Ch 29-31 The Future of Instructional Design

Chapter 29 discusses the concept of reusability. Think back over the courses you've had over your educational career and identify one with poor reusability characteristics. Explain how the course could be redesigned to improve reusability without changing the underlying content.

I believe that the software courses I have taken recently have had low reusability.  I think that if I had not only learned how to use the software but also learned exactly what needs could be met with the software I would be able to transfer that knowledge to the upgraded versions of the software (there are always learning curves) as well as similar software packages.  It is inevitable that when you make a job change or even in the course of the same job you will have to change software from time to time.  Knowing the basis for the creation of a software (such as excel, word, ppt) would make the transition to a similar (but different) software much easier.

·  Chapter 30 takes a look at using rich media. Find or create a visual for instruction describing its surface and functional features.  

http://screencast.com/t/VBd3Q2oRN6Nd

Mr. Marco video clip 

Surface Features include line drawing and animation as well as text on the screen. 

Functional Features include activating prior knowledge, reviewing skills recently covered, using a graphic organizer and animation to illustrate new skill.

·  Chapter 31 discusses the future of instructional technologies in the near future from metadata to nanotechnology. Describe how nanotechnology could be used to improve a specific job or task you are familiar with.  

My mom was a teacher which meant I learned how to grade papers before I even understood the skills involved in the assignment I was grading.  Then as a teacher myself I remember being taken over by the piles of ungraded papers all over my desk.  Imagine if students were able to complete their assignments on nano-paper and then the teacher would be able to “scan” the papers with her “nano-red pen.”  Those papers would be graded almost instantaneously.  The grades on the nano-paper could also be wirelessly delivered to the grade book program on the teachers computer making “immediate feedback” a true statement!  As I read back over this paragraph it sounds utterly ludicrous.  I’m sure that’s how Orville and Wilbur’s mom felt too.

·  And finally! Chapter 32 provides two points of view on the direction of the field - the straight and narrow road and the broad and inclusive road. Which point of view do you agree with and why?

I believe that the broad and inclusive road is the way to go.  I have learned in the past few years that having a broader view opens more opportunities.  By aligning with the broad and inclusive road I think that the instructional designer of tomorrow (and today) will have a greater number of opportunities to ensure quality instruction whether created by a designer-by-assignment or by the instructional designer themselves. 

Ch 28 Distributed Learning

From Chapter 28 locate 5 examples of distributed learning.

1.Corporate distributed learning & 2. For-profit distributed learning

www.syberworks.com is an example of corporate distributed learning and for-profit distributed learning. This site not only offers standardized training suites but also will design specific courses.  They also offer LMS management solutions. 

3.Academic distributed learning

Many “brick and mortar” institutions are now offering online courses as an alternative to onsite classes.  One example of this is this class.  I am able to obtain credit for this course without ever having stepped foot on the TAMU Commerce campus.

4.Distributed learning via virtual institutions

Virtual universities are becoming more and more common.  These schools offer 100% of their courses online.  One example of this is Walden University. www.waldenu.edu

5.Free distributed learning

Free distributed learning is exactly what it sounds like…  free valuable instruction.  I loved MIT’s online courseware site.  They offer lecture video’s on various topics.  This instruction is free and available to anyone with a computer and an internet connection.  I feel smarter just looking at their page. 

Ch 27 Performance Technologist

Chapter 27 looks at competencies for instructional design and technology professionals. If you were responsible for identifying the domains, competencies, and performance statements for a performance technologist, what would they include and why? 

In choosing the following domains, competencies, and performance statements I tried to walk through what I would do if faced with the task of finding the problem in performance (classroom or work environment) and the designing a solution and implementing it successfully.

Domains	Competencies	Performance Statement
Professional Foundations	Communicate in written, oral and visual mediums	Is able to perform tasks and meet clients’ needs with professionalism.
	Maintain professional skills
	Comply with legal and ethical standards
Planning & analysis	Conduct needs assessment	Is able to determine problems in human performance.
	Analyze environment
Design & Development	Design solution	Is able to design and implement best instruction and solutions to improve human performance and company success.
	Determine appropriate technologies for delivery
	Collaborate with appropriate experts
	Implement and analyze program
Evaluation	Re-evaluate needs	Is able to evaluate instruction and implementation to determine if changes should be made.
	Evaluate implementation for effectiveness
Administration	Apply skills to solutions	Is able to manage clients’ needs, solution implementation and evaluation successfully.
	Apply skills to management of implementation

Ch 25 and 26 So many LETTERS!

Remember that the field of instructional/educational technology is not just focused on education, but on business and industry as well. Look at the resources provided on page 258 in chapter 25 and select one of these links and complete the self assessment. What did you learn about yourself from the assessment? 

