1.
Chapters
in Section V identify trends and issues in IDT in various contexts:
business & industry; military; health care education; P-12
education; and
post-secondary education. Select 2 of these 5 contexts and
compare/contrast the IDT trends and issues. Then describe how knowledge
of IDT trends and issues you captured from those two fields can better
inform your work.
I chose to read chapters discussing technology used in health care education and P-12 education. I found out that there is so much technology used to teach students in the health care fields. This includes using the computer for simulations for training or strapping on an arm to practice giving injections. I was shocked by the advances in technology for the health care field. Technology affords students the opportunity to learn in so many ways. This is important because of the risk factor involved with health professions. While health care education uses technology to the greatest extent, the book points out how it is not being taken advantage of in P-12 education. Technology could be used in P-12 education to help teach 21st century skills including information and communication technology literacy. Unfortunately, implementing the technology into the classrooms has not been 100% successful.
After reading about the trends in the classroom, I think that it better prepares me, a future educator, to pay closer attention when it comes to implementing technology. I want to make it the most educational experience for the students as possible.
2.
Chapters in Section VI discuss global trends and issues in IDT. What have you learned from the selected chapter and how can/will it enhance your teaching? In
a global and more connected society, we face unprecedented challenges
that have
implications for learning. How and can we prepare our youth to develop
cultural sensitivity when working with people from the another (or your
selected) region? Does our current education system, curriculum, and
instructional practices help learners foster the skills
necessary to tackle these issues? What can be done in your role?
I chose to reach chapter 25 on instructional design in Europe. I was surprised by all of the statistics of Europe that were included. It shows how hard it must be to implement anything with people from so many different walks of life. I know that educators also have to interact with students from different backgrounds. I think it is very important to teach the Golden Rule: treat others how you want to be treated. If everyone lived by this rule, diversity would be less of a concern in the classroom.
Thursday, September 29, 2016
Thursday, September 15, 2016
Human Performance
1. Chapter 14 discusses the
concept and evolution
of human performance improvement. Several sections of
chapter 14 present a
variety of non-instructional solutions (e.g., p. 137 on the
top left) to performance problems. Identify a performance
problem in your area of work and identify non-instructional
solutions that may
help solve the problem.
This week, I am writing this blog as a parent. A couple of years ago, we moved while my daughter was in elementary school. She changed both schools and districts. I had always had a hard time getting her to read on her own and the first school did not do much to else. Yes, they had the AR program but, did not make a big deal out of it. When we started at the new school, my daughter was bringing home new books every week and reading for fun. Her teacher had set AR point goals for every 6 weeks. At the 6 week mark, every student that had met the goal attended a party. The goals and parties encouraged the students to read. My daughter now loves reading...she just needed a little push in the right direction.
2. Chapter 15 presents performance support systems. Define performance support systems and explain how a performance support system might (or might not) help solve the problem you identified above.
Performance support systems are resources that can be accessed in the moment of need. I can not think of any performance support system that would be useful with my problem stated above.
3. Chapter 16 explains knowledge management: the way we manage information, share that information, and use it to solve organization problems.What knowledge would help solve the problem you identified above and how would that knowledge need to be collected and managed, and shared to help facilitate problem solving?
Tactic knowledge would be helpful with my problem of not wanting to read. I think that the teacher having experience with the kids would help him/her realize what motivates the kids to want to read.
4. Chapter 17 describes types of informal learning. What informal learning experiences have you participated in at your organization? Could those informal learning experiences be shared with others? Could the knowledge gained in those settings be codified and managed? And should it be managed or should the informal experiences be replicated or broadened for others?
Since starting graduate school, there have been plenty of opportunities for informal learning. Online classes allow students to learn so much from each other. My first semester of graduate school we had a group project. Since then, I have kept in touch with one of the members who is a teacher. She has helped me throughout my classes with her knowledge as a teacher. I thank her at the end of every semester for the information she passes on to me because I have not worked in a school yet. Because my informal learning has been specific for my situation, I do not believe that it can be codified, managed, or replicated for others.
This week, I am writing this blog as a parent. A couple of years ago, we moved while my daughter was in elementary school. She changed both schools and districts. I had always had a hard time getting her to read on her own and the first school did not do much to else. Yes, they had the AR program but, did not make a big deal out of it. When we started at the new school, my daughter was bringing home new books every week and reading for fun. Her teacher had set AR point goals for every 6 weeks. At the 6 week mark, every student that had met the goal attended a party. The goals and parties encouraged the students to read. My daughter now loves reading...she just needed a little push in the right direction.
