixth grade students enter my classroom without the necessary supplies. During the summer months, our district posted school supply lists at major stores. Then at the beginning of the new school year, I clarified what students needed to bring into my classroom. I also stood by my door for the first two weeks of school and reminded students (like a recorded message!). Yet, as the school year has progressed, students are continuing to settle into the classroom after bell without necessary supplies. My usual procedure is to document their behavior, then send them back to their lockers to retrieve the forgotten supplies – which takes up valuable class minutes. I am beginning to sound like a stuck record, and the students are continuing this unacceptable behavior pattern.

Non instructional solution: A non instructional solution that I could implement is to post an attractive, eye-appealing sign outside my door that lists the items each student should bring into the classroom. I could use a different color for each supply and add some catchy clip art that would draw the students to the list but not be overwhelming. Additionally, I could stand by the door as I did at the first of school, and direct their attention to the sign for a few days until they get into the habit of checking the list independently. I could acknowledge those students who have been bringing supplies since day one, and designate them as examples for the forgetful students to follow. Then as I begin to see the forgetful students enter the room fully supplied and ready to work at bell, I could address them by name and compliment them on their responsible behavior. Our school counselor announces students who show good character, so I could also turn in the names of these students to the counselor so she could announce their display of responsibility.

2. Definition of electronic performance support systems
http://en.wikipedia.org/wiki/Electronic_performance_support_systems
An Electronic Performance Support System is any computer software program or component that improves user performance.

In Electronic Performance Support Systems, published in 1991, Gloria Gery defined EPSS 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.

Also in 1991, Barry Raybould gave a shorter definition:
A computer-based system that improves worker productivity by providing on-the-job access to integrated information, advice, and learning experiences.

From a business perspective, a former Nortel Networks executive, William Bezanson (2002) provides a definition linked to application usability and organizational results:
A performance support system provides just-in-time, just enough training, information, tools, and help for users of a product or work environment, to enable optimum performance by those users when and where needed, thereby also enhancing the performance of the overall business.

http://www.dpatraining.com/training/epss_main.html
An Electronic Performance Support System (EPSS) can be an invaluable tool for your maintenance and production staff. The integration of software tools, leading technologies, knowledge, and learning experiences results in a computerized system designed to support the actual performance of a worker as needed. The EPSS electronic infrastructure will capture, integrate and disseminate the knowledge, information and tools a worker needs to achieve high individual and organizational performance.

http://it.toolbox.com/wiki/index.php/Electronic_Performance_Support_System
Today’s Electronic Performance Support System is really a specialized Knowledge_Management system that empowers operations and training managers to deliver clear, relevant, and company-specific "when, what, and how" information that enables employees to perform their jobs properly.

My preferred definition of electronic performance support systems
I prefer a blend of the definition of EPSS that Gloria Gery and William Bezanson both state. Gery and Bezanson both address the individual access to information, tools, and support. However, Gery specifies “job performance with minimal support and intervention by others” which Bezanson omits. On the other hand, Bezanson emphasizes “just-in-time”, “just enough”, and “when and where needed”, which illustrates in more simple terms the accessibility of EPSS. Simply put: EPSS provides just enough individual, independent access to information, tools, and support just-in-time, when and where needed which results in enhancement of user performance as well as organizational enhancement.


Implementing EPSS
In the past, I think EPSS was not widely used because many businesses and corporations were not aware of its existence. Those few groups who did know about EPSS did not fully understand how to use this system, or perhaps they lacked the confidence to navigate the tools and features of the system. Currently, I believe more people are discovering the efficiency of EPSS, and they are venturing to use it more.

In the future, I have no doubt that EPSS will totally replace training programs not just in the business and education realms, but in all walks of life. Companies and educational institutions will find EPSS to be less expensive, less time consuming, more effective and much more efficient. The users of EPSS will come to appreciate the individual accessibility of the system. Another factor that will lead to increased use of EPSS is that more people will be information literate, having grown up in a digital world, and these “digital natives” will have the experience and prior knowledge to work the EPSS competently and independently.

