Section 7: New Directions in Instructional Design and Technology

1. Distributed or e-Learning Environments

In Chapter 28, Distributed Learning is defined as any educational or training experience that uses a variety of means, including technology, to enable learning. Distributed Learning includes, but not limited to, distance learning and online learning.
I am a big fan of e-Learning. I always have dreamed to build a Online Learning system that would help my students during their learning process. After I read this chapter, I made a research and found a lot of Learning Management Systems(LMS). I found that Moodle is very good LMS, and it is open source.  It is very popular among educators around the world as a tool for creating online dynamic web sites for their students.

So What is Moodle?The focus of the Moodle project is always on giving educators the best tools to manage and promote learning, but there are many ways to use Moodle:

• Moodle has features that allow it to scale to very large deployments and hundreds of thousands of students, yet it can also be used for a primary school or an education hobbyist.
• Many institutions use it as their platform to conduct fully online courses, while some use it simply to augment face-to-face courses (known as blended learning).
• Many of its users love to use the activity modules (such as forums, databases and wikis) to build richly collaborative communities of learning around their subject matter (in the social constructionist tradition), while others prefer to use Moodle as a way to deliver content to students and assess learning using assignments or quizzes.

It is very useful LMS, and I will talk to my administrators to build a LMS like Moodle for our school district. After we install this, teachers will be able to upload lectures/visuals/videos/audio to system, and assess students performance. There are some simple and obvious benefits for students:

• Students can find out homework assignments from home. Does not matter if they forget their books.
• Students can submit their assignments online. Cannot forget and leave them at home. Teacher don't have to carry big piles of books.
• Teachers can set up automatically graded tests. Less time doing routine marking. more time to focus on teaching.
• Teachers can create collaborative online activities.
• Some students are more confident contributing in writing online then face to face in a classroom. Give more students a chance to shine.

2. Reusable Design or Learning Objects

I really liked reading this chapter about reusability. In the book, the author defines reusability as “the ability to use the same resource multiple times in multiple ways and in multiple contexts”. Designers and developers save time and money by reusing the existing content rather than redeveloping it. Four questions need to be answered "yes" if we consider it reusable. Can I find it? May I use it? Will it work? Can I use it in a way that works for me? One example could be that: I am planning to install Learning Management System(LMS) for our school. I will use Moodle to create an online learning environment. I will post the content of the subject (text, pictures, figures, videos, etc.), and then there will be quizzes to assess students' performance. This LMS will be used multiple times by other students as well.
Another example to reusability; We are implementing Accelerated Reading/Math and Study Island systems in our school. Students take practice tests, quizzes, test to assess and enhance their reading/math knowledge.

3. Rich Media

The authors define rich media as learning products that incorporate high-end media such as video, animation, sound, and simulation. Rich media has been used in many classrooms today. Especially Computer teachers use them a lot. I am using rich media a lot in my classes. I would like to highlight one of rich media here. It is GoAnimate.

GoAnimate logo from GoAnimate.com

GoAnimate is do-it-yourself animated video website.They enable anyone and everyone to create animation videos quickly and easily. You can literally sit down at your computer and produce a professional-looking animation video from scratch without having to draw or operate a camera. I used to create animation videos at the beginning of the school year. I used GoAnimate to create animation about computer lab rules, procedures etc. 

Prezi logo from prezi.com

Another example rich media tool is Prezi. Prezi is a presentation tool that helps you organize and share your ideas without Powerpoint.

Animoto Logo from animoto.com

I also use Animoto to create videos easily and freely. It turn video clips, pictures, musics, and text to video. My students love to watch animoto videos when I make videos with their snapshots of their assignments.

Image courtesy of tagxedo.com

Another example of rich media that I am using is Tagxedo. It is like Wordle but a step farther as text can be used to build bigger images.

The author included a study that shows visuals and audio can improve learning. To make the visuals and audio more effective in rich media, I understand that I must use relevant visuals and audio to illustrate content. The author also mentioned that if we minimize unnecessary and irrelevant visuals, text, and audio, learning will be better.

4. Emerging Instructional Technologies, such as Artificial Intelligence, Cybernetics, Web 2.0, Virtual Worlds, Electronic Games, etc

In last chapter, the author discussed about three emerging instructionally relevant technology areas that will have a profound influence on the field of instructional systems in future:

1. The proliferation of object-oriented distributed learning environments
2. The use of artificial intelligence applications
3. The expanded effect of cognitive science and neuroscience

I think using artificial intelligence applications will be more popular in near future. I see how my students design/develop/program a robot to accomplish missions in my Robotics club. They are so lucky to be in that club, because I believe that Robotics/AI will be very important in future. As we've seen in movies, people will be replaced with robots in many risky areas, especially in army. That's why I am willingly and voluntarily coaching Robotics team in my school. 

As authors mentioned, twenty years ago nobody imagined that computer networking would have such as profound influence on the field of IDT. Technology is evolving very fast over the time, and new technologies are introduced day after day. I can't imagine what will be, and what new technologies/tools will be introduced in next twenty years. As I mentioned above, Web2.0 is very effective tool in my instructions.

It was very interesting to read part of the chapter about Cybernetics and Nanotechnology. I believe it will be amazing to control computers directly from our nervous systems. I heard that Nokia Research Center (NRC) and the University of Cambridge (UK) have teamed up to create a phone called "Morph". Morph is a concept that demonstrates how future mobile devices might be stretchable and flexible, allowing the user to transform their mobile device into radically different shapes.

