ETEC561 Trends and Issues in Various Settings

The goal of instructional design technology is to develop and use technology and other knowledge to improve student learning.  The goal does not change regardless of setting.  We use technology because it is a helpful tool to teach, share, and evaluate information and learning. 

In the business world, companies use instructional design to train employees, focusing on speed, cost and profit.  Why spend money to train employees if it will not increase the bottom line for the company?  Unfortunately, corporate instructional designers face unique problems like training in a global economy with a social and cultural sensitivity, while improving the efficiency of learning, and justifying their cost in profit margins.  They often must design instruction for programs they themselves are not trained in using untested delivery tools on short budgets with looming deadlines.

In the P-12 educational environment, instruction design technology means using what school districts can afford to their best effect – student learning.  P-12 education has a goal of more than imparting information to children; educators must nurture a love a learning and provide children with training needed to function in the world after high school.  Teachers struggle with limited budgets, a lack of administrator or technical support, their own perceived notions of technology and a lack of training.  The teacher is the facilitator in their room, their attitude towards learning and technology shapes the way children view it as well.  Teachers are also stressed by standardized testing, state evaluations, and the emergence of computer based instruction.  Teachers must train often to keep current on emerging technology and instructional design practices in order to continual strive to improve student outcomes and prepare students for the real world.

Post-secondary instructional designers have focused on distance learning.  Distance learning must balance the need for low cost versus high quality and the ease of use versus the rigor of learning.  Like the previous two environments, budgets are limited and constant training is required to keep up with technological advancements.  Like P-12 educators, instructor preconceived notions play a large part in their ability and willingness to adjust their instruction based on current trends in technology.  Also like early educators, post-secondary instructional designers must teach real world skills that prepare learners to be productive and successful employees and encourage life-long learning.

I feel like all three of these instructional design challenges apply to me as a technology instructor in a high school setting and an online graduate student.  I am preparing students to enter the business or college world and need to provide them with concrete skills they can use to be successful.  I am also aware of the deadline of graduation quickly approaching for some of these students and hope the district’s money and my time have been spent as efficiently as possible.  As a graduate student, I enjoy the flexibility of online classes because there are some weeks it is all I can do to get the work done.  Other times, I miss the days of classroom instruction with face-to-face interactions with knowledgeable professors.  I have also experienced the full spectrum of professors both in the classroom and online.  I had the Ben Stein-like professor for a Biology class I took years ago, but I will never forget the thrice-weekly struggle to stay awake in class.  I also took an online Accounting class that would have been more accurately described as ‘professor-less’ for all the assistance we received for our concerns and questions.  I have also taken really great classes both in the traditional setting and online with responsive, caring, and inspiring professors who have helped me become the person I am today.  I have come to believe instructional design is most efficient when the person behind the wheel is personally invested in the student outcomes.

I feel my primary goal as a technology teacher is to prepare my students for life after high school.  I am fortunate to have no state tests to judge my success in that area, but I hope students will look back someday and appreciate what they have learned in my class.  It has been a consistent goal of education to create, not just people who know information, but people who can think about and evaluate information.  I remember spending time in high school twenty five years ago discussing and practicing problem-solving. 

In order to properly prepare students for a global economy and possible global catastrophe we must first teach students to be aware of other cultures and societies.  We so often get caught in our own little lives we forget to look at the global picture, at our own insignificance.  Students need to feel like part of the global community so that global problems are their problems.  Teachers need to foster global community awareness as well as designing lessons to help students practice problem solving skills. 

I like the use of e-learning in Japan as an instructional tool, but I am not sure how effective it would be in this culture.  I have found many high school students here lack the discipline and focus required to complete learning in a strictly online environment.  Our school offers Odysseyware courses for students who for some reason or another are unable to acquire instruction in a regular classroom.  Most students struggle with no instructor to help them stay on track and no social interaction to make it entertaining.  However, my husband claims since the invention of Youtube anyone can learn how to do anything they want, because the information is out there for our use.  It’s really a matter of desire and discipline.

