~Week 5-Section 4~

~Week 5-Section 4~

1. Identify a performance problem in your area of work and provide a non instructional solution to solve the problem. 

For some reason this year, as opposed to other years, my students have a serious issue with returning completed homework.  On Mondays through Thursdays, students have one assignment for homework which should generally take twenty to thirty minutes.  On Monday of every week, a home reader assignment is assigned and due on Thursday.  Students are expected to read the designated story with their parents and then complete the five comprehension questions at the end of the story.  My 2010-2011 third grade class continues to struggle with turning in this assignment.  Of those who do turn in the assignment, often it is sloppy work.  In an effort to resolve this issue I have come up with many non-instructional solutions.  These include having students write a reminder to finish the assignment in their planner, giving students a verbal reminder on Wednesday, rewarding student who turn in the homework prior to or on Thursday, posting reminders in the weekly newsletter to parents, and doing a weekly first through third place prize for the best quality submission of this home reader assignment.

2. Chapter 15 presents several definitions of electronic performance support systems. In addition to these definitions, locate a few more and indicate your preference explaining why you prefer it.

·        According to Wikipedia, an electronic performance support system is “any computer software program or component that improves user performance.”

·        According to The Free Dictionary, an electronic performance support system is “A system that provides electronic task guidance and support to the user at the moment of need. EPSS can provide application help, reference information, guided instructions and/or tutorials, subject matter expert advice and hints on how to perform a task more efficiently. An EPSS can combine various technologies to present the desired information. The information can be in the form of text, graphical displays, sound, and video presentations.”

·        According to Expand Global Online, an electronic performance support system is “a specialized environment that allows learning or user assistance resources to be embedded directly within the workflow of business-critical software applications. Users receive information in the live software application, exactly where and when they need it, to help more effectively and independently carry out their job tasks without extensive training or heavy reliance on traditional forms of support. “

I prefer the Free Dictionary definition as it clarifies and gives more insight as to what an EPSS is.  The Wikipedia definition is too broad.  With terms such as these, I feel it is important that the description is more precise.
I have also attached the following link to the perspective of EPSS from 1992: https://www.msu.edu/~sleightd/school.html

Additionally, describe why you believe EPSS have not been widely used and if they are more likely be become more prevalent in the future. 

I believe that EPSS has not been widely used due to the general population not being aware of it’s existence.  In my mind it is a lot like the internet in the late nineties.   It was available but people had apprehensions and opted with their original ways of providing support systems.  And just like the internet, I believe we will see the usage of EPSS expand tremendously due to it’s independent nature in regard to learners, cost efficiency, open access, usability, and distinct capacity to increase knowledge.

Identify a real or hypothetical problem in your line of work. How might a blended learning approach, including the use of a knowledge management system, be used to solve the problem? 

In my line of work within a public school (Title 1) third grade classroom, the issue of parents not knowing how to help their students academically exists.  So many times parents have no idea how to teach/tutor their own children in regards to skills or areas their child is struggling with.  My solution, which includes a blended learning approach and the use of a knowledge management system would be for the school to offer technology sessions to parents.  The session would take place in the computer lab so it would be necessary to offer these sessions several times in order that any parents interested would be able to attend because there is limited availability in this location.  When parents would attend, all the instruction/lesson would be provided through the computer with facilitation of the instructor of the session.  This would me that administration/technology would have to prepare the program for teaching the parents how to help their children ahead of time.  Maybe this would be a powerpoint or links to sites that are viewed in a categorized fashion.  Another option would be E-Learning where situation problem examples are provided to help parents have a better understanding and comprehension of the issue and an effective resolution.  Regardless, parents would be able to navigate through the information and ask questions as necessary to the available instructor(s).  

Describe the types of informal learning you have been exposed to in your adult life. What as the purpose? What was the experience like? Was it engaging? Social? What role did you play? What role did the instructor play? 

            Wow!  I have experienced a magnitude of informal learning between school, college, church, working as a teacher, working in other areas, hobbies, and parenting.  My brain is trained to look for “teachable moments” whether I am consciously aware of this or not.  My life has been about learning and educating whether it be myself, my daughter, my students, or acquaintances in life.  Along with the satisfaction of learning something new, I get a little adrenaline rush which propels me toward learning more and more and more.