Left: tablet mode; middle: phone mode; right: wearable mode (Source: Nokia)

It demonstrates the ultimate functionality that nanotechnology might be capable of delivering: flexible materials, transparent electronics and self-cleaning surfaces.

I would like to highlight a virtual world application for Education called "Edusim ". Edusim is a 3D multi-user virtual world platform and authoring toolkit intended for your classroom interactive whiteboard (but equally powerful on the students laptop or desktop computers !).Edusim is extendable allowing multiple classrooms
to connect their interactive whiteboards for collaborative learning session.
It appears to me to be worthy of serious consideration.

Lastly, I would like to talk about something that off-topic.

My heart was broken by hearing the tragic shooting incident in Newtown, Connecticut today :'( The majority of the victims were little bodies, young minds who were preparing for the great moments and milestones of their lifes. This horrible moment of our memories should remind us the importance of our role and mission in our communities which is not only to raise academically successful generations but also to raise responsible, productive citizens.

My thoughts and prayers go out the victims of today's tragic event and to their families.

Education is the key for better life, better people, better world so we all play very critical role for the future of our community, nation and the entire world.

Section 6: Getting an IDT Position and Succeeding at It

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?)

My current job is to teach Computer Science/Robotics to high school students. I also have the title of Computer Department Head/Technology Coordinator/IT Manager in the school. I believe that Teachers are more important than ever and have a heavy responsibility to feed the hungry minds of the young generation.  Thats why I became a teacher because I found that I loved the interaction and seeing kids grow as future adults.
I enrolled in to Masters in Educational Technology - Leadership program. This is my first class. I just began my journey in Graduate School.

My friend graduated from A&M Commerce, and he recommended it to me. I made a research and found out that A&M Commerce is very good in Education field in Dallas area. So far, I liked the school, and I liked this class. I already learned  a lot of new things.
To me, educating our kids is very challenging and also very important job in the world. As teachers, we have our children's future in our hands. If we want to leave better world to our children, we must be effective teacher. That's the reasons that brought me in to this program.
After graduation, I am expecting to continue my graduate education, and get my Ph.D. I have BIG passion to continue my education.

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 WorkMatrixTM 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?

I completed the WorkMatrix, and see that I desire to First level service (Teaching, delivering training), and Third-level service (Designing instructional models). I also desire to Develop Instruction. My ultimate goal is to continue my education. I want to be more and more effective in classroom. I also love to research and learn new things. The Geographic Location feature is important to me. My home is very close to school. I use highway to go to school everyday. It takes only 10 minutes and no traffic :) Honestly, I don't like spending my precious time just for transportation.  I want to work in Education economic sector. As teachers, we have to work 186 days in a year. None of any other sectors will give you half year off :) I like its flexibility.


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?

Based on my intention to continue my education through Ph.D, I need to learn how to conduct effective research, and improve my writing skills. According to my degree plan, after taking 18 credits, I can take rest 18 credits from Higher Education department. Also, I would like to teach AP Computer Science course to my high school students next year. In order to be qualified to teach AP courses, I have to attend to AP workshops during summer. I already found one AP workshop this summer, and will register as soon as it opens for registration.

Finally, carefully examine the professional organizations and conferences listed in the chapter titled "Professional Organizations and Publications in IDT." 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? What conferences or annual meetings do you think it would be helpful to you to attend? Select at least two and tell what you could learn from attending.

As I read through Chapter 26, I see that there are many organizations that support Education. Currently, I am member of Computer Science Teachers Association. I am planning to attend their annual conference in July. Someday, I would like to join Association for Educational Communications and Technology(AECT) and The International Society for Technology in Education (ISTE). I think these two organizations would be beneficial for my continued learning after graduation.

The International Society for Technology in Education (ISTE®) is the premier membership association for educators and education leaders engaged in improving learning and teaching by advancing the effective use of technology in PK–12 and teacher education. ISTE membership is a powerful and meaningful way for educators to connect with peers, to gather in a variety of forums to share the challenges and excitement of teaching, and to be part of a community that leads the transformation of education. If I become their member, I would get the following benefits:

• Learning & Leading with Technology magazine
• ISTE's member communities and special interest groups(SIGs)
• Members-only resources
• NETS resources
• ISTE journals: JRTE, JDLTE, and JCT
• ISTE books discount (30% off)
• ISTE webinars discount (60% off)
• ISTE’s annual conference and exposition registration discount

By attending ISTE's annual conferences, it allows me to enter more than 200 concurrent spotlight and lecture sessions, 300+ poster, student showcase, and global collaboration stations, themed networking lounges.

The Association for Educational Communications and Technology (AECT) is a professional association of thousands of educators and others whose activities are directed toward improving instruction through technology. It provides an international forum for the exchange and dissemination of ideas for its members and for target audiences; it is the national and international spokesperson for the improvement of instruction; and, it is the most recognized association of information concerning a wide range of instructional and educational technology. I would get more benefits by joining AECT.

• Professional and Staff Development and Connections
• Publications and Resources
• An Open Content Portal, developed by interns and operated by the Graduate Student Assembly, provides a resource by which educational technology scholars and researchers can share how they teach and what they teach in their courses
• Awards and scholarships are available through the Educational Communication and Technology Foundation
• Mentoring opportunities can be arranged
• Members qualify for a discount on Geico automobile insurance.