European instructional designers face challenges similar, but more extreme, than we do here in Texas.  We also face language and cultural difficulties providing challenges for students who learn English as a second language.  We can also empathize with the trend toward ‘infantilism.’   Students today accept what they see on Twitter and Facebook without ever using common sense or doubting the credibility of the sources.  Their idea of ‘news’ is not political or even informational, it is entertainment based on celebrity activity and so-called reality shows.  My classes have already covered reliability of internet sources and we will revisit it on several occasions though out the year.  Web based communication and networking between instructors is a great idea and many teachers are already using services like Twitter for that purpose.  Technology can be a powerful tool when used properly.  It seems we can take some of the things European educators have discovered and utilize them in our classroom.

ETEC561, Human Performace Technology

If I had to identify a problem in the teaching field, not related to instructional methods, it would be teacher attrition rates (i.e. the rate at which teachers are leaving the teaching profession).  The TEA reports a 10.2% attrition rate for Texas teachers for the 2011-2012 school year.  That year also marks the first time in a decade there were more teachers leaving teaching than beginning teaching.  As a first year teacher, this concerns me greatly.  I have left my previous field and committed myself to the teaching profession.  I assume I can be successful in that endeavor, but the numbers from the TEA are not encouraging. 

Instructional methods are not needed to solve the problem of teacher attrition.  Non-instructional solutions might include increased salaries for all teachers, decreased class size, team building and additional support structures, assistance with lesson planning, and an increase in school supply and technology budgets.

Performance support systems assist workers by providing them with critical knowledge regardless of their situation or previous experience with the subject.  For my problem of teacher attrition, performance support systems would include lesson plan databases, FAQs about problems encountered by first year teachers, or message boards to provide networked support for teachers struggling with a specific problem.  Our district provides first year teachers with a mentor teacher so the first year teacher has an experienced teacher to help them with any problem they might encounter in the classroom or as a new employee of the district.

School districts could help retain teachers by providing information about expectations for the coming years and how the district will address teacher concerns.  I believe part of the frustration for all teachers (not just first year teachers) is the continual expectation that teachers must do more with less for more kids.  Districts should share expected enrollment increases as well as plans regarding school budget and classroom use with teachers to alleviate worry and increase trust between administrators and teachers.  Teachers should be invited to a school board meeting to discuss their concerns, express their frustrations and voice possible solutions.  The school board should then consider, address and attempt to alleviate the most pressing of these issues.   As a district, we share a common goal: to educate kids.  Knowledge management could be used to facilitate a team spirit and cooperative atmosphere that will encourage teachers to remain with a district and share the long term vision of administrators. 

I learn informally from my co-workers every day.  Perhaps it is because I am a new teacher, but not new to my district, but I am comfortable asking for help and opinions of others.  I have asked the Spanish teacher across the hall how he plays vocabulary games with his students.  I have asked the Physics teacher how he keeps his kids engaged and interested.  I have shared my attempts at worksheets and tests with my mentor to see how I could improve on them.  I have asked students their opinion on an assignment we did in class and how I could make it better.  I would consider all of these interactions as informal learning experiences.  I am not sure how this knowledge could be codified or managed expect to say it has increased my peace of mind and has improved my skills as a new teacher.  I think those informal experiences will be handed down to others as my knowledge and experience grows.  I hope to one day be a mentor and share the knowledge I have gained and increase the peace of mind of another new teacher.

ETEC 561 Week 3 - Evaluation and Implementation

I searched the internet and found two other models, not discussed in the book. 

Lawrence Stenhouse’s research model was created in the 1970s and uses evaluation as part of curriculum development.  It features an ongoing cycle of curriculum adjustment based on formative evaluations.  This is considered a two person job in which the developer or teacher offers improvement ideas while the evaluator or student must determine the success of the learning.  This is a trial and error process, leading to continuous improvement through professional development and self-evaluation.  Students become responsible for their own learning and do not focus on objective-based curriculum.
Ralph Tyler’s objectives model is almost the complete opposite of Stenhouse’s model.  Tyler focused on planning and action in relation to a pre-selected set of objectives.  The methodology is not set but is determined by the standard determined by the objective.  In this method, focus is placed on formative evaluations.  In contrast to Stenhouse’s model evaluations focus only on lesson objectives and leaves no room for student involvement in evaluation of the lesson’s success.
I believe the purpose of all education (including curriculum development) should lead to mature, well-rounded learners.  Some skills are harder to evaluate than others.  A student’s ability to graph equations of lines is easily quantified, but their ability to make ethical decisions is harder to judge.  I feel responsible for helping students with both of these educational concerns.  I think instructional design evaluation should also address more obtuse goals, like values and problem-solving skills.  It would also be useful to know how much they learn is retained for a lifetime and how much is forgotten as soon as the class is finished.  How much of what they learn in your class is used for a lifetime?

