Section 5: Trends and Issues in Various Settings

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         1.    Rapid prototyping involves a working model of a project that is still in the planning stage. By putting the working model through early tests, the rest of the project time (planning and revision needed for the final product) will be reduced. Time consuming revisions can be done on the fly and those involved will definitely feel more ownership of the final product. For education, I can see this type of methodology being put to good use in a science class. For example, if students were studying the effects of an earthquake on buildings and the amount of force a building is required to withstand, smaller models of the buildings might be a good idea for the students to work with initially. During this stage, students can test out theories and learn about the strengths and weaknesses of different materials and how they should be put together. If changes or improvements need to be made, they are done to the prototype first, which is then retested. Once students are satisfied with the smaller prototype, the same features and ideas that went into to prototype can be easily transferred to the larger model.

Using a simulator for training

2.      2.    The full spectrum diagram shows “Skill Level” along the x-axis and “Rank/Capability” along the y-axis. Obviously for this training we would want a positive slope. The training target is high skill level and high capability no matter what the environment. This will ensure that there are no weak links. A weak link in a military setting can be disastrous and cost lives and millions of dollars. Since the setting for the delivery of training varies, it is important that training can occur and be effective in any environment. To ensure this happens trainers need to be mindful and know their students. Trainers need to know how their students learn best and under what conditions. One example in the book discussed cooks, many of whom were Hispanic, that had difficulty learning with computer-based training because they had limited experience with computers. Using a blended approach of computer training and an instructor proved to be more effective. For the scenario concerning being hired as a consultant, if technology is to be part of the training and electronic access is not always available, obviously something portable and easy to transport will be necessary. A cart with laptops or smaller netbooks preloaded the training modules and simulations would seem to be a logical solution. This way electricity will not be an issue (make sure you have good battery life) and training can proceed as usual.

3.          A staff development to introduce GSTE would begin with an ice-breaker where staff members would work in small groups and list those “core values” they feel are necessary to uphold in order for our school to meet its goals. Each small group would then list their core values. This would be the launching pad for ideas to foster these core values. These ideas would be written next to the core values. Finally, small groups would discuss the short term and long term activities that would have to take place in order for us to achieve our goals.

To introduce staff members to the concepts behind Step-Up-To-Excellence, I would ask them to talk about 5 topics:                                  1. What should be the motivators for our district leaders?

2. Should we think of our district as a whole system or as individual     schools?

3. Can we solve our own issues and obstacles?

4. What changes are needed in our district in order to achieve our district’s goals?

5. What human, financial, and technical resources are needed to achieve our district’s goals?

This would spawn healthy dialogue and conversation which would then lead to the introduction of the 5 Steps to whole district improvement. They would then see the sweeping effects and improvements that this strategy involves and how it works. I would present examples of other districts that embraced this methodology aimed at whole-district improvements and highlight the strides and improvements they achieved using this process.

4.      4.    The first university I was able to locate with information about faculty development was the University of Iowa. It uses the term “faculty development”. This department is under the Office of the Executive Vice-President and Provost. It offers resources and workshops for all faculty members, information about the Office of the Provost's annual series of workshops for departmental executive officers, and access to a campus-wide faculty development calendar. Looking at the spring calendar, all of the faculty development classes were over a two day period. There were seven different classes, including Engage: The Expanding Classroom, ICON Communication Tools, and SITA: Projects in Practice.

Next was Michigan State University. Its department for faculty development is called the Office of Faculty and Organizational Development and is under the Office of the Provost.  It offers MSU faculty, academic staff, and administrators seminars and programs on faculty and instructional development and organizational and leadership development.  Under “Faculty and Instructional Development Opportunities”, there are seminars and workshops (Spring Institute on College Teaching & Learning, On-Demand Online Seminars, Workshops for Faculty Leaders, and Programs for Academic Specialists), Cohort Programs (Faculty Learning Communities, Lilly Teaching Fellows, and Walter and Pauline Adams Academy for Instructional Excellence and Innovation), and a section called Community Building (Faculty Social Gatherings, Faculty Development Network, and Faculty Emeriti Association). All of these faculty and staff development sessions seem to be spread out over the entire school year.  

Lastly, I came across Armstrong Atlantic State University in Savannah, Georgia. Its department is called “faculty development” and is under “Faculty Resources” which is under “Academics”. It offers information on awards, grants, new faculty, and teaching resources. Under “Teaching Resources”, I found headings for Technology & Teaching (links for Virtual Resource Site for Teaching with Technology, The Visible Knowledge Project, Blended Learning, and Educational Technology Committee Blog @AASU), Faculty Development Seminars, Communities, and Roundtables, and Web Resources (Problem-Based Learning, Teaching & Learning Center Resources, and Professional & Organizational Development, to name a few), Website Development, and Podcasting Resources.