Section 5 Trends and Issues in Various Settings

The chapters in this section identify trends and issues with instructional design and technology in a variety of settings: military, health care, P-12, higher education, and around the world. In this week’s blog post, tell which setting you are working in or intend to work in. Then identify one thing that you learned from reading about each of the other settings and explain how that concept, idea, or approach could be adapted to your setting.

I am working in P-12 setting as a Computer Teacher/Robotics Coach for five years. Our school is a community charter school offering a comprehensive college preparatory program focusing on science, mathematics, and technology to provide opportunities for underserved communities. It offers an alternative form of public schooling.
I taught computer to middle school students first three years. Last two years, I am teaching computer science/robotics to high school students. The administrators in my school are very active of building relations with community and business leaders. We host a lot of visitors at our school.

I am also trying to contact professional to have them visit my classroom and talk to the students about his/her profession. Last year, I invited news/sports reporters to my Video Production class. One news reporter, one sports reporter from Fox television came to my Video Production class, and shared their experiences, daily life in their job, etc. to the class. They also helped me and my students to learn how to make news reports, how to shoot with camera, how to edit videos effectively, etc. It was great opportunity for me and my students.

By reading Section 5, I had a chance to learn how Instructional Design and Technology can improve learning and performance in P-12 setting, as well as learning trends and issues in various settings.

Business and Industry Setting
The one thing that I learned from Business and Industry setting was Rapid Prototyping. In the book, Rapid Prototyping is workable models of the final product or simply shells that demonstrate the projected appearance of the product.

In my Robotics club, we use Rapid Prototyping method to design our robot according to missions of the year. Students in Robotics brainstorm to generate possible solutions missions/problems for Robotics competition. First, we begin developing sketches and drawings about how our robot should look and act during competition. Then, we use these sketches/drawings to build a prototype. At first years, we used trial and error method to design our robot, and it took lots of lots of time to design it. But now, we are using PTC Creo software to design our robot in 3D first, then we test the design by using simulators. We begin assembling our robot in real if the test is successful. Using prototypes save us too much time and energy, and give us more time to practice our robot.
In future, I am going to use Rapid Prototyping more often.With the help of advancement and expansive list of possible Web 2.0 applications, I can use them to facilitate instruction and engage students more effectively in the learning process. By using rapid prototyping as a guide, I can design and develop technology enhanced curriculum lessons.

Military Setting

Image Courtesy of blackboard.com

In this chapter, I learned a lot of things, but I would like to highlight one of them; Lifelong Learning. Continued learning opportunities within the service improve service members within their occupational specialty and open the doors to many opportunities for those who leave service. Many countries has lifelong learning policies in their military. They developed open system for military students to study without borders. This allows military students to continue their personal learning goals while serving their countries abroad.(p 191)

Seniors Computer Class
Image Courtesy of craigdailypress.com

Lifelong Learning is widely used in the world today. E-Learning is available at most of the college and universities or to individuals learning independently. There are even online courses being offered for free by many institutions. Last year, MIT and Harvard founded an online learning platform called "edX". edX offers online learning to on-campus students and to millions of people around the world for free. I am also taking two online courses from edX platform. I can say that I've already learned a lot. Their statistics say that "more than 150,000 students from over 160 countries registered for MITx's first course, 6.002x: Circuits and Electronics. The age range of students certified in this course was from 14 to 74 years-old.". I think edX is a great example of Lifelong learning in education.

Health Care Setting

Image Courtesy of instituteoftechnology.edu

To me, in this chapter, the most important thing was Risk. The health field is one area where errors in learning literally can be a matter of life or death.Health professionals work with hazardous substances routinely. The education of health professionals is serious business (p.201).

In Education, especially in Science classes safety is very important.  Computers are an essential tool in the schools. Although problems can occur through their use, with the proper equipment, ergonomic workstation design, proper techniques and working practices, the risk of problems can be greatly reduced. For Computer Teachers, we developed a computer lab rules for students' safety. For us, prevention is better than cure.

Higher Education Setting

Image Courtesy of jm-aq.com

In the book, it says faculty members are trained in content but not in pedagogy. Also, individuals in this area become more critical. Progression of ranks for faculty is different from one country to another. It seems like not easy in working in Higher Education. Instructors have pressure on them to get their tenure. "Publish or perish"(p.223), this statement should clearly describe what I mean. I also noticed that, students, colleagues, and community appreciate instructors in Higher Education more than corporate setting does.

P-12 and Higher Education settings seem similar to each other. Both settings needs a lot of time, patience, and dedication. I see that not everybody can work in these areas, only people who have passion, love, patience can succeed in these fields. I think we can motivate ourselves if we think like that: We raise, teach future's leaders, engineers, doctors, lawyers, politicians, and teachers. We shape them with out passion, patience, and love. What an amazing, honorable, reputable, and blessed job.. 

Section 4: Human Performance Technology

1. Chapter 14 discusses the concept and evolution of human performance improvement. Several sections of chapter 14 present a variety of non-instructional solutions to performance problems. Identify a performance problem in your area of work and identify non-instructional solutions that may help solve the problem.