~Week 4: Section 3~

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

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 for evaluation and summarize these models.  Describe how you would use them to evaluate your instruction.

The two models I have chosen are the Input, Process, Output (IPO) Model and the Training Validation System (TVS) Model.

The following is a chart that compares and clarifies these two models with the two above mentioned, Kirkpatrick and CIPP.

Kirkpatrick (1959)	CIPP Model (1987)	IPO Model (1990)	TVS Model (1994)
1. Reaction: to gather data on participants reactions at the end of a training program	1. Context: obtaining information about the situation to decide on educational needs and to establish program objectives	1. Input: evaluation of system performance indicators such as trainee qualifications, availability of materials, appropriateness of training, etc.	1. Situation: collecting pre-training data to ascertain current levels of performance within the organization and defining a desirable level of future performance
2. Learning: to assess whether the learning objectives for the program are met	2. Input: identifying educational strategies most likely to achieve the desired result	2. Process: embraces planning, design, development, and delivery of training programs	2. Intervention: identifying the reason for the existence of the gap between the present and desirable performance to find out if training is the solution to the problem
3. Behavior: to assess whether job performance changes as a result of training	3. Process: assessing the implementation of the educational program	3. Output: Gathering data resulting from the training interventions	3. Impact: evaluating the difference between the pre- and post-training data
4. Results: to assess costs vs. benefits of training programs, i.e., organizational impact in terms of reduced costs, improved quality of work, increased quantity of work, etc.	4. Product: gathering information regarding the results of the educational intervention to interpret its worth and merit	4. Outcomes: longer-term results associated with improvement in the corporation’s bottom line- its profitability, competitiveness, etc.	4. Value: measuring differences in quality, productivity, service, or sales, all of which can be expressed in terms of dollars

IPO Model

I can primarily see the benefits of the IPO Model in terms of instructional technology and web-based instruction.  With consideration to a third grade classroom, the IPO Model would bring the evaluation from a abstract level to a more specific level.  The four levels include paradigm, theory, model, and measurement.  Compared to the Kirkpatrick model which is goal-oriented, the IPO has emphasis focuses primarily on the paradigm (basically meaning “rules for the game” ) level. 

In a lesson conducted in the computer lab to introduce students to a computer program called Study Island, the CPO Model could be utilized to facilitate learning.  First students would go take the pretest.  This pretest determines the level at which they are functioning mathematically.  Then students would answer ten questions at their level.  Upon completion of this the teacher would stop the students and discuss the current happenings in regard to the program.  Students who successfully mastered their ten questions have an option to play a quick 90 second game.  Those without mastery go back to more instructional question.  Interesting dynamics happen here, students realize that if they don’t actually “try” they aren’t rewarded with the fun game.  The instructor can begin to observe who really is struggling in what areas and who needs extra motivation to be successful.  Wow!  This is very advantageous for the instructor.  With this evaluation of learning there are many variables between input and output with consideration of how students react to the program as well as attitudinal alterations which leads to behavioral changes.  Ultimately this model provides a guideline for instructors/evaluators to advance towards implementing an instructional program in an abstract manner throughout an input-process-output manner. 

TVS Model*

The first step of this model is to collect pre-training data to ascertain current levels of performance within the organization and determining an advantageous level in future performances.  I see this in relation to Garland ISD curriculum assessments (CA) which are given by teachers to their students upon teaching specific skills related to the curriculum assessment.  These CA’s are monitored by campus administration as well as district administration to determine how students will perform on state mandated tests at the culmination of the year. 

For teachers, this leads directly to the next step of intervention by looking at the first round of scores provided through their CA’s and determining why they present a gap in present and desirable performance and how to solve this problem.   Before the next round of CA’s are conducted, the teacher must determine what methods and strategies will be utilized to effectively produce desirable results on the next CA’s.  This might mean extra tutoring, presenting a skill in a different learning technique, consistent reviewing of/building upon skills.  Regardless, the idea is that when the next CA is administered, and evaluation is conducted to determine the impact (3^rd step of TVS) of the tools implemented to produce desirable results.   The final step of TVS is value.  This means measuring differences in quality.  Ideally, when the teacher compares current scores to previous scores a positive difference should be relevant.

