Capstone Video

http://youtu.be/sEY0OyfTuWk

Section 7: New Direction in Instructional Design and Technology (Section 8 in 3rd Edition)

         This section of the textbook addresses new directions and emerging technologies for IDT. For your final post, reflect on how you might apply each of the following in your current or future position in the IDT field:

• distributed or e-learning environments
• reusable design or learning objects
• rich media
•  emerging instructional technologies, such as artificial intelligence, cybernetics, Web 2.0, virtual worlds, electronic games, etc.

I am currently working on a Masters in Educational Technology- Library Science and I hope to become an elementary librarian.  I believe a librarian is no longer the keeper of knowledge but is evolving into an instructional designer.  The emerging technologies listed above can fit into the librarian’s role seamlessly.  The expectation of a librarian is to collaborate with teachers and not only give book advice but also present lessons within the library and in the classroom.  Technology will allow librarians to take this a step further and allow students to access information and lessons not only at school but also at home.  Technology is changing the role of the librarian.  

            To create a learning community or an e-learning environment, a librarian can set up a threaded discussion on her blog.  The threaded discussions can be used for a wide variety of topics including book reviews and lesson wrap-ups to assess understanding.  The threaded discussions will help prepare children for the real world of social media.  Children must not only understand content, but they also must learn how to collaborate with others online using netiquette.  

            To incorporate many of the pieces of technology listed above, a librarian can set up an interactive lesson on her blog.  This will create a flexible environment allowing the teacher and students to access the lesson in the library, classroom, or at home.  The e-learning characteristics will include a threaded discussion, links to certain pages of a database, and computer-based training modules.  The training modules will demonstrate how to access a database or how to download e-books from home or the classroom when the librarian is not present to help.  

            Learning objects are extremely important in instructional design and technology.  A librarian will need to collaborate with the subject area expert/ teacher when incorporating learning objects.  When collaborating to create a science lesson using the library’s resources, the librarian can incorporate a variety of learning objects in stations using iPads.  The children can rotate within groups in the library and each station will include a different learning object on the iPad.  Possibilities include: Bill Nye videos, how-to videos, links to databases, and a link to an interactive website.  Keeping the learning objects small allows the librarian to easily change the activities to fit another grade level or enhance the activities for the following school year.  The video and database links will provide a narrative object encouraging the students to make connections.  Once the students have a basic understanding of a concept, it is important to make connections.  This can be accomplished through a how-to video where students are expected to watch and then create something using a set of provided materials.  For example, the students will watch a video describing how to construct a bridge out of popsicle sticks and rubber bands and then create their own bridge with a team of students.  An interactive website such as http://www.ecokids.ca/pub/eco_info/topics/frogs/chain_reaction/play_chainreaction.cfm will allow student to practice how to create a food chain with instant feedback.  

             The use of Web 2.0 and games is ever increasing in the world of education.  Web 2.0 makes collaboration among students and teachers more convenient.  In one of my current library classes, the professor is incorporating Padlet to allow students to share ideas throughout the semester.  Padlet can also be used within an elementary library for the students to share ideas.  Keeping with the science lesson, students can share big ideas they find interesting about a concept throughout the unit. The students in a library can also use Padlet to post book reviews.  I find Padlet useful in a school setting because the board is kept private.  The librarian can set the board up so only the students involved in the lesson can see it.  

            Gaming is a big part of almost every child’s world today and is changing the world of education.  My former sixth grade students loved playing http://www.hoodamath.com/games/physics.html in their free time.  This particular game requires students to have a basic understanding of physics and builds their problem solving skills.  The students must consider how to perform the given task in a step by step manner.  One key component of games is intrinsic motivation.  I believe a game such as this can be incorporated in a science lesson to build on previously taught skills. 