A performance problem that I have encountered at work is about lack of tracking attendance of after school tutorings. The purpose of the after school tutorings is to help students in math, reading, and with other homework activities including research,computer projects, and reports. Students report to tutors classroom right after the dismissal, and stay there one hour. This is mandatory program for students who need help in math, and reading subjects. Students who miss three days of tutorings without excuse, gets Saturday Detention. Dean of Students is in charge of tracking attendance of after school tutorings. However, he sometimes couldn't conduct this for some reasons (discipline problems, meeting with a parent after school, meeting with administrations, etc.). To analyze this performance problem, I can create a Google Docs sheet to track attendance of tutorings. Then, share this Google Doc with tutors and Dean of Students. Tutors will enter attendance of students to this Google Doc sheet, and Dean of students will be able to track students' attendance of after school tutorings easily and efficiently.

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.

Performace Support System is the integration of different tools to help the user perform a task. Laffey (1994) defined performance support systems as "systems that are built to integrate resources and tools and to facilitate working on complex tasks. McGraw (1994) defines a PSS as "an integrated tool suite that supports the user of a complex system by providing embedded assistance within the system itself".

In the textbook, D4Me(Define, Design, Develop, Deliver, Manager-Measure) has been introduced. D4M2 model might help me to solve the problem that I mentioned above. 

Define Phase - In this phase, I identify the needs, and goals of performance support system. The main purpose is to help Dean of Students to perform the task to track students attendance of after school tutorings effectively.

Design Phase - In this phase, the purpose is to create a blueprint for later use to design EPSS program. The figure below is the prototype of my EPSS program. Teachers will be able to enter attendance cases for students for specific dates. I will get teacher's tutoring days.

Develop Phase - In this phase, I will design my EPSS program by using Google Docs, I create attendance cases for boxes, share the Google Docs sheet with teachers, and Dean of Students. I tested my EPSS, and it is ready.

Deliver Phase - I will announce this system to the Staff during our weekly Staff meeting. I will train tutors how to use this system.

Manage-Measure phase - I will monitor the system every week. I will inform the teachers about possible enhancements to program.

3. Chapter 16 explains knowledge management: the way we manage information, share that information, and use it to solve organization problems. Organizations, such as schools, accumulate a great deal information/data, which must be organized in a way that we can make sense of it in order to use for making decisions. What knowledge would help solve the problem you identified above and how would that knowledge need to be collected and managed to help facilitate problem solving?

In the textbook, the Knowledge Management has been defined as, a revolution in the way we manage the information, and the way we share and use it. For the performance problem that I mentioned about, I can create a knowledge management system for the problem. For the codification part, I can create a  form script on the Staff Portal webpage, that way teachers can freely ask any question regarding to problem about tutoring attendance issue. Then, I gather all the questions, and create a Wiki or FAQ system that contains questions and answers. I put a link to Wiki page on the Staff Portal webpage. For Collaboration part, I will create an online community forum or blog to share ideas about the problem above. For Access part, there will be a search form on the portal. By using search form, teachers will be able to access the information quickly.

Figure courtesy of emeraldinsight.com

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 to include others?

Informal Learning tends to be authentic, typically happening beyond the control of the people who manage training programs, outside the limits of classrooms and environments established to deliver formal instruction at a distance.Informal learning is occurring all the time. School has been organizing field trips to places such as science museums, zoo, etc. I always wanted to be volunteer chaperon teacher for these field trips. At first, students and I are not aware of what we are going to learn in the field trip. Later, we realized that it was a wonderful opportunity to learn new things, and was informal learning experience by attending the field trip. The museums let you approach toward many things that you have an interest in and you are motivated to learn.

Other than Museums, I arranged a trip to college for my Robotics students. We visited university's Robotics laboratories. It was a great opportunity for my students to learn different things about Robotics. They just saw the Robotics objects there. They control the big robots. At the end of day, students seemed very motivated about Robotics.

I think both field trips can be duplicated, and include other students. We post trip pictures and videos on the website, school's Facebook and Twitter pages, and hang them on the bulletin boards to share these experience with others.

Section 3: Evaluating, Implementing and Managing Instructional Programs and Projects

1. Chapter 10 discusses evaluation in instructional design and provides you with two evaluation models, the CIPP and Kirkpatrick models for evaluation. Search for at least two other models used for evaluation and summarize these models. Describe how you would use them to evaluate your instruction.

The two models I have chosen are the Flashlight Triad Model and the Formative Evaluation Model.

Dr. Steve Ehrmann directed the award-winning Flashlight Program on assessment and evaluation. Flashlight's tools, training, consulting and external evaluations help educators guide their own uses of technology, on- and off-campus. Dr. Ehrmann's work on Flashlight has recently focused on developing research strategies employing matrix surveys. The Flashlight Triad Model covers 5 distinctive steps.

1. Overview and Confronting the Blob. This step involves brainstorming and "bringing to the table" all of the various elements that feed into and flow from a lesson. For example, faculty development and preparation, student prerequisites, budget, assistance with course materials development, student attitudes and satisfaction.
2. From Blob to Issue. To move from the confusing, large-scale blob, to a manageable evaluation, consider the purpose for the evaluation. What matters most to you and others? Who is the intended audience for your completed evaluation? Answer the following questions, then select one or two top issues to study.

• What are the three most crucial things you fear might happen as a result of using the technology?
• What are the three most crucial things you hope will occur?

3. From Issue to Triad. For each issue selected, create several "triads." A triad consists of the type of technology you might employ (T), a specific activity that the technology enables (A), and outcomes expected from that type of activity (O).  After generating several triads, select the triads you wish to focus on.

