New Directions for Instructional Design and Technology

1.) Below are 5 examples of distributed learning. These examples are combined examples of corporate and academic distributed learning, distributed resource support, distributed learning via virtual institutions, skills-based learning, and knowledge based learning.

• The Center for Distributed Learning (CDL) works towards building tools and facilitates educational communities that support teaching and learning. Working with faculty and students to understand instructional challenges and brainstorm possible solutions that can be shared among campuses, are guided in all of the projects by the way teachers teach and students learn. Then they apply the knowledge of web technologies and design to create powerful applications and tools that support faculty and students in their teaching and learning processes.
• Online@ucf established an institutional goal of expanding its services to include students who might not otherwise have access to higher education. The Center for Distributed Learning was created to leverage new opportunities for flexible Web-based course delivery to benefit campus-based students as well as off-campus and distant students. UCF now offers over two dozen totally Web-based degree, degree-completion, and certification programs, and hundreds of individual Web-based courses.
• The National STEM Education Distributed Learning (NSDL) is a program that aims to establish a national network of learning environments and resources for science, technology, engineering, and mathematics (STEM) education at all levels. The program has four tracks: pathways, pathways II, services, and targeted research. The existing NSDL Resource Center will provide collaboration assistance across all projects; undertake strategic partnership development on behalf of projects particularly with respect to non-academic entities; coordinate and, in some cases, perform thematic research and evaluation studies related to the program.
• The Advanced Distributed Learning (ADL) Initiative was established to standardize and modernize training and education management and delivery and is part of the Department of Defense (DoD) Office of the Deputy Assistant Secretary of Defense (Readiness). The vision of the ADL Initiative is to provide access to the highest quality learning performance aiding that can be tailored to individual needs, and delivered cost effectively at the right time and at the right place.
• The Institute for Distance and Distributed Learning provides leadership, coordination, management, and support to the distance and distributed learning (eLearning) activities of Virginia Tech. As an academic enterprise, the Institute works collaboratively across the university community to:
• electronically extend Virginia Tech's campus throughout the Commonwealth and beyond;
• provide an open learning environment where teaching and learning occur anytime and anyplace;
• share the practical applications of the university's knowledge and expertise to benefit society and support the economic vitality of Virginia;
• increase Virginia Tech's access to the world and the world's access to Virginia Tech;
• research eLearning environments and emerging technologies.

2.) I have felt that within my undergrad and graduate courses I have come across several that have been useless to me and my education/library field. The most recent class that I have taken that I felt was the least reusable was my Cataloging and Classifications course. Although, I felt that it was necessary to learn how to do MARC records, this was almost all that we did in this course. I feel like MARC records could have been included in the practicum or another course. We could have learned how to do MARC records and practiced creating them ourselves, but I believe that a whole course is not necessary. In our school district, the librarian does not even do MARC records. There is one person for the whole district whose job is to created them.

3.) The following video that I have chosen is called Physical activity sample videos for elementary students form Fitness for Life. As a Physical Education teacher, I know that P.E. is not all about teaching students how to play sports. My job is to teach them the importance on fitness, and how to incorporate it into their daily lives. We, PE teachers, are always looking for new and fun ways to get the students to exercise and making it fun for them. The following video are several small excerpts that facilitate total school involvement by using physical education lessons, classroom activities and discussions, recess, before and after school activities, and even family nights to deliver appropriate physical activity, plus concepts to promote health related fitness and active lifestyles.

4.) The inclusion of nanotechnology into the science curriculum will foster interdisciplinary explorations of science in K-12 curriculum. Because nanotechnology is an emerging interdisciplinary field, it can be included in physical science, chemistry, physics, biology, environmental sciences, and engineering. Nanotechnology provides connections between and among the sciences that will help students to develop an understanding of the relationship between disciplines. Many teachers have questioned where this field fits into national and local science standards and how something that occurs at the atomic and molecular level can actually be addressed in the K-12 science curriculum. It fits into the curriculum because it relies on numerous science concepts and processes which are part of the National Science Education Standards.

5.) In Chapter 32, the points of view on the direction of the field of technology both make valid points. However, I tend to agree with the broad and inclusive road because I feel that there is more flexibility and allows and promotes people to be more creative and imaginative. The idea is always open to change and discussion; there is not just one right way. I also like the potential benefits more as well. The textbook states," Good chance at finding innovations to adapt and move forward." This is compared to the other which progresses slower and narrower.