            Rich media incorporates all of the emerging technologies.  As teachers and librarians, we are moving away from lecture and textbook graphics.  The students of today are so immersed in technology that we must change the way we are teaching to incorporate rich media.  Many of the pieces of technology I mentioned above are included in rich media such as videos, animations, and audios.  However, as instructional designers we must be careful to keep lessons learner-centered and not technology-centered.  We must select learning objects and create e-learning environments without extraneous information “which saps limited processing capacity needed for meaningful learning,” (p. 313).

Section 6: Getting an IDT Position and Succeeding at It

This section of your textbook focuses on jobs in the profession of instructional design and technology: lessons and tips on how to get one and organizations that can support the job search and continued learning in the IDT field. Many of you already have a job in the field or in a related field; however, based on this week’s readings, you’ll reflect on where you are, where you want to go, and what you need to learn or do to get there.

Begin your post for this week with some background: what is your current job, what program are you enrolled in, what brings you to that program, and what do you expect when you graduate (change jobs? obtain a promotion?).

Next, describe the kind of work that you want to do and the type of organization or institution in which you want to work. Use the WorkMatrix^TM in the chapter titled “Getting a Job in Business and Industry” to help organize your thoughts. Do you most desire first, second, third, or fourth level service? Or would you rather design or develop instruction? What features of work are important to you? What economic sector do you want to work in?

Based on these intentions, explain what you need to learn. What skills and qualifications do you need? Will you obtain the skills you need in the required courses in your program? What electives might you need to take to help you develop skills specific to your aspirations?

Finally, what organizations would best support your continued learning after you graduate? Do you think you would benefit from joining those organizations before graduating? Explain why or why not?

            I taught in the public school system for seven years teaching 5^th and 6^th graders math and science.  I am currently staying home with my young children and working on a masters in Educational Technology- Library Science.  I have always desired to be a librarian but never found the time until now to begin my masters.  I took my first library classes this summer and discovered the importance of collaboration among the teachers and the librarian.  The role of the school librarian is evolving just as the role of the instructional designer is evolving.  A librarian is no longer just the keeper of materials.  The library is now expected to collaborate with teachers and offer advice in the lesson planning process while striving to incorporate technology and other resources to enhance learning. 

As a teacher, I was in the first level of service.  I love planning lessons and striving to incorporate higher level thinking skills in real-world problem solving situations.  However, after obtaining a maters, I would like to move on to the second and third level of service within the school system.  My goal right now is to become a librarian but I know that an elementary school librarian position can be hard to come by.  I would also like to be an instructional facilitator for elementary and middle school math.  My hope is that my Educational Technology degree along with my specialization in math during undergrad will provide me with the skills to become an instructional facilitator.  Working in the second and third level of service will allow me to create lessons and train teachers on how to present lessons using technology to deepen student’s understanding and to create problem solving skills. 

            To become a school librarian, I will need organizational skills, knowledge of the curriculum, knowledge of a wide range of genres, and good interpersonal skills.  As a librarian, I will not only need to know about the books and materials in my library, but I will also need to be able to work with a wide range of teachers.  As mentioned in the text, I will need to understand where the teachers are coming from and how I can help them enhance their lessons through technology and resources in the library. 

            An instructional facilitator needs many of the same skills a librarian needs however, I will need a deeper understanding of the math curriculum.  An educational math class concerning how to teach math would be an excellent elective to support a math facilitator.

            Both a librarian and an instructional facilitator are expected to incorporate technology in lessons.  I consider both positions to be a form of instructional designer.  The benefits of joining the Society for Information Technology and Teacher Education include research, scholarship, and collaboration.  The most important benefit to me is collaboration.  I believe through collaboration, great ideas are created.  This organization also offers an annual international conference and publishes a journal to keep the members up to date and informed.  

            The Association for Educational Communications and Technology would also be a beneficial organization.  This organization focuses on “the use of educational technology and its application to the learning process,” (p. 275).  Members include: professors, graduate students, librarians, and instructional developers.  It would be beneficial to join this organization as a graduation student since there are several divisions to join depending on one’s focus.  An annual convention, a job placement center, and the journals would all be beneficial both now as a graduate student and in the future as a librarian or instructional facilitator. 