Sample Triad

4. From Triad to Data. For the triads you have selected, you can now generate questions to gather data about the triads. These questions can be delivered as surveys, interviews, focus groups, etc. At least five types of questions may be generated:

• Question Type 1: Technology. These questions are related to the technical infrastructure, its capacity, its functioning, or the degree to which students/faculty were appropriately trained to use/manage it.
• Question Type 2: Interaction of Technology and Activity. These questions are related to the functions and features inherent in various technical systems and their ability to support or enable a specific activity (i.e., "Did X technology enable you to do Y?").
• Question Type 3: Activity. These questions are related to the nature of student tasks, or what students are asked to do.
• Question Type 4: Interaction of Activity and Outcomes. These questions are related to the capability for specific technology-based activities to generate predicted outcomes (i.e., "Did activity Z help you to accomplish S?").
• Question Type 5: Outcomes. These questions are related to what students learned, how satisfied they were with a lesson or course, and what changes they would recommend.

5. From Data to Next Steps. Based on the evaluation data, you will make decisions about your unit or course.
Source: http://www.tltgroup.org

I would use Flashlight Triad Model to evaluate web based collaboration projects. In my Web Design class, students have website creation project. They use Weebly web platform to create websites. Groups contain five students work collaboratively on the project. I just discovered an open-sourced collaboration program in real time, called "Rizzoma" on the web. It allows communication within a certain context permitting a chat to instantly become a document where topics of a discussion organized into branches of mind-map diagram and minor details are collapsed to avoid distraction. By using Rizzoma, students can share their ideas and opinions on the topic. For example, for pattern background images for website, they can share their pattern background image, and discuss about it.
So, my Flashlight triad would be as follows:

Then, I would develop questions for my survey. Based on the collected data, I would be able to know if using online collaborative editing tool(Rizzoma) was beneficial to my students.

Secondly, I would use Formative Evaluation model. 

A formative evaluation (sometimes referred to as internal) is a method for judging the worth of a program while the program activities are forming (in progress).This part of the evaluation focuses on the process.
Thus, formative evaluations are basically done on the fly. They permit the designers, learners, and instructors to monitor how well the instructional goals and objectives are being met. Its main purpose is to catch deficiencies so that the proper learning interventions can take place that allows the learners to master the required skills and knowledge.

Formative evaluation helps you find out if you are achieving your goals and objects in the formative stages of your project, instead of waiting until you are have finished the project.

Formative evaluation is also useful in analyzing learning materials, student learning and achievements, and teacher effectiveness.... Formative evaluation is primarily a building process which accumulates a series of components of new materials, skills, and problems into an ultimate meaningful whole. - Wally Guyot (1978)

I am usually using this model at the beginning of an instructional period to find out what would be the best materials to be used to teach certain objectives. And, during the instructional period, I evaluate my instruction if it is successful or not. If it is not successful, then I revise my instruction.

2. Reflect on what other questions that instructional design evaluation should address besides whether the instructional design leads to comparable amounts of learning and learner satisfaction as traditional methods. What else would be useful to know?

Image courtesy of 

marygrove.edu

After reading the textbook about how effective instructional design should be, I would like to include following questions to the instructional design evaluation..

• What were your expectations for this class and how effectively have they been met?
• Was instructor's use of examples or personal experience help learners get points across?
• Were the planned objectives and outcomes in the instruction achieved?
• Were the resources and inputs converted to outputs in a timely and cost-effective manner?
• How relevant was the instruction to learners?

3. Chapter's 12 & 13 focus on project management and how to manage projects when resources are scarce. You have been assigned to develop a series of professional development sessions focusing on technology use in the classroom for teachers during a time of economic decline. How will you use Situational Leadership to facilitate this project and manage scarce resources?

Image courtesy of americasdiversityleader.com

Besides being computer teacher in my school, I have also IT Manager title here. I am in charge of every single technological devices(Servers, Database, Website, Maintenance, Security, lab computers, teachers computers, students/staff domain accounts, etc.). Since beginning of my career here, I have been assigned a task to develop series of professional developments sessions focusing on technology use in the school.   Honestly, I didn't know anything about Situational Leadership model before. I just learned it by reading and researching here. If I were to assign to develop any technology sessions in the future again, I  would facilitate my session using the Situational Leadership model. Based on my personality behavior, I like to work in team more than work by myself. What I understand from Situational Leadership model is, the  successful leaders are those who can adapt their behavior to meet the demands of their own unique situation.
In developing the professional development sessions, I would like to start building my team first. I will ask others to join to team. I would like to incorporate their experiences and knowledge during developing the session. I would then identify roles in the team. I, as a IT Manager, will be the Project Manager to make sure that staff will be trained properly. I would follow the Situational Leadership Model to develop professional development session for staff on the technological projects.

Phase I: First, I would develop an agenda about the project, which contains what to do, how to do.

Phase II- Next, I would ask members in my team if they would like to add/remove anything from agenda. Then, we continue to plan, organize, and develop the professional development session. In this phase, my leadership style will be coaching them.

Phase III- In this phase, my leadership style is going to be supporting. I will be encouraging the team and rewarding them for effort and production. 

Phase IV-The team must feel comfortable to working together. In this phase, my leadership style will be the role of monitor. The team will be able to do decision making and problem solving aspects to finalize the professional development session.  

Section 2: Theories and Models of Learning and Instruction

1. Epistemology (the study of what and how we come to know) is discussed in multiple chapters in this section. Distinguish epistemology from instructional methods or theories. What are the differences between theories, methods, or models of learning and epistemologies or underlying beliefs about ways of knowing?