Section 4: Human Performance Technology

1.            I have used many non-instructional techniques to enhance student performance. Using an attendance chart is a good way to encourage students to come to school. If students are in school each day that week, they receive a silver star. When they have accrued 5 silver stars, they get a gold star. All the students talk about the stars and how many they have. Attendance improves and therefore should help student performance. After all, if they aren’t there, they can’t learn. I have also used many different forms of behavioral modifications programs. Passing out tickets for drawings at the end of the week has always been effective. I would randomly pass out tickets when students were following directions. The reward was always random. I had read that random positive reinforcement was a very strong reinforcer (see slot machines). Students who had collected more tickets during the week would have increased odds at winning a prize. This would give us a chance to learn about probability. After a while I would hear students saying things like “increasing my probability of winning.” and "my odds are increasing." They knew that more tickets meant a better chance of winning. It was a great way to get students to follow directions. It was kind of funny. I kept the tickets in my pocket, so after a while all I would have to do is put my hand in my pocket and the students would get on task. This really cut down on discipline issues.

Paperclip Guy!!

2.            Searching the internet for more information about electronic performance support systems, I found some different terms. One site used the terms e-learning, Process Embedded Learning, and the phrase “guided help.”  I like the phrase e-learning because that’s exactly what it is: electronic learning. EPSS, or e-learning, provides workers with tools and resources on demand. These are built into many applications that we use every day. For example, Microsoft word has a tutorial that will show me how to use all of its tools and features. I don’t have to call someone to learn how to set margins or change fonts.  I just call on that little paperclip guy who magically appears on the screen, or I could simply read the tutorial. To help out librarians, our library services department has a wiki page that will help you solve a myriad of problems from how to hook up a dvd player (there are illustrations and text to follow) to how to check out a book to a student. These were put in place so we could learn about them more efficiently when we need to learn about them. One thing I noticed that our text book does mention is that text and graphics are the most commonly used media types in these EPSSs. I think using more audio and visual tutorials might be effective, especially for those who learn better that way. This could contribute to EPSSs not being fully embraced. Another reason might be that people just prefer to be taught by a “teacher”. Whether it’s a one on one teaching situation, or it’s a traditional classroom situation, I think many prefer that mode of instruction to an electronic/media database of information. This maybe a digital native/digital immigrant thing, so as time goes by EPSSs will become the standard for training and on-going services. Those who have grown up with EPSSs will be accustomed to them, and this will be the norm.

Data, Data, Data!!

3.            On my campus, Edna Rowe Elementary, we are very concerned about our TAKS scores. It is ultimately how our school is judged.  Agree with it or not, this is the hand the state of Texas has dealt us. So…our students take district benchmark tests, and we test students formally and informally throughout the school year.  We also give our students TAKS tests from previous years. We do this to generate information and data on each student. We have meetings and look at all the data (tables, charts, etc.)to help us guide our instructional strategies. We are able to gauge which teaching strategies are effective and which are not. Small groups and after-school tutoring groups are determined from this data as well. We are able to make good decisions to guide and shape instruction if we have good data. Here’s the rub. Do we teach to the test? It is very tempting to do this, and I know some schools that operate this way. Their students pass that test, but is that really what we want to create: a bunch of test takers? Or...do we want students who can problem solve, analyze, evaluate, synthesize, and think critically? By ensuring students have opportunities to do all of these things and by providing a standard of academic rigor, our students will have the best of both worlds. Yes, students have to practice bubbling in answers and need to see a practice TAKS test before they take the real one, but these should not dominate the curriculum. Students would be much better served if they are given opportunities to think critically and problem solve. These are the skills they will need throughout their lives to be successful.

Super Motivation For Learning!!

4.            “Informal learning gives learners more control of what, where, and how they learn and usually involves intrinsic motivation.” (Reiser & Dempsey, p.167) To me, this is the ideal learning situation. The motivation drives the learner to seek out and learn despite no clear cut direction showing him the way. It is simply a quest for knowledge. Lately, I have been spending a lot of time with iTunes, my iPad, and my iPhone. Most of what I have learned about these items has been learned by exploring, talking to friends, and reading blogs and forums. None of this learning has come from formal instruction (classroom setting, training program, etc.). I feel that because I am so motivated and interested in learning about these technologies, I don’t see this as work. It’s more like fun and play. This truly maximizes learning. In a classroom setting where motivation is high, students are much more likely to be engaged and eager to learn, and if students can take more control of their learning and feel connected to what they are learning, they will benefit all the more. They will be like me learning about my iPad and iPhone.