If you work for a school district, you will no doubt be faced with the problem of being successful in the face of economic decline.  Money is always tight for school districts; budgets often get cut. Before being any type of training, I would choose to survey what technology is already being used (to determine what technology is available to work with) and what teachers already know (and what they do not know) so that I could evaluate what I have to work with and what I need to teach.  I would attempt to make the existing technology stretch as far as possible and encourage teachers would already do amazing things with it help train others in how they do things.  This would encourage others to mentor learning and teach new uses for technology using existing equipment.  I would choose to purchase new technology sparingly and only after being assured it will be fully utilized by the staff.  There is no reason to spend money on any materials that will not be used effectively.

Works Cited:

Hendricks, Cher C. "A Review of the Work of Lawrence Stenhouse: Questions, Ambiguities, and Possibilities." Teacher Research 12.1 (Fall 2002): 117-22. Eeranline.org. Web. 11 Sept. 2014. <http://www.eeraonline.org/journal/files/2002/JRE_2002_15_Hendricks.pdf>.

"EVOLUTION OF THE MODEL - Tyler Objective Curriculum Evaluation Model." EVOLUTION OF THE MODEL - Tyler Objective Curriculum Evaluation Model. N.p., n.d. Web. 11 Sept. 2014. <http://tylerobjectivemodel.weebly.com/evolution-of-the-model.html>.

ETEC 561 Week 2 - Theories and Models of Learning and Instruction

Epistemology is the study of how we learn and acquire new information.  Epistemology can be distinguished from instructional methods and theories because instructional methods and theories are created based on what we know of epistemology.  Instructional methods based on behavioral learning theory reinforces positive behavior and corrects negative behavior because it is centered on observed behavior.  In contrast, instructional methods based on cognitive information processing theory focuses on sensory, short-term, and long-term memories because it is believed new information can be stored for later recalled depending on how the information is received in the first place.  Clearly these two theories have differing ideas of epistemology and result in different concepts of the ideal instructional methods.  Learning theories lead to instructional methods and are designed to improve student outcomes based on how we believe students learn best.

I am a relativist.  I believe most assumptions of truth are based on the socio-economic factors by which we are effected.  Maybe it’s because I have been teaching Physics lately, but everything is relative.  I cannot think of an instance when my perspective conflicted with my instructor.  Perhaps this is a reflection of my relativist leanings.   When in Rome. . . .they say.  I have always been flexible when it comes to learning styles and have been able to learn effectively in many different environments and situations.  While I enjoy the convenience of online courses, I thoroughly enjoyed my time spent in an academic setting with fellow learners.  I realize not everyone learns well in every environment, but my educational background is incredibly varied and I think it helps me when it is my turn as the instructor.

Behaviorism focuses on behavioral outcomes and reinforcement.  Problem-solving from a behavioral approach would include breaking the problem in to smaller components with frequent checks for feedback so that correction could be given and learning could be evaluated.  Students would be guided (or corrected) to the problem’s solution and have no chance to stray too far from the anticipated path. 

Constructivism focuses on student-directed learning and higher order thinking skills with minimal instructional guidance.  This is accomplished through collaborative group work, consideration of realistic problems, and student reflection and responsibility for their own learning.  Problem-solving exercises, then, would allow students to work together to solve the problem as a whole using any and all means at their disposal.  The effectiveness of their solution would then be presented and peer-reviewed and re-worked as necessary to find the best outcome.

These different learning theories and instructional methods effect learning outcome based on teacher participation, student maturity and interest levels.  Certainly age plays an important part in the effectiveness of constructivism theory.  A mature student who is interested in science might spend all day exploring a physics lab on his own, but another student might become bored within minutes and be asleep shortly after being left to his own devices.  Student interest and the perceived value of the lesson is the primary motivation for learning in a constructivist environment. On the other hand, it could be argued the behaviorism method could teach anyone, anywhere, anything because it guides the student toward the intended goal and leaves little room for error.  Student motivation with behaviorism is positive teacher feedback and good grades.