*This model is ideal and directed towards business world in many ways but I can see the benefits within classroom instructional evaluations as well.

         

Think about a technological innovation within your social system that was recently introduced.  Any innovation has what is known as perceived attributes-relative advantage, compatibility, complexity, trialability, and observability.  Describe these attributes of the innovation and which of the attributes assisted and/or hindered adoption of the innovation.  For example, was it not compatible with the existing beliefs of the system or was it overly complex to use or understand.

Over the past four to five years, my district has implemented an online curriculum for teachers to originally use as a guideline for instruction.  Now it has become the fundamental norm as (the above mentioned CA’s) curriculum assessments are aligned with it to monitor teacher/student success.  Initially, I along with many of my peers had my reservations with the mindset, “I know how to teach my students. There is no need for the district to give me guidelines as the state already does.”  With this frame of mind I would glance at the online curriculum and meet the necessary demands but ultimately not use it as effectively as it was intended.  At first it the online curriculum appeared overly complex and hard to understand with it’s difficult usability.  However improvements have been made and trainings have been provided to make it more user-friendly.

Now, the district has catered most instruction to the online curriculum with TEKS alignment, extensions, and much more.  Two years ago, teachers were told that implementing the online curriculum is not optional but a requirement.  Therefore, begrudgingly, I climbed over the fence to the side I saw as “not so green”.  Over the past few years, I have utilized the online curriculum effectively through observations of student successes in relation to curriculum assessments and skill mastery.  Today, I see it as beneficial to the teachers in my district as it is mandatory.  I also believe it provides distinct benefits to the first-year teacher as it lays all lessons out for the teacher.  Am I on the online curriculum bandwagon?  The answer for me is that I am half-way on board and mostly because it’s mandatory.  I can see the perceived attributes while understanding it’s the district’s intent and purposes.

Chapter 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.  How will you use Situational Leadership to facilitate this project?

Situational Leadership

I would apply this in direct relation to the above mentioned topic of Garland ISD’s online curriculum for teacher’s struggling with its effective utilization.

Phase 1: Assuming the teachers present for the training would be unsure, my leadership style would be confident, directive, detailed, and overseeing while maintaining an attitude that is non-threatening, self-righteous, or demanding.  As the teachers become more comfortable with simple skills addressed in navigating the online curriculum, we would move to…

Phase 2:  At this point I would move from being more directive of an explanatory nature.  This would include clarification of decisions and rewarding improvements in direction and knowledge.  Once I felt certain that teachers were developing an appreciation and understanding of the online curriculum, I would continue to promote autonomy and plan my move to the next phase.

Phase 3:  In this phase, my role would go from leadership to ensuring teachers are being rewarded for effort and production in a self-evolved success method.  I would no longer be directing instruction as now the teachers would be learning tricks and tips for utilizing the online curriculum to meet their individual needs as a teacher and their student demands as well.

Phase 4:  I would transition from director/instructor to monitor.  Mainly in this stage I would facilitate the teacher’s knowledge of the online curriculum as the demand necessitated.  Primary focus should lie within me that what is important is (with each phase) is how I communicated my goal for learners in designing and producing an exemplary product which in this case was effective usage of the online curriculum.

Week 3

~Section 2:  Theories and Models of Learning and Instruction~

Identify a specific learning goal and how you would incorporate two learning theories highlighted in Chapter 4 to achieve this goal.

Learning Goal:  Third grade students are expected to engage in problem solving, communication, reasoning, connecting and representing as they recognize, describe or extend a variety of patterns.

Cognitive Information Processing Theory

The cognitive information processing theory focuses on the relation of memory’s (sensory, short-term, and long-term) ability to retrieve information, transfer information, and finally recall information.  When utilizing this theory effectively to develop and increase knowledge of patterns within a third grade classroom, the teacher must employ strategies that maintain the learner’s attention, encourage retrieval, and illicit effective repetition across learning situations and curriculum. 

