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).