What A Class!!

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

1.            The first model of evaluation I researched is called the Bates’ ACTIONS Model.  It was developed at the British Open University and was designed to specifically to help in analyzing and selecting appropriate technology. This would seem to be extremely useful for the educational setting. The steps in this model of evaluation involve access, cost, teaching and learning, interactivity and user-friendliness, organizational issues, novelty, and speed. The first thing to consider is access. Does the technology fit the learners, and is it accessible to them? In other words, there is no point in writing lesson plans using iPads if they are not available to students. The next notion to consider is cost. Is the purchase of this technology in the budget? What is the cost of the technology per student? How does the cost of this technology compare to another type of technology? Teaching and Learning involves the marriage of the technology to what needs to be learned. What objectives are being met by using this technology? Next is interactivity and user-friendliness. Will students learn to use the new technology rather easily? Will it encourage interaction among students? Organizational issues concern the ability of the campus to incorporate the new technology and possible barriers that need to be overcome, while novelty considers the newness of the technology and its technical capabilities. Lastly is the speed lessons can be created with this technology. This model would be a great tool for evaluating possible new technologies to a campus. It takes into account aspects such as practicality, cost, and ease of use.  

                The second evaluation model I researched is called the Program Action-Logic Model. The first aspect to consider is INPUT, or what we are willing to put into or invest in our learning program. These could include staff, time, money, materials, etc.  Next to be considered are the OUTPUTS, or the activities and participants. What we do and who we reach. In a school setting, this would concern the delivery of the lesson and the students who benefits from the lesson. Lastly, the OUTCOMES IMPACT is considered. It can be considered in terms of its short term and long term impacts. What skills have been learned? Have attitudes been changed? What knowledge have students acquired? This seemingly simple model could be easily applied to lessons in any classroom. It breaks it down to very basic components. To me, this would be a good tool, for say, new teachers.

2.            A recent technological innovation to our campus is iStation. iStation is an on-line reading program with curriculum based assessments. Each student sets up his own account and is able to track his progress. Each classroom computer has iStation. It is a campus initiative that each student be logged onto iStation for a certain number of minutes each week. The number of minutes is determined by grade level. The relative advantage is very obvious; students will improve their reading and comprehension levels. There is no problem with compatibility. Each classroom has 3 or 4 computers that will run the program. Teachers have committed the time for students to rotate on the computers. There is no issue with complexity. iStation is very straightforward and easy to use and navigate. There was some apprehension when teachers found out they were responsible for downloading the program and installing the program. As far as trialability is concerned, the software had already been purchased by the school district. The observability aspect would be seeing the benefits of students using the program to improve their reading and comprehension. Overall, teachers have reported seeing improvement in DRA scores.

3.            Situational Leadership is a four-phase model for developing leadership skills and influencing individuals (Reiser & Dempsey, 2007).  It uses a four cycle approach based on the maturity of your project team.  So, if I was to develop a series of professional development sessions focusing on technology use in the classroom for teachers and dealing with an inexperienced staff, I would initially have to be very hands-on, detailed, and have a very directive leadership style, while at the same time avoiding coming across as overly demanding or difficult. As time goes by and the team is feeling more confident with the use of the technology, I would not need to be as hands-on or directive as I was initially. My job would be to simply explain and clarify. Hopefully, the staff is starting to really believe in this initiative and starting to feel more at ease. This allows the staff to use the technology more and more on their own.  My role as leader would continue to change. I would start to focus more on results and ensure that the teachers are encouraged and receive positive feedback for their efforts and hard work. As the teachers continue to master their technology use, I would have less involvement and would simply monitor. The teachers are functioning and producing on their own. I was there to hold their hands, so to speak, at the beginning, but they are now able to work without close supervision. Communication is very vital at each transition to less and less direct supervision, and this will help to ensure that team members feel comfortable at each stage.

Section 2 Theories and Models of Learning and Instruction

I chose using shelf markers properly when browsing for books in the library as a learning objective. When browsing for books, students must use their shelf markers. If a student wants to take a book off the shelf, he must put a shelf marker next to the book. This temporarily holds the book's place on the shelf while the student looks at the book. If the student decides he wants to check out the book, he takes the shelf marker off the shelf, but if the student doesn't want the book, he puts it back on the shelf where the shelf marker is holding the book's place. Once the book is back to its original place, the shelf marker can be removed, and the student can continue to browse the shelves for books. Students are taught that the books are in a specific order and the reasons for this order.