To do this, the teacher would utilize a thinking map, and specifically a flow map to emphasize the relationship within sequencing and ordering numbers.  Thinking maps (graphic organizers) such as this help the student connect new information with prior knowledge.

Situated Learning Theory

The Situated Learning Theory focuses on knowledge acquisition through the development of problem-solving skills within a community.  Learning is much more “accidental” than intention-driven.  There are two basic principles that align with the situated learning theory.  These include an understanding that knowledge necessitates being presented in an authentic context and that learning requires social interaction and collaboration. 
Within the context of our learning goal to provide students with opportunities to develop a keen knowledge of patterns, the teacher would place students in groups of four or five.  Students would be given a paper with a pattern on it.  Initially, skip counting by 2’s, 5’s, 10’s, etc. should be utilized to again build on prior knowledge.  Groups are expected to discuss the numbers and their sequence while relaying any notable features regarding the number’s order to each other (within the group).  The teacher is the facilitator at this point.  His or her primary responsibilities include monitoring to ensure successful group discussion while providing guidance when necessary.  Next, the teacher would provide number patterns to groups that are more complex and do not follow as easy a pattern as the previous skip-counting numbers. 
This theory allows learners to be responsible for their own learning and application of knowledge within the small group setting.  Students working together and experiencing skills through meaningful encounters gain insight.  “Specifically, knowledge is presumed to accrue in meaningful actions, actions that have relations of meaning to one another in terms of some cultural system “ (40).

Find a reference that describes Gagne’s Nine Events of Instruction.  Then create a table or chart that compares and contrasts those events with the first principles described Chapter 7 and describe how you would apply each of the first principles to the goal you’ve developed from the first activity in the reflection.

The following link provides a presentation on Gagne’s Nine Events of Instruction:  C:\Documents and Settings\Administrator\My Documents\Library Fall 2009\ETEC 561 Wickersham\dickcarey.jpg

Gagne's Nine Events of Instruction	First Principles of Instruction
Gain Attention	Activation
Inform Learner of Objectives
Stimulate recall of prior learning
Present stimulus material	Demonstration
Provide learner guidance
Elicit performance	Application
Provide feedback
Assess performance	Integration
Enhance retention transfer

Activation:  Learners are directed to recall, relate, describe, or apply knowledge from relevant past experiences that can be used as a foundation for new knowledge (63). Recall and prior knowledge are activated by counting by 2’s, 5’s, 10’s, etc. 

Demonstration:  The next activity should address and demonstrate the learning goal.  This is done by taking the skip-counting numbers and applying them in such a way that the learner can recognize a pattern.

Application:  Next, learning is continued to be attained by allowing learners to experience the learning goal individually or within a group.  At this point, students in a group would be given sets of numbers to identify patterns in.

Integration:  Lastly, integration occurs when learners experience activities that allow individual ownership of the goal.  Learners  are expected to create their own patterns to exchange with a neighbor to synthesize actual comprehension.

Develop a new goal or using the one you’ve already developed, briefly describe how you might use the whole-task approach, scaffolding, and mathemagenic methods to help students learn to perform a task.

Whole-task approach- The whole-task approach is a holistic method to finding success within the instructional learning goal.  This is established through real-life activities to therefore realize the connections without losing sight of the relationships among the elements.  Within the setting of the 3^rd graders learning about patterns, this can be done by allowing students to experience and perfect their knowledge of patterns.  The extension is part of this in that students would be expected to recognize patterns, develop patterns, find the number in a pattern that doesn’t belong, and also relate patterns to their everyday life.

Scaffolding- Scaffolding is the process of building knowledge through a series of levels which get progressively more difficult as the knowledge is established.  With 3^rd graders and number patterns, this would start with basic skip-counting and progress to a deep understanding.  This would also extend into the beginning of developing knowledge regarding the next skill, multiplication. 

Mathemagenic- This method is employed to

The basic elements of number patterns should be established as well as their relation to previous foundations and real-life.  The higher-level thinking skills can be addressed and provoked through the lesson by allowing students to see the relationships in simple ways (skip-counting) and acceptable ways (creating their own patterns) but let’s take this learning goal to a whole new level of understanding that working with number patterns leads directly to the concept of functions in mathematics: a formal description of the relationships among different quantities.  This would include taking pattern advances from sums to products.