2. Chapter 15 presents performance support systems. Define performance support systems and explain how a performance support system might (or might not) help solve the problem you identified above.
Performance support systems are resources that can be accessed in the moment of need. I can not think of any performance support system that would be useful with my problem stated above.
3. Chapter 16 explains knowledge management: the way we manage information, share that information, and use it to solve organization problems.What knowledge would help solve the problem you identified above and how would that knowledge need to be collected and managed, and shared to help facilitate problem solving?
Tactic knowledge would be helpful with my problem of not wanting to read. I think that the teacher having experience with the kids would help him/her realize what motivates the kids to want to read.
4. Chapter 17 describes types of informal learning. What informal learning experiences have you participated in at your organization? Could those informal learning experiences be shared with others? Could the knowledge gained in those settings be codified and managed? And should it be managed or should the informal experiences be replicated or broadened for others?
Since starting graduate school, there have been plenty of opportunities for informal learning. Online classes allow students to learn so much from each other. My first semester of graduate school we had a group project. Since then, I have kept in touch with one of the members who is a teacher. She has helped me throughout my classes with her knowledge as a teacher. I thank her at the end of every semester for the information she passes on to me because I have not worked in a school yet. Because my informal learning has been specific for my situation, I do not believe that it can be codified, managed, or replicated for others.
Evaluating, Implementing, and Managing Instructional Programs and Projects
First,
select one of the evaluation models you learned from chapter 10 or from
your web search and describe how you would use it to evaluate your
instruction (alternatively, you can choose a program or initiative at
your current or former school). Reflect on what other questions that instructional program
evaluation should address besides whether the new instruction/program
leads to comparable amounts of learning and learner satisfaction as
traditional methods. What else would be useful to know?
After reading about the different evaluation models, I would use Stufflebeam's CIPP Evaluation Model. CIPP stand for Context, Input, Process, and Product. Context involves looking at the environment and determining the needs. Input evaluation addresses resources available. Process evaluation examines how this program is being implemented. Finally, Product evaluation looks at the end product. We often ask if the new instruction/program leads to comparable amounts of learning as traditional methods. I feel like CIPP addresses a lot of important issues when implementing a new program. The one thing missing from CIPP, in my opinion, is the design phase. While it looks at the environment and it's needs, the actual designing of the program is critical.
For second part, congratulation, your school leader noticed about your good use of technology in teaching and appointed you to develop a series of professional development sessions focusing on technology use in the classroom for teachers during a time of economic challenge. You were told that the school will provide necessary support and you can form a team. Based on knowledge from chapters 12 & 13, which people at the school and the district will you include in the team, and how will you use Situational Leadership to facilitate this project and manage scarce resources?
I do not work at a school so, I am answering this question based on positions that I believe exist and would be beneficial to the team. I would include a campus and district manager, a district technology director, and teachers. I want to make sure that all of my bases are covered and that I have the input from experienced personnel. Using situational leadership, I would start with a goal. I would make sure that the goal is attainable with the resources available. I want to make sure that I keep the lines of communication open with my team. And, I would be sure to support and motivate my team during the project.
After reading about the different evaluation models, I would use Stufflebeam's CIPP Evaluation Model. CIPP stand for Context, Input, Process, and Product. Context involves looking at the environment and determining the needs. Input evaluation addresses resources available. Process evaluation examines how this program is being implemented. Finally, Product evaluation looks at the end product. We often ask if the new instruction/program leads to comparable amounts of learning as traditional methods. I feel like CIPP addresses a lot of important issues when implementing a new program. The one thing missing from CIPP, in my opinion, is the design phase. While it looks at the environment and it's needs, the actual designing of the program is critical.
For second part, congratulation, your school leader noticed about your good use of technology in teaching and appointed you to develop a series of professional development sessions focusing on technology use in the classroom for teachers during a time of economic challenge. You were told that the school will provide necessary support and you can form a team. Based on knowledge from chapters 12 & 13, which people at the school and the district will you include in the team, and how will you use Situational Leadership to facilitate this project and manage scarce resources?
I do not work at a school so, I am answering this question based on positions that I believe exist and would be beneficial to the team. I would include a campus and district manager, a district technology director, and teachers. I want to make sure that all of my bases are covered and that I have the input from experienced personnel. Using situational leadership, I would start with a goal. I would make sure that the goal is attainable with the resources available. I want to make sure that I keep the lines of communication open with my team. And, I would be sure to support and motivate my team during the project.