3. Knowledge management (KM) blended with learning.
In my district over the last two or three years, the problem of staff development and training has become an issue due to budget limitations. Typically, at the beginning of the school year, our district hires special guests to visit our campuses for a day or two and present some type of training. For example, about two years ago we had the Diana Day training on classroom management. However, the cost of procuring these special guests can be very expensive. Then later in the year or during summer months, teachers take whole days to attend workshops. These workshops can be expensive and they take the teacher away from the classroom during the school year.

This year our district is offering a blended approach to staff development through an online system called PD360 Professional Development on Demand. Teachers still attend face-to-face workshops in a classroom type setting but these are limited to fewer in number. The beauty of PD360 is that it provides professional learning and training 24 hours a day, seven days a week, and can be accessed from home, school, or any location where Internet service is available. Whenever a teacher needs information about how to incorporate a particular technique, s/he can login to PD360 and locate a video on the topic of interest. The videos are presented by experts in the field, are brief in length and show classroom examples. I recently viewed a video about “differentiation” and I learned some valuable techniques of how to work the concept of differentiation with my students.

The PD360 program also offers support by allowing teachers from other districts to communicate with one another about what works in their classrooms, and exchange helpful ideas. As soon as a teacher views a video, s/he can immediately begin implementing the information into her/his classroom. There is also a follow up session on PD360 that enables the teacher to respond to questions on how the information or training helped in the classroom. All of the video topics are grade appropriate and relevant.

PD360 not only provides training on varied topics, but it also provides knowledge management ideas that help users apply best practices in innovative ways and then share those best practices with others in the education community. New teachers benefit from this system as well as do seasoned teachers. New teachers receive face-to-face training before the start of the school year, but then they receive a login password in order to access PD360 as often as they need. Seasoned teachers use PD360 to update themselves on the latest trends in teaching/instructional methods and new technologies. So PD360 is a win/win situation for everyone, it is easily accessible 24/7, and it is cost effective.

I use PD360 and I see first hand that it blends instruction and knowledge management – in the workplace and in real time. It also provides communities of practice that foster collaboration. I also find that teachers – especially more experienced teachers- become more acceptable to changing their instructional/learning methods when they receive encouragement from their peer teachers.

4. My informal learning experiences
electronic gradebook: About three years ago, my district started using an online electronic gradebook. During a staff development day, the technology department gave teachers a handbook about the system along with our log-in information, and that was the extent of our training. The staff development took place in the computer lab, so each teacher sat at a computer and just logged onto the gradespeed website and began "playing" with the navigation features. One teacher would "discover" a function and share it with the rest of us. We spent about thirty minutes just exploring and sharing information. As weeks went by, teachers would get with their grade level peers and share new findings from the gradespeed site, or one teacher would send an email to the other teachers sharing some new feature and a quick "how to" instruction. Basically, we learned by "hands on" and sharing information. Our purpose was to learn as much as possible so that we could use the gradebook effectively to record information about our students. The experience could have been frustrating, but the support we gave each other made it a pleasant and engaging experience. We actually competed with each other to be the ONE to get credit for figuring out a particular feature - like how to record attendance. It was very social because we communicated with one another constantly. We teachers were willing and eager learners because we needed to record our grades for the six weeks reporting period, and there was no instructor because we learned from each other.

Overhead projector/document camera: When my district installed overhead projectors and document cameras in every classroom recently, we received no formal training. The only thing our technology department told us was that the white remote operated the overhead projector, and the black remote operated the document camera. This time my students became my collaborators in learning. The purpose was to learn how to turn on and use the document camera. The first day I attempted to use the camera, I got the projector turned on, but had trouble with the camera. Some of the sixth grade students left their seats and came up to show me what to do. They seem to be so instinctive about electronic devices. Together, we figured out how to get the camera turned on and how to use the many tools available. Some of these tools we learned right away, others we learned through the year as needed. It was not only engaging but also exciting because there was a “discovery” element to learning that camera. Sometimes the students discovered a new tool, sometimes I did. We would get excited about what we “found”. This was a very social experience since it involved my students – which made the experience fun. As far as roles, I merely supervised the process, but we learned from each other.