Getting An IDT Position and Succeeding at It

1. Job #1: Coursewriter for Keller Williams
The Keller Williams Coursewriter develops and manages effective and engaging learning materials for real estate associates, for classroom and online delivery, on topics to include: sales, customer service, leadership, and business skills. The ideal candidate is a stellar writer and instructional designer. He/she expresses concepts clearly and logically, develops materials that are engaging, compelling, visual, and within company voice. Coursewriter can manage his/her own projects with stakeholders, can conduct needs assessments, communicate effectively with stakeholders, identify rollout strategies and manage deadlines and major deliveries. Research, develop and revise KWU courses, for classroom and online delivery, to include instructor and student materials, visual aids, exercises, supplemental learning aids and tools. 
Jobs/Duties:

-          Manage course development process to include: coordinating and completing review process with stakeholders and SME’s, team collaboration reviews, pilot classes, course rollouts, including training instructors.

-          Maintain all courses within subject matter specialization, including: evaluating effectiveness, benchmarking, researching and consulting with subject matter experts, maintaining project files, developing and maintaining knowledge base and expertise in subject area.

 Qualifications:

* Bachelors degree

* 3-5 years experience in writing and instructional design

* Superior writing skills

* Superior instructional design skills

* Strong research skills

* Experience developing materials in alternative learning mediums is preferred

* Real estate experience is a plus

* Training delivery experience is a plus

* Mastery of Miscrosoft Word; proficiency in outlook, excel, and PowerPoint

Job #2: Instructional Designer 

Jobs/Duties:

Responsible for training and supporting the various departments within UnitedHealthCare

International-Cross Border Solutions including the on-boarding of new employees. This position

will also include some aspects of the design process of training material. Responsible for

conducting training needs analysis for the business and developing all training materials,

communications, and activities to meet the organization's jobs/role requirements. Involves

conducting ongoing evaluations and assessments to ensure effectiveness of programs and

recommending/implementing modifications as necessary. May work with SME's to obtain training

content. May also include design and development of online and web-based training materials. 

Requirements:

* High school diploma or GED required

* 2+ years of instructional design and/or training delivery experience required

* 1+ years experience with coordinating and/or managing projects required

* Working knowledge and proficiency with MS Word, Excel, and PowerPoint required

Job #3: AT&T Instructional Designer

Job/Duties:

Design, develop and maintain instructional training materials in various formats including but not

limited to instructor-led self-paced web-based, distance learning and computer based technologies.

Responsible for producing design plans targeted to client based performance needs, developing

courses and learning interventions, and integrating a variety of adult instructional techniques. The

designer will be required to deliver trainings.

 Requirements:

* MS in Instructional Design or Master's degree in Communications, Marketing, or related field.

* Previous experience designing training for wireless telecommunications, broadband, and/or monitored services is a strong plus.

* Demonstrated application of the ADDIE model in instructor-led or web-based training.

* Experience with a variety of instructional delivery methods and media including virtual and face-to-face ILT, PowerPoint, Lectora, Adobe Presenter, and Adobe Captivate.

* Experience with scripting and recording training videos and/or detailed interactive simulations.

* The ability to partner across multiple stakeholder groups and consult with a variety of organizational levels is sought after.

* Experience working in a constantly changing, multi-layered, highly complex environment is a plus.

 

I feel like I do possess some of these skills that are required to fulfill the posted positions.

However, many of the qualifications and skills do come with experience. I learned how to do a lot

of the technology aspects throughout the master's coursework. 

2. I chose to complete the self-assessment at www.careeronestop.org. This web site has an online career coach, self-assessment opportunities, job bank, and other free resources for job seekers. I learned that under the skills category I fell under the higher than average on many of the skills and average on the others. This assessment was really good because it matched you with different job postings that are listed. It also gave the percentage at which you matched. After looking at the percentages, the highest I scored was a 45.8% (11 out of 24 skills) match for Chief Executives. The second highest was at 41.7% (10 out of 24 skills) for Education Administrators, Elementary and Secondary School. This was a really good assessment for people that are looking at what they would be good at.

3. Professional Organizations:

Association for the Advancement of Computing in Education (AACE)

Mission: 

The Association for the Advancement of Computing in Education (AACE), founded in 1981, is an

international, not-for-profit, educational organization with the mission of advancing Information

Technology in Education and E-Learning research, development, learning, and its practical

application.