Thursday, September 8, 2016
Theories and Models of Learning and Instruction
1. Chapters in this section discuss three contrasting
epistemic (the study of what and how we come to know) stances: positivist, relativist, and contextualist (or
hermeneutical). Positivists believe that the only truth or knowledge is
objective truth. Relativists don’t believe that objective truth is possible and
that all knowledge is subjective to perception or relative to a particular
frame of reference. Contextualists believe that truth or knowledge is relative
to context rather than individual, subjective understanding. While designers
and educators with a positivist stance generally apply behaviorist principles
to the design and development of instruction, those with either a contextualist
or relativist epistemological framework employ constructivist theories and
methods. Reflect on whether your stance is primarily positivist, relativist, or
contextualist. Then, identify an instance when your perspective or stance as a
learner conflicted with that of your instructor. Describe the conflict that you
experienced and analyze whether opposing epistemic stances may have been at the
heart of the conflict. How was the situation resolved by you (effectively or ineffectively), and what could/can be done?
After researching the three epistemic stances, I would lean more towards being a relativist. Isn't it all relative?? I believe that knowledge is subject to perception. We all come from different walks of life...this has to have an impact on individual's knowledge. While it is not my personality to have conflict with anyone (especially not a teacher), I believe that many of my teachers from back in high school took a positivist stance. They were strictly by the book! I see where opposing stances could affect a teacher's ability to reach a student. But, as a student, I always just did what I was told and never questioned assignments. :)
2. Various theories/models of learning and instruction are discussed in multiple chapters in this section. Which theories/models of learning or instruction are the primary one(s) you apply to your teaching or you can relate the best, and why? Then, please pick one project or instructional unit (briefly describe title, target audience, and learning goals/objectives) where your designing/teaching or learning was most successful (or less than successful), and describe which theory/model or principle(s) from these chapters can be applied to improve design/teaching or learning.
I have learned about the different theories and models throughout my graduate classes. I would say that I relate to constructivism. Constructivism allows students to produce knowledge based on experiences. It helps students gain confidence to discover answers for themselves.
As I discussed in week 1, I designed a lesson that integrated Quick Response Codes and Sight Words. For this lesson, I had assigned QR Codes that each had an audio clips with 1 sight word. This was primarily for Kindergarten but, the idea could be used for all ages. Each Kindergartener had an iPad with a QR Code reader app. They would go around the classroom and scan the QR codes with the iPad and write the word they hear on the handout. Sight words are learned through repetition which is an example of behaviorism. I do not know if a theory or model could improve the design but, applying constructivism to the lesson would change it up a little. For example, the class could be divided up into groups and make it a group assignment. Then, the students could help one another to determine the answers and get an immediate response versus waiting for the teacher to grade the papers.
After researching the three epistemic stances, I would lean more towards being a relativist. Isn't it all relative?? I believe that knowledge is subject to perception. We all come from different walks of life...this has to have an impact on individual's knowledge. While it is not my personality to have conflict with anyone (especially not a teacher), I believe that many of my teachers from back in high school took a positivist stance. They were strictly by the book! I see where opposing stances could affect a teacher's ability to reach a student. But, as a student, I always just did what I was told and never questioned assignments. :)
2. Various theories/models of learning and instruction are discussed in multiple chapters in this section. Which theories/models of learning or instruction are the primary one(s) you apply to your teaching or you can relate the best, and why? Then, please pick one project or instructional unit (briefly describe title, target audience, and learning goals/objectives) where your designing/teaching or learning was most successful (or less than successful), and describe which theory/model or principle(s) from these chapters can be applied to improve design/teaching or learning.
I have learned about the different theories and models throughout my graduate classes. I would say that I relate to constructivism. Constructivism allows students to produce knowledge based on experiences. It helps students gain confidence to discover answers for themselves.
As I discussed in week 1, I designed a lesson that integrated Quick Response Codes and Sight Words. For this lesson, I had assigned QR Codes that each had an audio clips with 1 sight word. This was primarily for Kindergarten but, the idea could be used for all ages. Each Kindergartener had an iPad with a QR Code reader app. They would go around the classroom and scan the QR codes with the iPad and write the word they hear on the handout. Sight words are learned through repetition which is an example of behaviorism. I do not know if a theory or model could improve the design but, applying constructivism to the lesson would change it up a little. For example, the class could be divided up into groups and make it a group assignment. Then, the students could help one another to determine the answers and get an immediate response versus waiting for the teacher to grade the papers.
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