Building a fire: On a personal level, five years ago we moved into a new home that had a fireplace. We had never had a fireplace before so I did not know the techniques of building a fire. My husband showed me how to stack the wood, how to ignite the fire, and how to stoke it and maintain it. We also went online and found a web site about fireplaces that gave some helpful tips on the best type of wood to use, suggestions for starting the fire, how to clean the fireplace between fires, and how often to have the chimney swept. We also found information on the kinds of fireplace accessories we would need and where we could purchase those accessories.

It was fun for me to learn how to build a fire, because on many occasions, I’ve been able to surprise my husband by having a warm fire for him to come home to after work. It was engaging to learn because I knew that safety was involved and I had better do the thing right! It also gave me a sense of accomplishment and independency. There was no formal instruction, just my husband's prior knowledge/experience, and an online web site; and I was an eager learner.

SurveyMonkey: When I was assigned to use SurveyMonkey in an online course, I relied heavily on the tutorials that were available at the site. It was rather time consuming but very helpful. I felt good about myself when I used the tutorials to do my own troubleshooting. I ended up with a nice survey and I launched it successfully! I learned on my own but later I had the opportunity to share what I learned with a fellow student- so it was also a social experience. Again, there was no instructor involved - just the tutorial and me. It was very engaging because I had to pay close attention in order to learn how to build the survey - and I was getting a grade for it.

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

Two Evaluation Models:

The Logic Model

http://www.uwex.edu/ces/pdande/images/logicmodel.jpg
Diagram of the logic model

Logic models are narrative or graphic illustrations of real life learning processes that use a systems approach to communicate the path toward the learning goal. This model connects the audience, activities, outputs, and outcomes to a problem or situation and then measures the performance of the learner after he/she completes the learning path. This model also helps the learner identify partnerships that can support and enhance the performance. The logic model allows concise communication about the purpose and components of the project as well as the sequence of the activities and accomplishments.

Initially, the logic model was designed for measuring performance. Later it was adapted for program planning as well. Although the sequence of the logic model begins with the input step and works through the outcomes step; experts in the field believe that this sequence may limit one’s thinking and foster a defense of the status quo rather than stimulate new ideas. Experts suggest that the sequence be reversed by focusing on the outcomes of the project. Also, the logic model is presented in a linear format but when necessary, order and timing should be addressed and adapted appropriately within the framework of the model according to the project at hand.

These are the elements of the logic model:
Situation – communicates the relevance of the project
*a statement of the problem – established a baseline for comparison
*A description of who is affected by the problem- helps determine if change has occurred
*Who else is interested in the problem? – to measure overall contribution

Inputs – communicates the quality of the project
*human resources - including faculty, staff, volunteers, partners, and local people
*fiscal resources – including appropriated funds, special grants, donations, and user fees
*other inputs needed for the project such as facilities and equipment
*knowledge base – including teaching materials, curriculum, research, certification standards, etc.
*involvement of collaborators – local, state, and national agencies or organizations

Outputs - those things we do and the people we reach
*publications – including articles, bulletins, fact sheets, CISs, handbooks, web pages
*decision aids – such as software, worksheets, models
*teaching events – such as workshops, field days, tours, short courses
*discovery/application activities – such as research plots, demonstrations plots, and product trials
*people reached (need to be the center of the model)- their characteristics/behaviors, number of people reached in the target group, learner objectives, number of sessions or activities attended, level of participant satisfaction

Outcomes – What happened as a result of the project or program?

Short-term outcomes
*awareness – customers recognize the problem or issue
*knowledge – customers understand the causes and potential solutions
*skills – customers possess the skills needed to resolve the situation
*motivation – customers have the desire to effect change
*attitude – customers believe their actions can make a difference

Intermediate-term outcomes
*practices used by participants
*behaviors exhibited by people or organizations
*policies adopted by businesses, governments, or organizations
*technologies employed by end users
*management strategies implemented by individuals or groups

Long-term outcomes
*improved economic conditions – increased income or financial stability
*improved social conditions – reduced violence or improved cooperation
*improved environmental conditions – improved air quality or reduced runoff
*improved political conditions – improved participation or opportunity

Evaluation should include measurable process indicators and measurable outcome indicators.
External factors within the system may affect outcome.