Section 5: Trends & Issues

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 at least 3
of these 5 contexts and compare/contrast the IDT trends and issues. Then explain how they are
similar or different from the IDT trends and issues in the context in which you work.

Then explain how they are similar or different from the IDT trends and issues in the context in which you work. 

            Many of the issues faced by instructional designers are similar within business and industry, P-12 education, and post-secondary education.  The goal of instructional designers is to create lessons that will enable the learner to gain the knowledge needed for the job.  The presentation of the lessons and the circumstances may be different but the goals are similar. 

            Business and industry are rapidly expanding globally causing the need for employee training to increase which increases the demand of instructional designers.  However, time and resource constraints along with the need for things to be better, faster, and cheaper have caused many companies to no longer employ instructional designers in-house but rather through external consultants which require more relationship building skills.  The global expansion of companies has also caused the instructional designer to be more aware of differing cultures and societal differences.  When presenting information, the instructional designer must consider word choices and illustrations that may convey different meanings in different cultures.  To meet the needs of expanding companies with employees across multiple time zones, video conferencing and conference calling has become more popular.  This saves both time and money for the companies.  The growing popularity and ease of global communication is changing the way companies function today.

            One major influence in the changing roles of instructional designers in P-12 education today is the No Child Left Behind Act of 2001, which “mandates active engagement by schools and districts,” concerning the integration of technology, professional developments, and determining where technology is effective (p. 211).  Within P-12 education, the goal of instructional designers is still to enable learners to gain knowledge, however the goal also involves the integration of technology as a primary means of conveying the information.  Instructional designers understand that good teaching must come first and through good teaching, technology can be integrated in the curriculum.  One challenge for P-12 instructional designers is that the students do not have a specific job they are currently training for in the business world.  A student’s job is to learn how to problem solve so he can transfer his skills to the real world.  The goal is to create technology competent students who can solve problems using technology, not just computer literate students who can use a computer to input information. 

            Post-secondary education is different from P-12 education in that the “faculty members are trained in content, no pedagogy,” (p. 221).  This creates a unique role for the instructional designer.  The professor has the role of expert in subject matter while the instructional designer’s goal is to create a student centered learning environment.  Reaching this goal can sometimes require changing the way some professors think about teaching.  The skills required for an instructional designer in post-secondary education include negotiation skills, presentation skills, how to deal with difficult participants, and how to integrate technology into the curriculum.  He must be able to interact with the faculty, build relationships, and understand their needs.  The need for distance learning has also increased the role of the instructional designer.  The designer not only helps with teaching techniques within a classroom setting, but also assists with the creation of online classes. 

            One major similarity of instructional designers in different industries is that they take on many roles.  They are not only instructional designers but also, managers, developers, evaluators, trainers, teachers, and researchers.  In every setting, the instructional designer not only designs instruction but also “analyzes human performance, identifies the root of those problems, considers a variety of solutions to address the root causes, and determines and implements the appropriate solutions,” (p. 178). 

            The role of instructional designer is also similar to my role as a teacher in many ways.  One could consider a veteran teacher an instructional designer.  The teacher may not have as much training but she does have experience designing student centered lessons with the goal of teaching her students how to problem solve.  Just as an instructional designer takes on many roles, a teacher shares those roles within her classroom.  I found it interesting that the text pointed out that it takes ten years of practice to become a world-class expert and achieve mastery in any profession.  After teaching for seven years I finally feel like I have a good understanding of the many expectations and requirements to be a well-rounded teacher that is able to create lessons with integrated technology to build problem solving skills.  I also feel that it is extremely important for teachers to collaborate with each other.  There is no reason to reinvent the wheel every time one creates a lesson.  Expanding on current lessons is the way knew ideas are formed.  Both the expert and novice instructional designer “learn about theories and trends through interaction and brainstorming with others,” (p. 182).  This can be accomplished both formally through meetings and informally at lunch or in the parking lot.