Section 5 Trends and Issues

Section 5 Trends and 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.

In the context of business and industry there is an increasing growth of trends in IDT. When we discuss roles in instructional design many businesses will utilize a sole designer. This results because of budget constraints and economic deprivation (Reiser 179).  Larger scale projects would require a team effort and a wide variety of Instructional design team members in order to successfully solve problems within the business.  Just as in teaching or education, we face budget cuts all too often. Field trips, clubs, organizations, sports, fine arts are just a few of the programs being cut. Similarly in education we also face challenges with time and resources just as in business. There’s not enough time or money to support instructional design. I thought it was interesting to see that the field of business and education actually shared like ideas when discussing instructional design.

Instructional design opportunities are also available through military and training environments. When comparing military, business and education IDT one key characteristic that they seem to have in common is funding. Instructional design is intended to improve on the job performance and to improve the productivity of employees. No matter what field you are in military, business or education money will always play a vital role. In the military funding can also be scarce. “The challenge for each service in any country is how to best utilize the money it has available for training (Reiser 189).” Just like in education we have to utilize the money we have for necessary training and improvements. In this chapter it also discusses the role of the environment in military training.  In education we also continually analyze environments to make sure we’re delivering the best instruction for students. Depending on what type of environment we provide will determine how well or successful our learners will be able to perform in both military and education.

The health care covers a wide range of areas. From hospitals and dentistry to molecular biology, health care also uses instructional design to continually make positive changes in their line of work. One characteristic health care education and education have in common is that they are both supported by problem based learning. “Other research has documented the benefits of problem based learning. Meta-analyses and literature reviews indicate that students in PBL curricula perform as well or better than those in traditional programs (Reiser 200).” Problem based learning is also supported in the field of education as well. PBL is able to best support our learners in that it is student centered and learners collaborate together.  PBL is highly promoted in the education field just like in health care education. However, I did find a notable difference between health care education and general education. In the health care professions skills and techniques can be a matter of life and death. Fortunately in education would we rarely be faced with this challenge.

Section 4: Human Performance Technology

Not all problems in learning and/or performance require an instructional solution. Many times a non-instructional approach is a more appropriate solution. This week's reading and reflection focuses on human performance, performance support systems, knowledge management systems, and the concept of informal learning.

 

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. 

I think a performance problem or challenge I face in my area of work is increasing district and state assessment test scores. We test so often whether it’s cogat, curriculum based assessments, campus checkpoints, universal screeners, staar test etc. The pressure is on to continually improve and increase student achievement. I found the Figure 14.2 HPT model of the international society for performance improvement to be quite interesting. This approach can be applied to small groups, individuals or larger organizations. This model has you look at the performance analysis. You closely examine strategies and goals you wish to see improved. The next step is to examine the cause analysis. Is there a lack of support, resources or tools? Maybe motives and expectations need to be clearer. Perhaps, there’s a lack of skills or knowledge in a specific subject area. Whatever the case may be, we can continue through the Performance Improvement Model to explore more available options to find a solution to help solve the problem. Next, an intervention selection must be made. The model provided on page 141 provides a variety of interventions. Some examples that could aid me in my performance problem could include documentation, organizational designs, team-building exercises, staff development trainings or job aids. By implementing any of these intervention designs, we offer the opportunity for change in management. Afterwards, according to the model, evaluate the intervention to see if you met the goals and objectives you stated in the beginning.

 

 

 

 

 

 

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.

Performance support system is an intervention that is set in place when there is a difficulty or challenge with completing a task successfully in the work setting. Performance support systems are presented in a wide variety. It could include manuals, handbooks or other types of job aids (Reiser 148). Most recently these tools have expanded in order to also include electronic resources as well. Performance support systems also include the opportunity or capability of locating experts within the field in order to collaborate and brainstorm further options for resolutions. These tools or interventions are designed to be implemented at the moment of need in order to best support the performer. The text states that Performance Support was introduced nearly twenty years ago and has been used in a wide range of settings.  “…Practitioners have applied performance support for many different settings from corporations to government to education (Reiser 150).” I think that support systems such as experts, trainings or collaboration with other colleagues within the field could help to give me a better understanding of data and test analysis. Electronic resources could include better programs to break down data. As the saying goes, two heads are better than one.