AACE serves the profession with international conferences, high quality publications, leading-edge

Digital Library, Career Center, and other opportunities for professional growth.

Cost of Membership: 

Professional: $125

Student: $45

Publications: 

AACE Journal

Contemporary Issues in Technology & Teacher Education

Conferences and Meetings: 

Global TIME 2012 February 7 - 9, 2012
 Global Conference on Technology, Innovation, Media &

Education

SITE 2012 March 5 - 9, 2012 
Society for Information Technology and Teacher Education

International Conference

EdMedia 2012 June 26 - June 29, 2012
 World Conference on Educational Media and

Technology

E-Learn 2012 October 9 - 12, 2012 
World Conference on E-Learning in Corporate, Government,

Healthcare, and Higher Education

Opportunities for Professional Development: 

Conferences

Association for Educational Communications and Technology (AECT): 

Mission:  

The mission of the Association for Educational Communications and Technology is to provide

international leadership by promoting scholarship and best practices in the creation, use, and

management of technologies for effective teaching and learning in a wide range of settings

Cost of Membership:

Regular: $125

Retired: $60

Student: $75

Publications:

ETR&D (Educational Technology Research and Development)

TechTrends 

New Online AECT Journals:

The International Journal of Designs for Learning

Journal of Applied Instructional Design

Conference and Meetings: 

2011 AECT International Convention 

 

Celebrate 3.0: Design.Learn.Community 
AECT's Annual International Convention 
November

8-12, 2011
Jacksonville, Florida 

 

This year’s convention theme is Celebrate 3.0: Design.Learn.Community. The rapid evolution of

Web 2.0 technologies has generated a level of communication and interaction never before

possible. In response, AECT 2011 seeks to explore the transformational potential that these

innovations hold for education, as well as share current research and best practices related to these

developments.

 

2011 NSF Early Career Symposium  
Now Accepting Applications!
AECT’s Research and Theory

Division will again be hosting the 2011 Early Career Symposium sponsored by the National

Science Foundation. The symposium will be held at the annual AECT International Conference on

November 8th-9th, 2011, in Jacksonville, Florida.
Click here for more information on how you can

take advantage of this opportunity.
 

Opportunities for Professional Development:
AECT_SL will host live sessions on CAVE Island during the 2011 convention.
The 2011 AECT Annual International Convention is fast approaching. If you are unable to attend, or are attending and excited to see a preview of what’s to come, AECT is hosting a FREE Virtual World Pre-Convention event on November 3, 2011 from 1:00pm (EST) – 5:00pm (EST), at the Community of Academic Virtual Educators (CAVE Island) & EdTech Island. Teleport links are attached, along with the preliminary schedule of the presentations.
This is an excellent opportunity to network with peers and conference attendees. At this Pre-Convention event Virtual World presenters will cover highlights of their presentations and answer questions. 

SLurls
http://maps.secondlife.com/secondlife/CAVE/117/170/2998
http://maps.secondlife.com/secondlife/EdTech/193/167/25
 

Each presentation will have 10 mins to describe the highlights of their convention presentation.

The Pre-Convention Event will not be recorded, so do make time for this event. Attendance is

free!

While at the convention, take time to visit us for the AECT-SL demonstration, to be held on

Thursday, November 10th from 9am-5pm in the hallway near the AECT Registration area at the

convention in Jacksonville.

 

Professional Publications:

American Educational Research Journal (AERJ)

Focus/Goals of the Journal: 

The American Educational Research Journal publishes original empirical and theoretical studies

and analyses in education that constitute significant contributions to the understanding and/or

improvement of educational processes and outcomes. The Social and Institutional Analysis section

focuses on significant political, cultural, social, economic, and organizational issues in education,

and the Teaching, Learning, and Human Development section explores the processes and outcomes

of teaching, learning, and human development at all educational levels and in both formal and

informal settings. Both sections publish research representing a wide range of academic disciplines

and using a wide range of research methods. 

Submission Guidelines: 

All manuscripts submitted to AERA journals are managed through ScholarOne’s Manuscript

Central system. 

Is this a peer reviewed journal? 

Yes. Publishes peer reviewed articles that report on original empirical and theoretical studies and

analyses in education.

Is the journal online? 

Yes.