You have been hired to design a course for a topic in your area specialization.  Using Table 9.2 as a template, what would you incorporate into each subcategory to motivate learners?

ARCS Model Catagories and Subcatagories
Attention
Perceptual Arousal	What can I do to Capture their interest?
Inquiry Arousal	How can I stimulate an attitude of inquiry?
Variability	How can I use a variety of tactics to maintain their attention?
Relevance
Goal Orientation	How can I best meet my learners needs? (Do I know their needs?)
Motive Matching	How and when can I provide my learners with appropriate
	choices, responsibilities, and influences?
Familiarity	How can I tie the instruciton to learners' experiences?
Confidence
Learning Requirements	How can I assist in building a positive expectation for success?
Succes opportunities	How will the learnin experience support or enhance the students'
	beliefs in their competence?
Personal Control	How will the learners clearly know their success is based upon
	their efforts and abilities?
Satisfaction
Intrinsic Reinforcement	How can I provide meaningful opportunities for learners to use
	their newly acquired knowledge/skill?
Extrinsic Rewards	What wil provide reinforcement to the learners' successes?
Equity	how can I assist the students in anchoring a positive feeling
	about their accomplishments?

Attention:

Before students arrive for school arrange their desks in a boy, girl, boy, girl fashion to stir their curiosity.  Once they arrive, tell the students that the there is a one-word explanation that will be given to them: pattern.  Students are to then write down why they believe their desks have been rearranged in such a way.  Upon completion of this, a discussion should ensue regarding their thoughts about patterns.  Have students come to the front of the room and put them in a specific order that relates to a pattern (ex. red shirt, red shirt, blue shirt, white shirt, red shirt, red shirt, etc).  Provide the students with different di-cut shapes in groups and ask that a pattern be made.  Compare patterns from each group.

Relevance- Learners will understand patterns in relation to established prior knowledge/skills.  This would include skip-counting, addition and subtraction with numbers.  Students should be asked to make statements based on their knowledge of  patterns in their everyday life in terms of not just numbers but seasons, word patterns, and world around them.  Students will be given dominos in groups.  Students study number patterns within the dominos. They observe dominoes to determine the next domino in the sequence. After studying the dominoes, they write an expression to represent the pattern.

Confidence- Students work in pairs to develop patterns for each other to solve.  This could be done with dominos, Skittles, Cuisenaire rods, blocks, or just with pencil and paper.  Students continue to receive positive feedback from the teacher.  Next students would work to create a pattern book focusing on their knowledge of how to create and design a pattern.  Students will have control as to what kind of pattern they would like to make, how the pattern is represented, and what elements of mathematics are utilized in the creation.

Satisfaction- Satisfaction will be self-evident by establishing pride in understanding the concept and also in the creation of their books.  Also sharing the books with the class will allow for positive recognition and feedback from peers.  Reinforcement will be carried over into the next skill of multiplication.  Positive feedback will also be given by the teacher.

Finally, after completing these activities, discuss the benefits of engaging in design research.

        We live in a data-driven society.  This is especially so in education.  Within the last ten years parent conferences alone have gone from the teacher “telling” the parents areas of weaknesses and strengths to today’s world where it has to be “backed-up” with distinct supportive research.  Administrators expect teachers to verify needs for students with data.  Engaging in design research might seem like “putting the cart before the horse” but in all actuality is the foundation of evolving into better educators.  Rather, think of it as being one step ahead of the game.  Having a foundation to build from warrants expectations of exemplary success!

Week 2

I am an overall a calm, easy-going person which I believe goes along with being an educator.  However, when tackling my blog assignments, I still feel threatened in some ways.  I know I can figure it out… eventually but doing that without a little frustration seems almost impossible.  Do I think I am alone?  Not hardly, in fact far from it.  So let’s take a deep breath & continue the journey.