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? 

Knowledge management enables teachers/educators to improve performance through the use of system training, performance support and expert advice. These are just a few of the tools provided throughout chapter sixteen. Managing knowledge management was a section that I found most interesting. I was able to connect it with the challenge I discussed previously. “Behind the scenes there is a lot of technology making KM work. Content and document management tools enable the categorizing, archiving, and versioning of vast amounts of information in a variety of formats (Reiser 161).” Most test data today can be found online through programs or software provided by the district. Occasionally when analyzing test data teachers need to be knowledgeable on how to navigate through these programs in order to better understand what TEKS, objectives or SE’s we need to re-teach or reevaluate. When we’re unaware of what all the program can provide us, we’re not really using it to its full capability. Therefore, when we are able to collaborate with others we share tactic knowledge. After all, “That’s how best practices are born (Resier 161).” By using staff trainings or collaboration as mentioned in the text, we can better understand and facilitate online data analysis.

 

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 for others?

The quotation at the beginning of chapter 17 goes very well with informal learning. Winston Churchill once said, “Personally, I’m always ready to learn, but I do not always like being taught (169).”  Informal learning can take many shapes and forms. It could be when a person attends college, visits an art museum, participates in homework, youth groups or even a field trip.  Nowadays it seems as if learners do not have time or money to attend formal learning (Reiser 170). Therefore, informal learning has become more popular in our society today. Informal learning is where a learner gains knowledge and experience through daily interactions or relationships among peers in society. Informal learning experiences that I have participated in in at my school could include observing other teacher classrooms. At one point I went to another school that was also in my district to observe a math teacher. We discussed classroom management ideas, strategies for teaching fractions, decimals and percent’s among other things.  Other informal learning that I have participated in includes higher education. Last semester I shared my ideas and assignments in a wiki which would be an example of informal learning through the use of a web 2.0 tool. This semester we’re using blogs to communicate, collaborate and share. This is another example of informal learning using a web 2.0 tool. I do feel as if the knowledge gained in these settings could be codified or documented. We take notes, create blogs, or create e-Portfolio’s to share and document our knowledge. I believe when we share our knowledge with others through informal experiences, we can encourage others to enjoy learning.

Week 3

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.

“Evaluation is the process of determining the merit, worth and value of things and evaluations are the products of that process (Reiser 97).” Evaluation models are designed with specific goals in mind in order to have a profound impact on the evaluation process. CIPP developed by Stufflebeam stands for context, input, process and final, product. Each step represents a significant and critical part of the evaluation process. CIPP looks at how instruction is implemented, how effective it is, assessing outcomes and what resources are available for the project. This evaluation model has since become a formal process widely used though education today.

Kirkpatrick’s model primarily focused on training evaluation. Within this model are four levels of evaluation. The levels include information covering reaction, learning, behavior and lastly, results. The reaction level assesses the attitude the learner has toward their educational experience. This could be a quick survey or questionnaire document. The learning level looks at what the participant learned and to what extent. Learning objectives that were covered should align with any given quiz or test to get an accurate measure of what was taught. The behavior level looks at whether the participants/learner changed their behavior due to the training program. Do they consistently use the skills they were taught? Kirkpatrick believes the participants should be contacted in order to conduct an appropriate follow up. The last level is results. This is where we see if the participant reached the desired goals or outcomes.

Another model I researched was Rossi’s Five Domain Evaluation Model. Peter Rossi developed this model in the 1970’s. However, it is still commonly used in the education field today. In this model, each step is uniquely designed where it is shaped and molded to suitably fit the needs of the program. This model focuses on evaluation questions such as “who should be involved?”  “What level of participation is desired?” and “Should an internal/external evaluator be used? (Reiser 98)” Each step or level is broken into five domains.