Journal of Visual Literacy (JVL)

Focus/Goals of the Journal:  

The JVL invites manuscripts that explore empirical, theoretical, practical, or applied

aspects of visual literacy and communication. The journal reflects the eclectic nature of

the membership of the International Visual Literacy Association (IVLA). The JVL

provides an open forum in which researchers and practitioners can explore the evolving

field of visual literacy. Manuscripts pertaining to the effective use of visuals in

communication, education, business, the arts, law, commerce, medicine, design, and a

wide variety of fields are encouraged.

Submission Guidelines:

JVL encourages interdisciplinary authorship and assures authors of copyright protection for all

contributions in both print and electronic forms. For information about submitting manuscripts,

institutional or library subscriptions, individual issues, publication and distribution of JVL, contact

the Editor, Dr. David Richard Moore.

Is this a peer reviewed journal?:

I did not find that this journal was a peer reviewed journal.

Is the journal online?:

Yes, the journal can be found online.

4. If I was responsible for identifying domains, competencies, and performance statements for a

performance technologist, I would include the following:

Domains:

Standard 1: Design

Standard 2: Development

Standard 3: Utilization

Standard 4: Management

Standard 5: Evaluation

Competencies:

1. Focus on results and help clients focus on results.

3.  Add value in how you do the work and through the work itself.

4. Use partnerships or collaborate with clients and other experts as required.

5. Be systematic in all aspects of the process including: The assessment of the need or opportunity.

6. Be systematic in all aspects of the process including: The analysis of the work and workplace to

identify the cause or factors that limit performance.

7. Be systematic in all aspects of the process including: The design of the solution or specification

of the requirements of the solution.

10. Be systematic in all aspects of the process including: The evaluation of the process and results.

Trends and Issues in Various Settings

1.) I have never heard of rapid prototyping before so I Googled it to see what all I could find. Wow, I found some very interesting youtube videos explaining various examples of rapid prototyping. I found the 3D printers to be very exciting. I think that these printers could be incorporated into the education world in many different classes. This particular video that I found shows a flute being made by a 3D printer. Just think of all of the different objects that could be made for your classes with this printer.

2.) If I was hired as a consultant for the military and electronic access was not always available, I would resort to the following question: How did they train before electronic access was available? I am a very hands on and kinesthetic learning. I think that these military men/women would learn best by actually participating in hands on activities to help prepare them for their duties, like simulations. They would vary according to what their jobs and responsibilities were. These trainings would be more like scenario situations. I think that this type of learning would benefit these men and women the best because they would be better prepared for these various situations when they actually occurred. You do not always need to rely on the Internet to get everything done. I think that we are so used to having it that we sometimes forget what life was like before Internet came around.

3.) I actually enjoy doing group work when it comes to these kinds of projects or discussions during a staff development. I would break both of these radical educational methods into their steps. I would assign each group a step. For example, Group 1: Phase 1: Initiate Systematic Effort. I would give all of the details listed for this step. This group would be in charge of educating the other teachers on this step by creating a skit. I think this is a fun way to get everyone involved and have a good time, maybe have a few laughs, while learning/teaching at the same time. I would do this activity for all of the steps in both methods then come back together and review the information that was taught to the group to make sure everyone understood both the Step-Up-To-Excellence and GSTE methods.

4.) The first faculty development program is at The University of Texas at Austin Graduate School. The Faculty Development Program is part of the organized research program at UT. It provides semester length leaves for tenured faculty members, and summer session leaves for tenure-track assistant professors. Faculty Research Assignments provide tenured faculty members with the equivalent of one semester's salary so that they can devote full time to research. Summer Research Assignments provide tenure-track assistant professors with the equivalent of two months' salary to enable the recipient to concentrate on research and writing during the summer session.

The second faculty development program is at Texas A&M Health Science Center. This program works collaboratively with the dental specialty, advanced education in general dentistry and dental education programs to provide students with financial support in exchange for a commitment to teach upon completion of these programs. The objectives of the Comprehensive Dental Faculty Development Program are to increase the diversity of student recruited to and entering dental academic careers, and facilitate advanced training and career development of dental faculty. A maximum of 2 participants will be selected each year.

The third faculty development program is at Texas Women's University. This is an online faculty development program that is offered in July. This program is a venue to teach faculty course design and online pedagogy techniques to help them successfully build and teach a quality online course. The four week online course allows instructors to build the major elements of a course to explore five key components of online pedagogy. The program is aimed at faculty new to TWU or new to distance education, as well as, adjuncts selected by department chairs.