 

The fact that I enjoy managing projects was reinforced. I also realized from the ASTD assessment that I already have many of the skills necessary for senior level management. That is very encouraging.

Chapter 26 lists several websites for professional organizations and websites for professional publications. Visit 2-3 websites for professional organizations and 2-3 websites for the professional publications and address the following:

Professional organizations:

ASTD – American Society for Training and Development 

• Mission:  Through exceptional learning and performance, we create a world that works better
• Cost of Membership:  $199 for 12 months, $349 for 24 months
• Publications:  T+D Online, Infoline, Learning Circuits, LC Express, Newsletter
• Conferences and Meetings:  ASTD TechKnowledge, ASTD 2011 International Conference & Exposition, Telling Ain’t Training and more… Conference.
• Opportunities for professional development: Action Learning, Various Software, Training, Coaching, ROI Skill Building, Test Design and MANY MORE…

AACE – Association for the Advancement of Computing in Education

• Mission: Advancing Information Technology in Education and E-Learning research, development, learning, and its practical application.
• Cost of membership:  $115 per year
• Publications: Journal of Interactive Learning Research, Journal of Educational Multimedia and Hypermedia, International Journal on e-Learning
• Conferences and meetings:  Global Time, SITE, Global Learn, ED-Media, Ed-Learn
• Opportunities for professional development: AACE Global U

Professional publications:

CITE – Contemporary Issues in Technology and Teacher Education

• Focus/Goals of the journal: Current Issues in general technology use or discipline specific technology use, Commentary on Current Issues papers, Seminal Articles, A Scholarly Adventure
•  Submission guidelines:  Material must be original, reflect the integrity expected of scholarly communication, and demonstrate a coherence and unity that makes the paper both understandable and interesting. Before submitting an article, please review the following suggestions. Original manuscripts received in correct form serve to expedite the review process, others will be returned to author. Spelling, punctuation, sentence structure, and the mechanical elements of arrangements, spacing, length, and consistency of usage in form and descriptions should be studied before submission. All photographs submitted with manuscripts must include a copy of a signed permission form from the copyright holder. Length :Because this is an electronic journal the length of papers may vary. The length of your paper should be appropriate to the topic and focus. We will accept some papers that are only two or three pages long and some that are as long as 40 or 50 pages. The critical issue is whether the length is appropriate. Originality: All manuscripts must be original. No manuscript will be considered which has already been published or is being considered by another magazine or journal. However, if work described in conference proceedings is substantially revised and extended, it will be considered. Submission of a manuscript represents certification by the author that the article is not being considered nor has been published elsewhere. The format of headings, tables, figures, citations, references, and other details should follow the (APA) style as described in the Publication Manual of the American Psychological Association, 5th edition, available from APA, 750 1st St., NE, Washington, DC 20002 USA.
•  Is this a Peer Reviewed Journal:  yes
• Is the journal online:  yes

ETP – Educational Technology Publications

• Focus/Goals of the journal: the entire field of educational technology
• Submission guidelines: In preparing an article for Educational Technology Magazine the primary fact to keep in mind is that this magazine is not a research journal. It is, as the name implies, a magazine. The editors are looking generally for articles which interpret research and/or practical applications of scientific knowledge in education and training environments. There are no minimum and maximum length restrictions. Make your article as short as possible to do the job you intend. As a general rule, most articles are under 3,000 words, and one would require more words only in unusual circumstances. Include charts and photographs if you wish.
• Is this a peer reviewed journal? no
• Is the journal online? no

How is the journal and organization useful to you and your career? Were you aware of the organizations/journals that you researched? 

I believe that these organizations and publications will be invaluable to me in my career for many reasons but especially because it provides me with information about what is happening right now in my field.  I am also able to learn about the research and advancements others are making as well as becoming involved in research and advancements myself.

Finding a J-O-B Ch 24.

Chapter 24 takes a look at lessons learned from the chapter's author for obtaining a position in instructional design. Take a look at a few of the sources provided for job openings from lesson 1 and search for at least 3 positions that are of interest to you. Describe the general nature of the positions and list the skills required for the job. Do you have these skills? 

 

Instructional Developer of Secondary Education for E-Learning Company

Duties/Responsibilities

·         Design, develop and publish online courseware.

·         Collaborate with functional subject matter experts (SMEs) and multimedia developers.

·         Build partnerships and lead project teams using internal resources, cross functional groups, and external resources.

·         Utilize instructional design best practices for online course delivery.

·         Apply project management strategies to meet project deadlines and ensure a timely course rollout.

·         Provide feedback on processes and products.

·         Meet project deadlines maintaining high integrity of quality, budget and schedule criteria for each project.

·         Performing other duties as assigned to meet project demand and deliverables.

Education, Experience & Skills Required:

·         B.A. in Instructional Design, Education, Communication, or related field (Master’s degree preferred).