·         Needs assessment

·         Theory assessment

·         Implementation assessment

·         Impact assessment

·         Efficiency assessment

Needs assessment will ask the question of “is this type of program necessary?” Theory assessment addresses if the lesson is designed in an appropriate way that it should work. Implementation will look to see if the instruction was implemented in suitable way in order for learning and success to take place. Efficiency is the domain where we look to see if the program is having an impact and at what cost.

Many campuses across my district have implemented the use of “intervention.” Intervention provides us an hour of time to spend on math and reading utilizing small group instruction. Students are grouped based on data and state assessments. I could see myself using Rossi’s Five Domain Evaluation Model in order to better assess the progress and instruction during our intervention time. Following these guidelines of Rossi’s Five Domain Evaluation could change the way we design and produce the instruction in this hour. This would allow teachers to see if their instruction is being implemented correctly, are we having an impact and is what we are doing efficient.

The next model I researched was Patton’s Utilization Focused Evaluation. This model states that the evaluation process and outcomes are of little value unless we actually practice them. “The cardinal rule in U-FE is that the utility of an evaluation is to be judged by the degree to which it is used (Reiser 102).”  This model states that the evaluation process is carefully examined from beginning to end. Process use is a major concept throughout this model. This occurs when educators understand the logic of the evaluation process (Reiser 102). This model follows several stages.

·         Conduct a readiness assessment

·         Identify the “primary intended users” and develop a working relationship with them

·         Conduct a situational analysis

·         Identify the “primary intended uses”

·         Focus the evaluation

·         Design the evaluation

·         Collect, analyze, and interpret the evaluation data

·         Continually facilitate evaluation use

·         Conduct a metaevaluation

“An evaluation that is not used is of little use to an organization; therefore it is wise to consider the principles provided in U-FE (Reiser 102).”  I think that I could use this model for when our school conducts Curriculum Based Assessments (CBA’s) or six weeks test. I think that if I followed these steps for evaluating data and instruction that we could make significant changes and perhaps increase test scores. This would be a great way to adjust instruction in order to re-teach certain student expectations and TEKS.

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?

Throughout my research on Evaluation in Instructional Design I was able to further develop questions that I think evaluations should address.

 “Are some parts of the program working, and others not?”

“What materials or manipulatives would best support my instruction in order to lead to a more successful evaluation?”

“Does environment play a significant role in the evaluation process?”

“How many instructors are used during the evaluation process?”

“How are we going to monitor and document progress?”

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?

Designing professional development sessions can be an arduous task. With the proper and skillful leadership one can develop high quality professional learning. Management is defined as, “…the process of working with and through individuals and groups and other resources (equipment, capital, technology) to accomplish organizational goals (Reiser 117).”  Paul Hersey developed the situational leadership model. In his model there are four phases in order to produce successful management. Phase one says you should be very direct and specific. Phase two states you move towards a different role where you reward improvements being made. Phase three is where we focus on the results. Lastly in phase 4 the leader does not act as a director but more as of a facilitator. In the situational leadership approach the leader will learn to adapt their leadership style according to the people you are leading.

When designing a project or staff development session, it’s important to clearly set a starting and stopping point as well as your objective for the lesson. However another key aspect in designing staff development is your budget and resources. Though many school districts across Texas seem to have increasingly high budgets, many schools still do not.

If I was to design staff development sessions using the situational leadership approach, I would first set a goal as to what I want to accomplish with the technology. I would make sure to communicate well with the teachers to see what technologies they would find most effective during their teaching and instruction. I would also make sure to train the staff if they’re unfamiliar and inexperienced with how to use the technology or devices. It’s important to purchase technology that will be put to good use.  Budget cuts have had a huge impact on technology within the classroom. Best Buy is one of many companies that makes donations for nonprofit organizations that serve children in grades K-12. More information regarding donations can be found at the link provided below.

http://forums.bestbuy.com/t5/Welcome-News/Donation-Requests/td-p/70784

Many high schools in my district this year have also implemented “Bring your own device.” Students are encouraged to bring their own technologies or smart phones in order to participate in lessons and activities. This is a phenomenal way to get technology more involved in our schools at no cost to the district.