In the book, Epistemology is defined as the branch of philosophy concerned with the nature of knowledge. It addresses mainly the following questions:

• What is knowledge?
• How is knowledge acquired?

The Image courtesy of strategic-planet.com

•  To what extent is it possible for a given subject or entity to be known?

Such beliefs influence the development of knowledge because they are considered to be the central values or theories that are functionally connected to most other beliefs and knowledge (Hofer & Pintrich, 1997).We all have epistemological beliefs. These beliefs influence how we approach, design, and deliver our instructions. I would like to say that Epistemology comes first, then instructional theories, models, and methods. As stated, Epistemology is the explanation of how we think. Without epistemology, we could not think. We need epistemology in order to determine what is true, what is false.

Instructional Methods are the means or ways that we use to teach material to our students. It is an educational  approach  for  turning  knowledge into learning. Instructional  methods  are  the  “how  to”  in  the  delivery  of  instruction. I like to involve my students into my instructions. I am usually trying to use Demonstrations, Collaborative Learning, Cooperative Learning(in Robotics), and Problem-based learning methods in my instructions.

Learning theories make general statements about how people learn. Over many years, behavioral learning theory, cognitive information processing theory, and Gagne's theory of instruction have had a major influence on instructional design. In recent years, schema theory, cognitive load theory, situated learning theory, and constructivism have offered different views of learning and instruction. I usually try to apply Constructivist learning theory in my classes. I never stick to a textbook for my computer and robotics instructions. I research different resources to construct my instruction. 

Instructional models outline the steps on how the process of instruction is to be viewed. These instructional models contain various components that suggest how teaching is to be done. Through these models, teachers can gain understanding and meaningful insights on the whole process of teaching. My favorite instructional models are ADDIE and 5E models. I usually use them in my instructions.

Engagement	Object, event or question used to engage students. Connections facilitated between what students know and can do.
Exploration	Objects and phenomena are explored. Hands-on activities, with guidance.
Explanation	Students explain their understanding of concepts and processes. New concepts and skills are introduced as conceptual clarity and cohesion are sought.
Elaboration	Activities allow students to apply concepts in contexts, and build on or extend understanding and skill.
Evaluation	Students assess their knowledge, skills and abilities. Activities permit evaluation of student development and lesson effectiveness.

5E Model

ADDIE Model

2. Chapters in this section present two contrasting epistemic stances: positivist and relativist. However, a third stance, the contextualist or hermeneutical, is also widely recognized. This stance falls somewhere between the strictly objectivist/positivist beliefs about knowing and the purely subjectivist/relativist stance. 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. However, relativists ascribe to radical constructivist approaches, while contextualists draw upon social constructivist theories and models. Based on what you’ve read about positivist and relativist epistemologies, as well as behaviorist and constructivist approaches, try to more fully describe a contextualist epistemology. How might it differ from either a relativist or positivist stance, and how might social constructivism differ from either behaviorist or radical constructivist approached to learning and instruction?

Contextualist Epistemology maintains that whether one knows is somehow relative to context. It defines our knowledge as context-dependent. for example, the word “tall.” When we apply the word tall, our correctness is entirely dependent upon the context of our using it – i.e. about whom we are talking, and whom we are comparing. In the context of a second-grade class, we might find that five feet would be a very tall height among the students. In the context of the twelfth grade , we would find that only someone with a height of six feet or more could accurately be considered tall. Thus, what is tall in the context of second grade (five feet) would not be tall in the context of the twelfth grade. As we can intuitively see, the veracity of the ascription of tall depends upon the context in which it is being used.

Relativist epistemology reflects fundamentally different views about the nature of knowledge and knowing. Relativists believe that reality is not directly knowable, and can only be inferred or assigned by convention or consensus. They assume that individuals actively assign different meanings to common objects, events , and circumstances that cannot be judged simply as "correct" or "incorrect" by comparing to convention(Driscoll, 1999;Hannafin & Land, 1997;Hwang, 1996;Wilson, 1996;Yarusso,1992). Relativist epistemology denies objectivity, law of nature (but physical universe works under basic principles), even itself.

Positivist Classroom
Image courtesy of popyah.com

Positivists believe that knowledge exists independent of individuals, that there are absolute truths that exist in the world. The instruction focuses on transferring that knowledge to the learner. Positivist learning environments are generally structured and prescribed to facilitate the acquisition of knowledge and skills deemed important by teachers  The emphasis is placed on the product resulting from the instruction, and the tasks and activities used to move the learner toward creation of the product. I think positivist belief limits students to gain and construct knowledge about given instruction.

Social Constructivism emphasizes the importance of culture and context in understanding what occurs in society and constructing knowledge based on this understanding (Derry, 1999; McMahon, 1997). 

Social constructivists believe that reality is constructed through human activity. Members of a society together invent the properties of the world (Kukla, 2000). For the social constructivist, reality cannot be discovered: it does not exist prior to its social invention. 

To social constructivists, knowledge is also a human product, and is socially and culturally constructed (Ernest, 1999; Gredler, 1997; Prat & Floden, 1994). Individuals create meaning through their interactions with each other and with the environment they live in. 

Social constructivists view learning as a social process. It does not take place only within an individual, nor is it a passive development of behaviors that are shaped by external forces (McMahon, 1997). Meaningful learning occurs when individuals are engaged in social activities. I think Social Constructivism build and enhance interactions between peers and learners.