How I would use the Logic model in my instruction

Using this model I would first state the relevance of what I am about to teach my students. Referring back to character development, I would help students see what it looks like when a literary character is not developed – how vague that can make the plot, and the reader’s understanding can be too fuzzy. I would also turn their attention to real life when one does not know the character of another human being and how this can hinder a feeling of trust toward that individual.

To provide input, I would show visuals of literary and real characters such as movie clips, and news video streams. I would display and read selections from various literary works where the author developed the characters. I would also invite community members, members of the administration, coaches, other teachers and business persons to come and share how character analysis helps them in their daily personal and professional lives.

For output activities, I would plan a field trip to the wax museum where the students could see life size figures of real people who demonstrated both good character and bad character based on decisions and behaviors. They would see former presidents like Abraham Lincoln as well as murders like Jack the Ripper. I would use a virtual web site to take students on a “field trip” of literary characters that represented protagonists and antagonists in their roles. I would then have students select a real or literary character to role play before the classroom audience with a rubric of listed criteria by which they must comply.

I would then evaluate the outcomes of the learning experience. Short term goals would be that students are aware of the need to analyze characters in literature to help them understand the plot, and in real life for their own safety and success. Intermediate goals would be for the students to pay attention to character development in literature and how the author used that character to enhance the plot. Another intermediate goal would be that students apply character analysis everyday with their peers and with adults to help them gain a strong perspective of the influence of others around them.

My long term goal for the students is that character analysis would enable the students to become successful and productive in the real world in all realms: economically, socially, environmentally, and politically.


ASSURE Model

Analyze learners – includes number of students, age/grade, gender, socioeconomic status, cultural diversities, competencies, and learning styles.

State objectives – (learner centered) what the learner will do in real life situations stated in ABCD format:
Audience – for who are the objectives/goals intended?
Behavior – what do you want them to do? (observable, measurable and real world)
Condition – materials, equipment, and environment needed for student performance.
Degree – What degree of mastery is expected from the students?

Select, Modify, Design Methods, Media, & Materials – the instructor builds a bridge between the audience and the objectives.
Media selected must be effective and appropriate to the needs of the audience.

Utilize Methods, Media, & Materials – describe in detail how you are going to implement each item to help the learners meet the lesson’s objectives.

Require Learner Participation – describe how you are going to get each learner actively and individually involved in the lesson activities.

Evaluate and Revise –
Student performance
Media components
Instructor performance

How I would use the ASSURE model in my instruction

Before I ever began to introduce the lesson, I would analyze my student audience in order to discover their learning needs and any factors that might influence their learning in a negative or positive way.

Next, I would state what outcomes I want my students to learn based on the ABCD format. I would keep the lesson learner-centered and based on real life situations.
I would use verbs to describe what behavior I want the student to demonstrate and I would list all the items I need to create the appropriate learning condition. I would also determine and record to what degree I wish for the student to master the goals of the lesson.

I would then decide and list what methods I will use to teach the lesson, and what resources I wish to use in the lesson. I would select the resources – both human and material – that are most appropriate and effective for the student audience.

I would proceed to write down in complete sentences how I am going to utilize the methods and resources in order to meet the goals and objectives of the lesson. I would make certain that I have everything that I need, that it is all in working order and assessable. Then I would introduce the lesson by demonstrating how important it is for students to know the information they are about to learn. I would notify them that they are being evaluated on their performance and I will show the criteria I am using for the evaluation. As I present the lesson process, I will exhibit a positive and enthusiastic attitude which I hope will help stimulate the enthusiasm of each student.

During the lesson activities, I will be a “guide on the side” and require each student to participate actively and individually.

At lesson’s end, I will evaluate student performance, media effectiveness, and my own performance, and I will make modifications as needed.