Week 2 Theories and Models of Learning and Instruction

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?

Epistemology is the branch of philosophy that asks “what can we know?” or “What can we be sure of?”   These basic questions then lead to philosophical theories or ideas intended to explain something. Theories are supported by evidence and data. Theories are a well thought out idea of what should work if we implement our plans accordingly. Instructional methods resemble teaching strategies used in instructional design to improve learning and teaching. An example of an instructional method could include the use of problem based learning, bloom’s taxonomy or higher order learning and questioning. We use instructional methods as a means to teach material to our students. When using instructional methods we look to see if it’s successful. If not, we research a new method or strategy to reach our goals and objectives.

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?

Those who follow the contextualist epistemology most often develop strategies and instruction that use theories based on constructivist models. Contextualist epistemology or ideas relies solely on context. Educators in the field of instructional design and technology have embraced constructivism and are able to successfully confirm effectiveness of this particular approach. Constructivism has proven to be one of the most dominant approaches in the education field today.  Contextualist epistemology acts as an alternative to constructivism as a fresh and innovative perspective emerging in the field of psychology. This perspective provides a philosophical basis to build on the science of learning and instruction. With contextualism we are able to refer to both current and historical context relating to the study of education. Social constructivism uses many methods that are implemented into social situations. Groups work collaboratively with one another to share knowledge developed in social context. The radical constructivist  approach suggests that students discover their own learning and perceive knowledge in a unique way. Behaviorism differs in that it is a philosophy of psychology. The primary focus with behaviorism is how one acts, thinks and feels. Behaviorism also studies how one will react or behave to positive and negative simuli.

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?

Learning and instruction can take many different shapes and forms. When we utilize problem solving as an approach towards learning we are faced with the two different perspectives. Both the behaviorist and the constructivist perspectives provide a unique framework for instructional design. The constructivist perspective primarily focuses on problem solving and critical thinking. Tasks and activities are designed to take learning to a higher order level in order to improve cognitive outcomes. The environment for constructivism consists of opportunities for learners to collaborate with others, problem-solve together and actively participate in order to create and construct a successful and significant end product. Problem solving from the constructivist approach also emphasizes education and preparation for real world responsibilities. In all levels of education, often times students are “underengaged, underchallenged, passive, or disengaged (Reiser 46).” When problem solving with the constructivist approach, students create noteworthy and meaningful knowledge or products. Problem solving when approached from the behaviorist perspective also has distinct features. Through B.F. Skinner’s career he sought to take a different approach towards the study of psychology by focusing on behavior. Behaviorism is primarily focused on observable behavior as opposed to internal thinking.  Skinner believed that learning occurred between the connection of behavior, environmental stimulus and consequences. Behavior is observed before and after instruction to determine what the learner already has knowledge of. In problem solving, desired behaviors that are not observed can be addressed and developed during instruction. Skinner also thought that once a desired behavior was reached, feedback and reinforcement must be provided. I do not believe that the behaviorist approach lead to a positive learner motivation. When learners respond with correct and incorrect answers they are provided with the same feedback. For example, “good job” or “incorrect” was the typical response for student reinforcement. “Unfortunately, these designs, were boring to learners, who could also “peek” ahead at answers before they responded, which meant that the presumed benefits of feedback were rarely realized (Reiser 37).” The constructivist approach promotes authenticity and seeks to engage its learners and keep them motivated through reflection and multiple perspectives. “ However, until a better “ism” comes along and makes a splash, constructivism is good shorthand, denoting our general aims for making instruction more meaningful, authentic, and problem based (Reiser 50).”

Reiser, R.R. & Dempsey, J.V. (2011). Trends and Issues in Instructional Design and Technology (3rd ed.). Boston, MA: Pearson Education, Inc.