Using the Behavioral Learning Theory, I would give immediate feedback to students if they used the shelf marker correctly. I would also use positive reinforcement in order to reinforce the desired behavior. I would call out a student's name and say aloud what a good job that student did using her shelf marker. I might even give out stickers to students who followed the steps correctly. This will reinforce the desired behavior. If a student did not follow procedures, I might ask him to put his shelf marker up, sit down at his table, and observe how other students are using their shelf markers. This is an unfavorable response, so according to the behavioral learning theory, it will not be reinforced. When the desired behavior is demonstrated, a positive response would reinforce it.

Using the Situated Learning Theory, "learning from a situated perspective occurs through the learner's participation in the practices of a community, practices that are mutually constituted by  the members of the community" (Reiser & Dempsey, 2007). Using the objective of learning to use a shelf marker correctly while browsing for books, students interacting with each other and with the library is like a community. There are certain behaviors and actions that are specific to a library setting. There is a library culture. Students are even eager to show new students "how things are done" in our library. They want those students to be part of the community of the library and to be successful in the library. So, with help from other community members (students) and wanting to be part of the community, new students usually learn how to correctly use the shelf marker pretty quickly.

  
Gagne's 9 Events of Instruction

I found a website (http://de.ryerson.ca/portals/de/assets/resources/Gagne%27s_Nine_Events.pdf) that listed and defined Gagne's Nine Events of Instruction. The information is from the G. Raymond Chang School of Continuing Education.

 

Gagne’s 9 Events	First Principals of Instruction
Gain Attention
Inform Learner of Objectives
Stimulate recall of prior learning	Activate prior knowledge
Present stimulus material	Demonstrate the new knowledge to be learned
Provide learner guidance	Provide opportunity to apply new  learning
Elicit performance	Give learners the opportunity to integrate new knowledge into everyday activities
Provide feedback
Assess performance
Enhance retention & transfer

 I lined up the first principals that correlate with Gagne's Nine            Events. Gagne's list is more thorough and gives more detail to post-instruction activities (provide feedback, assess performance, and enhance retention and transfer. There is also more attention to pre-instruction activities as well (gain attention and inform learner of objectives). For students learning to use the shelf markers, I always ask them why it is important to keep things in a certain order. I ask them if they keep any of their belongings at home in any type of order. They usually mention kitchen items or clothes, such as socks or shirts. I ask them why is it important to keep these things in order or in a certain place. They say "so it will be easier to find when I need it." So, by accessing this prior knowledge about the importance of keeping things in a certain order, it makes sense that we have to keep the books in order for that very same reason. I will then demonstrate to the learner how to correctly use the shelf marker. Sometimes I will have another student model for the new student. The learner will then have to demonstrate that she can use the shelf marker correctly by going to the shelf, placing the shelf marker next to a book, removing the book, putting the book back on the shelf, and then finally removing the shelf marker from the shelf. Once this has been demonstrated successfully, the student is allowed to search for her library books. This will become part of their routine when searching for books in the library.  Using a whole task approach for using a shelf marker, I would stress that no one step is more important than the other. All the steps rely on the one before and after. Scaffolding would stress the idea of one step building upon the other until all steps can be demonstrated in the correct sequence. Not sure how I would relate this to a mathemagenic method. Maybe, I could ask leading questions such as, "Why is it important to keep the books on the shelves in order?" The text states that asking leading questions may help the students find more meaning in the process of using a shelf marker. Table 9.2If I were teaching students how to use the on-line catalog, I would use a lot of pictures and graphics to capture their attention, or maybe even some familiar music to go with it. This would be at the beginning of a power point. I could stimulate inquiry by asking students questions or by soliciting questions from them. Regarding relevance, I would ask students if it is important to them to be able to locate books they want and not just books that teachers or parents select for them. For confidence, students will have the satisfaction of being independent in the library when they are looking for books to read. I will let students know that part of being "big kids" is being more independent. I can provide positive feedback to students who are successful in finding books they want, and I could ask them to help others who are having some difficulty. Students usually have positive feelings when a teacher asks them to teach another student. Engaging in design research is critical to ensuring that not only learning takes place, but that there are opportunities to maximize learning and use this new knowledge into everyday life. All aspects of the teaching spectrum should be examined to ensure that learning is taking place. If we are to improve how we teach, we have to understand how students learn.