Technological innovation
I have recently experienced a technological innovation in my personal life. I just purchased an iPhone4. This was a very big step for me due to several perceived attributes:
Relative advantage insured me that this innovation would offer me a better, faster, and more convenient way of communicating with others. I had only an inkling of what other features this device offered.
Compatibility was a factor to consider because I knew that as a future librarian and even as a current teacher, I needed to get my hands on new electronic devices in order to keep up with current technologies and become comfortable with using them.
Complexity was an issue because I thought the iPhone4 would be much too difficult for me to learn which would result in my never using it – all that money wasted!
Trialability was a concern because I knew I could try the cell phone and return it if I wanted to, but I did not think my busy schedule would allow me to make an extra out of town trip to the store to decide on an alternative, make the change – and maybe that change would not be an improvement.
Observability was the strongest support I experienced because I already had observed my sister’s iPhone, and the iPhones of other people, so I had a general idea of the unique features of this device.


In all the years that I have owned a cell phone, I have always opted for the cheap and simple model. But after learning to use new technologies as required in my online courses, I have gained so much confidence. I finally made the decision to pay the extra money for the iPhone4. The complexity of the iPhone4 – or the fear that it would be complex - was probably the hindering factor that propelled me to buy cheaper, simpler cell phones in the past. But the relative advantage and the compatibility attributes weighed heavily in my final decision to purchase the iPhone4. I have to report that I have never regretted my purchase. I have been mesmerized at the multitude of features that are embedded in this phone. I also have been amazed at the convenience that this device affords. I never thought I would become “addicted” but I have to admit I take my iPhone4 everywhere because it does everything! My purse is lighter because my one iPhone4 contains a calendar, a calculator, a phone, text messaging, email, gps, camera, address book, all the things I use in a day except money. I am sure Apple will soon figure out how to incorporate a way to use the iPhone for daily spending, too - if they have not already done so by this writing!

Situational Leadership

Project: Professional development on PolyVision electronic white boards which are soon to be installed into every classroom across the district.

Phase I: I would have a meeting after school in a central location such as the campus library. This meeting would take place on a different day for each campus. I would have one electronic board set up and then 30 computers available with the electronic white board software loaded and ready for use. I would have one teacher per computer so that each teacher gets hands on experience with using the software on the computer screen. I would walk through the steps of using the board and demonstrate on the actual board as teachers followed the steps from the computer screen “board”. I would point out as many positive aspects and features of the white board as possible in order to “sell” the idea to those who are reluctant to use whiteboards in their classrooms (and there are many teachers who are indeed reluctant). I would present about three lesson plans – a math lesson, a language arts lesson, and a science lesson - on the large demo board for teachers to follow from their computers. Teachers would be manipulating the board tools from their computer screens and they would have opportunity to ask as many questions as they need to ask. I would walk around and monitor closely and offer one-to-one help as needed. I would maintain a positive and enthusiastic attitude towards this new technology. I would also name school districts that have successfully implemented these boards in their instruction and even have some teachers from other districts give testimonials about their experiences with using the electronic boards.

Phase II: In another after school meeting, I would again have the teachers sit at computers to work the electronic board software. However, I would have two teachers come up to the actual demo board and work together to manipulate the tools and navigate the software features. I would allow each pair of teachers about 20 minutes to “play” with the electronic white board as the remaining teachers continue at computers. Then I would replace the pair of teachers with a different pair to come up and work the demo board. I would continue this until all teachers had a turn. Putting the teachers in pairs would help them feel more comfortable about working the board. I would again monitor the ones at computers and be readily available to help the pair of teachers that are working the actual demo board. I would continue to “sell” the idea of using electronic boards in teaching by maintaining a positive and enthusiastic personality.

Phase III: Time to install the boards in the individual classrooms! At this point, I would come to each classroom – after the boards have been installed - and during the teacher’s conference period to help them implement one of their lessons onto the board. I would allow them to navigate through the tools and features but I would be by their side to offer support if needed. Hopefully, I would have secured the teachers’ “buy in” and I would spend most of the time watching the teacher rather than helping the teacher.

Phase IV: Now each teacher has an electronic board in the classroom and each teacher is implementing the board daily in planning and instruction. As a leader, I would continue to come by the classroom - but less frequently - and check on each teacher to monitor their progress with using the board. I would offer that they instant message me if they have any problems needing immediate attention and I would insure them quick response. I would want them to feel confident that I am available and accessible any time they need my help. This would show them my interest in their needs, but it would also show them my confidence in their ability to work the electronic boards independently.