Radical constructivism proposes that the construction of knowledge takes place solely in the learner's mind and on an individual level. McCarty and Schwandt (2000) explain that according to radical constructivism, concepts form through the learner's experiences with objects or events as the learner notes similarities and differences among the experiences and gradually builds up a concept relating to that object or event.

Behaviorism
Image courtesy of projects.coe.uga.edu

Behaviorism focuses on a change in external behavior achieved through a large amount of repetition of desired actions, the reward of good habits and the discouragement of bad habits. In the classroom this view of learning led to a great deal of repetitive actions, praise for correct outcomes and immediate correction of mistakes. Within the Problem Based Learning environment, students may be encouraged to engage with the learning process and their peers within the group by positive reinforcement from a skilled facilitator to increase positive actions of engagement, contributions and questioning. I agree with many critics argue that behaviorism is a one-dimensional approach to understanding human behavior and that behavioral theories do not account for free will and internal influences such as moods, thoughts and feelings. Many teachers still use behaviorism epistemology in they instructional designs.

3. Differing epistemic stances lead to differing approaches to learning and instruction, and ultimately to problem-solving. Explain differences in problem-solving when approached from behaviorist and constructivist perspectives. How do the approaches differ in both the nature of the problem to be solved and in facilitating the problem solving process? Finally, what effect might these differences have on learner motivation?

Behaviorists’ understanding of learning was based on cause and effect. In this conceptualization, a behavior was followed by reinforcement. If the behavior was followed by positive reinforcement, then the behavior was more likely to be repeated; if there was negative reinforcement, the behavior was less likely to be repeated. Two problem-solving methodologies explain the problem solving process within the framework of behaviorist learning theory. One such method is trial and error. This involves attacking the problem by various methods until a solution is found. Young children solving a jigsaw puzzle exhibit this type of problem-solving behavior. The children try fitting different pieces into the same spot until eventually they find the piece that fits.

Constructivist Classroom
Image courtesy of emma2010.edublogs.org

Constructivist learning is based on the active participation of learners in problem-solving and critical thinking - given real and authentic problems.The constructivist approach serves to shift the focus of learning from a teaching focus to a learning focus. It focuses on knowledge construction rather the simply reproduction. Using relevant tasks, the teacher will aim to engage learners in meaningful processes that help them effectively solve a problem. It helps students to extend beyond the content and apply the knowledge constructed to other situations. Constructivist teachers encourage students to constantly assess how the activity is helping them gain understanding. By questioning themselves and their strategies, students in the constructivist classroom ideally become "expert learners." This gives them ever-broadening tools to keep learning. I am a strong supporter of Constructivist learning style, and always will be. A study done at the University of Texas found that people remember (Metcalf 1997):

• 10 percent of what they read; 
• 20 percent of what they hear; 
• 30 percent of what they see; 
• 50 percent of what they see and hear; 
• 70 percent of what they say;
• 90 percent of what they do and say

To me, constructivist learning provides opportunity to learner to do and say what they learned, that way learner will be able to understand/remember the instruction about 90%.

Behaviorism suggests that motivation results from effective reinforcers. Critics of behavioral approaches to motivation contend that reinforcers detract from intrinsic motivation and cause learners to focus on the reinforcers instead of learning. Reinforcers can be effective, however, if they’re based on quality of the work and communicate increasing competence. First years of my teaching career, I had behaviorism approach to increase students motivation in my classes. I bough a lot of candies from a store. I gave candies to students as a positive reinforcers. Some time later, I noticed that students had been doing the assignments just to get candies.

As for the constructivist viewpoint, motivation seems to be an assumed, existing characteristic within the learner. A constructivist view of motivation is based on the premise that each individual is motivated differently. What may motivate one person to learn a foreign language and keep studying in order to become proficient in a given language will differ from individual to individual. Constructivism stresses the fact that an individual's motivation is a subject to social and contextual influences. Constructivists have also seen motivation as a key component of learning. It not only helps learning, but it is essential for learning. It includes the understanding of the ways in which the possessed knowledge may be used by the learners. I like constructivist approach to motivation so much. With critical-thinking, and group working, students build the motivation and self-esteem by themselves. I had a chance to compare my two different instructional methods in my classes(lecturing, and group working). In lecturing, students were passive, and seemed bored. In group working, within the group they were active. Groups were racing with other groups. Within the group, students help each other to build motivation.
According to my experiences, I can say that constructivist approach motivates learners more than behaviorist approach does.

Section 1: Defining the Field

Evolving Definitions of Instructional Design and Technology

Created by Muammer Aktas

As I researched each of the Instructional Technology definitions, it was very interesting to see how Instructional Technology has been defined over the years. I realized that the field of Instructional Technology is constantly being redesigned and redefined. New ideas and innovations affect the practices of individuals in the field, changing, often broadening, the scope of their work.

According to Dempsey and Reiser (2007), the earlier definitions focused on instructional media. With the introduction of educational films, the “visual instruction” movement began.With advances in sound recordings, motion pictures with sound and radio broadcasting, the focus of the field shifted from visual instruction to “audiovisual instruction”.

Beginning in the 1950s, the instructional technology viewed as a process. A number of leaders in the field started discussing instructional technology as being a process. Finn(1960) indicated that instructional technology should be viewed as a way of looking at instructional problems and examining feasible solutions to those problems.