·         Minimum 2 years’ experience developing education or training solutions (e-learning, simulations, web-based courseware).

·         Experience developing multimedia storyboards.

·         Skilled in collaborating with Subject Matter Experts to gather source content.

·         Knowledge and practical application of current pedagogical models, ISD theories, methodologies, and best practices.

·         Experience in online education, e-learning publishing tools, and Learning Management Systems.

·         Excellent Proficiency with MS Office (Word, Excel, PowerPoint, Outlook).

·         High attention to detail.

·         Absolute personal integrity and credibility.

·         Teamwork: promotes cooperation; build bridges of cooperation; actively contributes to group efforts; supports team decisions; puts aside self-interest; works with diversity. Works as a team member through interaction, assistance, and demonstration. Strong organizational and interpersonal management skills; flexible and open to change.

·         Strong written and verbal communication skills; equally strong listening skills.

·         Highly organized and has very effective time management skills.

·         Exceptional analytical and problem solving skills.

·       Availability of personal portfolio.

Instructional Designer

Responsibilities:

• Analyze content provided by the client, develop learning objectives, develop training course and training materials, write test questions, and implement instructional strategies.​
• Assist in conducting needs and task analysis and evaluations
• Design and develop Computer/​Web Based Training, instructor-led training and simulation storyboards
• Performs self QC for all materials developed
• Work effectively with Subject Matter Experts to validate content
• Work efficiently in accordance with pre-existing standards and guidelines
• Work effectively as part of a design team, have daily interactions with project manager, strategist and graphic designers, manage multiple tasks and priorities
• Design and develop supplemental course materials, such as student workbooks, instructor guides, and test questions

 Required Skills:

• Excellent listener with exceptionally good oral and written communication skills
• Works well in a team environment; Collaborates with others to generate ideas and improve processes
• Familiar with rapid development software and current learning trends
• Knows how to follow and provides leadership as needed
• Pays close attention to detail and sets high standards for quality
• Self-motivated learner
• Inquisitive and eager to develop new knowledge and skills
• Able to quickly master new technical content
• Creative with good analytical and problem solving skills
• Adapts well to change  and embraces challenges

 

Job ID: Instructional Designer

Key Job Elements

• Develop online version of school-based curricula, applying a systematic instructional design and development model in real world online settings. Remain current with and have a thorough understanding of the latest industry technology tools and trends in online education, and implement improvements.
• Appraise course design quality; Identify areas of weakness in created courses, and employ strategies for improvement.
• Identify and acquire resources for projects in conjunction with Program Manager and other Curriculum Development team members. Monitor and provide feedback on the work of SMEs and other contractors in the completion of course creation duties.
• Complete other duties as assigned.

Interacts With:
Subject matter experts, contracted media and instructional designers, internal QA staff, other members of the curriculum development team. Also interacts with school appointed contact personnel and administrators.

Job Requirements

Knowledge:

• Bachelor's degree required, Master's degree preferred
• Minimum 1-3 years relevant experience in the field of instructional design and/or training

Skills:

Required Skills:

• Excellent communication skills, both verbal and written.
• Strong interpersonal skills with student and staff populations.
• Superior organization, prioritization, and self-motivation skills.
• Strong computer skills. MS Office Suite.
  
  Preferred Skills:
• Excellent oral and written communication skills. High level of skill and experience using a variety of digital communications tools for timely and effective communication with academic and administrative stakeholders, co-workers and vendors.
• Knowledge of online learning technologies. Experience with one or more LMS
  
  Preferred Skills:.
• Must be highly organized and detail oriented.
• Must be able to perform tasks effectively and efficiently using common office computer technologies.
• Apply the appropriate learning theory, instructional theory, and/or applications of media to online instructional scenarios.
• Must be able to contribute to multiple projects, and produce high quality work under tight deadlines.

Abilities:

• Ability to interact effectively as either a leader or as a member of a team and work collaboratively with other departments.
• Ability to listen to customers (e.g. staff, etc.) and to understand and respond positively to their requests.
• Ability to adapt to changing assignments and multiple priorities.
• Ability to manage multiple tasks and successfully meet deadlines.
• Ability to function effectively as a member of a team
• Able to interact successfully with academic as well as business and regulatory personnel.
• Able to effectively report regularly to Program Manager and other Curriculum Development team members on project and progress.
• Able to apply a systematic instructional design and development model in real world online settings.
• Able to design and conduct usability studies and needs assessments as needed to support ongoing development and improvement of product.

 
Due to my past work experience and all the skills I have gained in my current position I believe I could have success in each of these positions.  Of course, I am MOST interested in the first position because PK-12 education is my LOVE.  


It is also very encouraging to read these job descriptions and see practical application of all we have been learning in this IDT course.  :)