Section 1:  Defining the Field

1.    When considering the definition of Instructional Design and Technology for interpretation within my own meanings, I must first focus on the text’s definition.  With this, consideration must be given to the “warp-speed” with which technology evolves.  I don’t see this slowing down in the future.  In fact it seems to be a “snowball rolling downhill” and growing progressively larger/faster as it ascends.  Just as the book clarifies the timeline of instructional design and technology and its changes, I expect my definition to be outdated within the following years. 

Our text defines instructional design as a “systematic process that is employed to develop education and training programs in a consistent and reliable fashion”.  It goes on to say, “Instructional design is a complex process that is creative, active, and iterative.”  As an educator I currently consider the definition of instructional design and technology in my own words to be:  the all-encompassing systematic approach to utilize available technology effectively within an educational setting that will in effect allow for increased individual performance as it pertains to learning experiences that will carry over into developing the eager, inclusive learner.

Over the last ten years of my elementary teaching career, I can how technology has taken a strong-hold on learning as well as found it vital placement within the process.  Lesson plans today are expected to include technological experiences for learners.  More and more technology has been made available to educators in an effort to facilitate knowledge.  In the same sense, my observations of the children of today (as opposed to ten years ago) include a keen flexibility in relation to embracing technology.  These students have more experience with technology when they begin school.  Perhaps they have computers at home or they go to the library.  Regardless, technology is reaching out to them.  In the words of my three-year- old daughter who has never used a computer as of yet, “Come on Momma, it’s exciting to go to http://www.pbskids.org/!”

2.

  (Flow chart and table from Sherri Braxton's site on Instructional Design Models)

This model adheres to the six characteristics of instructional design in the following ways:

1. Instruction design is learner centered. 

By identifying instructional goals from the beginning allows focus to be on the learner.  This model allows for analyzing learners and contexts continually throughout and also includes the important element of revising instruction which directly relates to learner centered instruction.

2. Instructional design is goal oriented.

This model originates with identifying instructional goals.

3. Instructional design focuses on meaningful performance.

Aside from goal identification, performance objectives are outlined within the model and it also allows for revisiting all the way through the process.

4. Instructional design assumes outcomes can be measured in a reliable and valid way.

Dick, Carey, and Carey created an all-inclusive model that rightfully incorporates developing assessment tools, instructional strategy, and conducting formative evaluation of instruction. 

5. Instructional design is empirical, iterative, and self-correcting.

This model is empirical in that it allows free flow amongst it’s systematic design from area to area with a underlying knowledge that the process is observational and experiential.  The iterative nature lies in the repetitive process within this model which, in itself, allows for prolific self-correcting.

6. Instructional design typically is a team effort.

Most instructional design projects can be done individually.  However, as the saying goes, “two is better than one”.  This model is devised to allocate the efforts on one or many with it fluid transition from one aspect to another with allowable retracing if necessary.

3. Utilization of technology within the field of education and the foreseeable future:

K-12 Education:  Regardless of the learning theory an educator favors, technology of the future will have manner of conforming in such a way that learning will be facilitated and enhanced because of it.  Already, new topics within the k-12 classrooms are introduced with technological assistance whether it be through a curriculum clip, Brainpop  video, or etc.  Administrators are rating educators through PDAS and technology has made itself vital.  At one point last year, I was due for my summative evaluation.  My administrator showed up on the same day my computer crashed.  When I informed her of this she said, “I should come another time then when you can use your technology.” Wow! 

Higher Education:  Technology within the realm of higher education relates directly to me in that when I sought to pursue my master’s degree online classes were my primary requirement.  I needed the flexibility to work at my own “reasonable” pace and the structure of  Texas A&M-Commerce allowed for it.  Currently I am more than halfway to my degree and have yet to step onto the actual university campus for instruction.  With that, I am learning that teaching myself is no longer an avenue worth avoiding.  What a convenience this is.  In the foreseeable future, I expect this convenience to be more accessible and prominent. 

Adult Education:  With consideration to adult education, I have found that technology is becoming the more distinguished route to superior accessibility of increased knowledge.  School districts are quickly jumping on the technology bandwagon.  Teachers are increasing their education through online workshops, PDAS activities, and structured educational advancements to meet the elevated technological requirements of today’s instructional world.