The five domains of instructional technology. 
Source: From Instructional Technology: The Definitions and Domains

of the Field(p.10),by B.B. Seels and R.C.Richey,1994,Washington, DC

The 1994 definition was beyond viewing instructional technology as a process. The field is described in terms of five domains---design,development,utilization, management, and evaluation.

This definition moves in some other new directions and revisits some old ones.This definition describes the field in terms of theory and practice, emphasizing the notion that the field of instructional technology is not only an area of practice, but also an area of research and study.



Gradually a transition occurred that the focus of instructional technology from media to being a systematic process. This shift in the definition showed that education now, moving attention to learning instead of just instruction.  As the definitions for the instructional technology field evolved through time and technological advancements, I believe there will be new definitions for the instructional design in the future.

Since the definitions made by professionals of the instructional technology changed through time, my own definition of instructional technology has evolved along my years in education.

Student Centered Learning in Distance Education.
From Simonson et al, 2006,p.202

During the first years of my teaching, teacher-centered learning style was essential for me in the classroom. I was using my prior knowledge and experience to deliver my instructions. Students were passive learners, they were just listening the lectures, and were taking notes when necessary. When I finished lecturing, I was assigning them assignments that related to subject. I was assessing their performance by just grading their assignments. There was no group working.
I used technology to create instructional materials, such as presentations, vector graphics. Earlier years, my goal was to teach my students a computer program, or a technology tool.

Today, Student-Centered Learning model is essential for me. As I am using technology as a learning tool, and enhance the teaching and learning in classroom. For example: In my Desktop Publishing class, we use a very cool program called "Adobe Illustrator". We use Adobe Illustrator program to design vector graphics, such as cartoon characters, 3D vector graphics, etc. for desktop publishing projects.

Student Centered Learning in Distance Education.
From Simonson et al, 2006,p.202

Adobe  llustrator program is one of the technology tools that we use in the classroom. Then, we use another program called "Adobe InDesign" to organize text and graphics to create desktop publishing works, such as posters, flyers, brochures, magazines, newspapers, books, etc.
I am also implementing group working, and peer learning techniques in my class. By using this learning style, I am helping my students to discover their own learning styles, to understand their motivation, to acquire effective study skills that will be valuable throughout their lives.

Now I can see how my emphasis on instructional technology evolved through time and experiences.

My definition of instructional technology would be something like:

Educational Technology is an art of identifying learning problems, and the design, development, implementation, evaluation, and management of the technological processes and resources to enhance learning and performance in the learning environment.

I believe that I will redesign and redefine my current definition in the future to create more effective learning environments for my students.

How does that lesson adhere or fail to adhere to the six characteristics of instructional design?

Click here to view a sample lesson plan from my computer class.

My instructional design is;
Learner centered, because it begins by determining who the learners are, what the individual learner already knows, and what the learner needs to learn; it is able to adjust throughout the lesson if needed, and ends by evaluating if the learner was successful about project.

Goal oriented, the goals have been identified in the first section of the instructional design.

The instructional design focuses on meaningful performance. the learner is expected to be able to perform or apply the new knowledge, rather than recall it. I expect my high school students to conduct  research about state project, and create a PowerPoint presentation with this new information.

Outcomes can be measured in a reliable and valid way. The learner shows the evidence of learning through actual performance. Minimum requirements are clearly described in the Assessments section.

Empirical, iterative, self-correcting,  the data is continually collected from the effort of the learners through observations, and then analyzed. If any revision is needed, teacher guides and helps learner to success.

Team effort, in my school there are two computer teachers. As a computer department, we have meetings every two weeks. In these meetings, we combine our knowledge and skills to create the instructional design for subject content for the courses.

Reiser distinguishes instructional media from instructional design, excluding teachers, chalkboards, and textbooks from the definition of instructional media.

In 3rd chapter, Reiser (2001) defines instructional media as the “physical means, other than the teacher, chalkboard, and textbook, via which instruction is presented to learners” (p. 18). Reiser excluded teachers, chalkboard, and textbooks from the definition of instructional media to clearly describe the history of media. Before the twentieth century, three primary means that the teacher, the chalkboard, and the textbook have been categorized separately from other media.
First decade of the twentieth century, school museums came into existence.The materials housed in school museums were viewed as supplementary curriculum materials. Most educators have viewed instructional media as supplementary means of presenting instruction. In contrast, teachers and textbooks are generally viewed as the primary means of presenting instruction, and teachers are usually given the authority to decide what other instructional media they will employ.(p.18)

Over the years, instructional media has been evolved, new technologies and inventions adopted to instructional technology. My point of view is that, the chalkboard shouldn't be excluded from the definition of instructional media now. Smart boards, monitors, projectors, etc. have been introduced, and adopted to instructional technology. For me, the chalkboard is an instructional media, and I consider it during the design phase if I want to use it.
Teacher and textbook are still essential for instructional technology. In learning process, we still need teacher to guide us. Without a teacher, learning will be difficult, and will take a long long time.
Textbook is still most important teaching tool because it can determine what will be taught and how it will be taught. Textbook remains major resource in schools and colleges, even in distance education.
To me, teacher and textbook are still primary means in instructional technology.
Instructional design is the systematic process by which instructional materials are designed, developed, and delivered. In design phase, we decide which instructional media we want to use. However some instructions may not require the instructional media. If we assume instructional design as a teacher, instructional media will be a tool for teacher to use to develop/deliver instruction.