Section 5: Trends and Issues

1. Rapid prototype is using a working model during the product of an instructional design project.  Texas Instruments introduced their newest calculator to my district as a more intrinsic, interactive, technologically advanced way to improving science and mathematical performances.  Before the district bought the calculators, the TI representative presented the district with a rapid prototype of the model of the calculator.  The district has to make a decision is the calculator going to add to the success of the students and where would it fit in the instructional approach.  The district was able to implement the new technology in the instructional design. 

I think this approach could be used with the students throughout the year.  Mostly all teachers have their instructional design completed before school start.  This could be a good way to give the students some of the teacher’s power.  The teacher lays out the main subjects to be taught and what the end result should be at the beginning of each six weeks.  The teacher could have the students create their own instructional design that incorporates all the subjects and the end results, using the prototype as a guide. 

2. I would look at the overall environments that the solders are going to be faced with and make that a main focal point of my design.  As the full-spectrum models shows that the environments range from classroom, garrison/base, and deployment for the soldiers.  Having these ranges of environments limits the accessible technology.  I would suggest to the military to embrace this flexibility because it poses challenges that the soldiers have to adapt to, which is reality given their occupations.  While embracing the technological challenges, the military should have the same setups with more hands on.  Instead of having all simulated environments on the computer, they should simulate the environment at the location.  I would suggest to the military to have a design that focus more on the soldier being able to adjust to the new situation or challenge and still execute with high efficiency.    

3. I am sure the staff development would be about the direction the school district is heading and I am not going to be surprising the patrons with the news.  I would create an activity that gives the patrons a choice to choose which methodology they think would suit the school district’s transformation and why.  I would have a power point presentation that illustration what each is about and the process by which each has to take to be a successful transition.  I think it would be a smart thing to include the educators that are in the classrooms with the students each day in the decision making, and hopeful it would relief some anxiety.   

• Texas A&M

What are the different names used for the faculty development?

Faculties Professional Development Series

What division is it under?

Dean of Faculties & Associate Provost Offices

What services does it offer?

Seminars and readings addressing the classroom

How often are programs given and what specifically are they?

Promotion to full professor 1-3, making interdisciplinary work, campus climate survey, demystifying the tenure and promotion process, FDL – Information Session.  They have the session each semester.

UT-Dallas

What are the different names used for the faculty development?

Events

What division is it under?

Office of Educational Enhancement

What services does it offer?

hands-on and departmental workshops to help faculty understand assessment techniques, teaching and learning best practices, and instructional technology tools

How often are programs given and what specifically are they?

Each semester; workshops, consultations, media services, instructional design, and seminars.

UT-Arlington

What are the different names used for the faculty development?

Faculty Enrichment

What division is it under?

Faculty Related Programs and Incentives

What services does it offer?

Inform faculty and staff of the rules and regulations, appoint new faculty with tenured faculty, small groups discussions about teaching and learning, session on teaching strategies and techniques

How often are programs given and what specifically are they?

Each semester; Faculty Guide, Faculty to Faculty Mentoring Program, Teaching Circle, Instructional Sessions,

Section 4: Human Performance Technology

1. Human Performance Improvement is a great way to look at the problem of achieving.  Its focus is finding solutions to achievement problems using instructional and non-instructional techniques.  The attributes of HPI suggest that improving performance does not just stop at re-evaluating the instruction, training, or message, but that people are influenced by many factors. 

I have had problems with getting my students to study and complete homework.  This problem is not just my problem, but spread throughout the campus.  I have tried many instructional methods to correct the problem and have not had any success.  I was talking with my content instructional coach about the situation and the challenges.  The discussion leads her to suggest an interesting non-instructional solution to the problem.  She stated that my students bring their supplies to class because that is what I expect.  My students participate in class because I expect them to.  She stated it is not your instruction that is lacking it is your expectations.  You have expected everything from them except studying and doing homework.  This suggestion was moving for me because I really thought that I have did all I could have done.  I was really actually trying to come up with some instructional method that would get them to change their behavior.  It is no secret that if students study and do their homework, their grades and performance would improve. 

2. Allow for different learning styles: EPSS aids in helping deliver a message in a variety of interfaces; multimedia – video, audio, and text.  This is my favorite.  Sometime I want to find or learn about different information but I do not allow what to read about it.  I would like to visually see the information being performed

Allow for different levels of knowledge for users: EPSS helps to reduce the amount of information, but allowing the excess information to be accessed if a user wants to using hyperlinks.   

Fast access to information: information is available immediately for the user.  The user does not have to go and search to unneeded information. 

Easily updated: EPSS has a computerized way of updating the information being needed.  

I think that EPSS has not been widely used because a lot of worker were being chosen to perform a task that they have experience doing.  If a worker knows how to change out a light bulb and knows current needed for the light fixture, there is little training that the worker needs to help them perform their job.  When companies had training the common practice was VCR tapes and DVDs. 

EPSS would evolve into a way of life or an important asset to have for the companies.  Because demands for products are high, more workers are needed.  A lot of the workers are not highly qualified for the jobs; EPSS helps companies solve this problem.  EPSS solutions also provide multimedia representation for the trainings.  EPSS is important to companies because it can like a computer application that performs any combination of the aforementioned functions as needed to support performance (p.149).

3. I really have a problem with my students knowing how to read a graph and creating a graph giving some information.  I am reading about blended instruction and what jumped out at me is that the fact that blended instruction also requires formal and informal instructions.  I have done blended instructions trying to solve the problem, but they are not mastering the concept.  As I continue to read an idea using blending instruction and formal and informal instruction comes to mine.  Of course the student would get the formal instruction.  I could have the students chose a career and describe the career.  Then they would have to show me how this career could be rewarding over time and how it is rewarding after achieving a level of certifications.  They would have to have their descriptions graphed out so I can see the effect over a 20 year career.  I would provide them with websites that would help them gather information. 

4. I have been exposed to several informal learning experiences in my life.  I am going to share one that occurred while I was serving in the United States Navy.  When I first arrived to my duty station, I had some formal training that covered my job as an engineer.  I was assisted a partner that had been at that duty station for about 2 years.  My partner show me the normal protocol as far as where to receive our work order forms, processing the order forms, where all the location for each work order where located, and how to finalize each work order.  In school we learn how to about the different systems and how to conduct repairs on the systems that was it.  The thing about learning in school is that most of the situations are prearranged and the results are already known.  The instructor arranges the systems to be able to be worked on to achieve a desired result from the students.  What my partner was able to show me is that there are a lot of tricks to the trade that is not thought in school or could not be thought in school.  Also my partner was able to show me how to go about troubleshooting on the different systems especially the ones that was not covered in school.  We began to share the job duties as I began to know more and more about them.  This relationship continued and it was very productive for me because I was able to take the lead with another partner before any of the other sailors who came aboard with me did.  The relationship was very social because I had a lot of respect for him for showing me the ropes and allowing me to gain more and more confidence with my work.  Allot of his informal teaching allowed me grow faster than I would have without him. 

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

1. Flashlight "Triad" Model

There are five attributes to this model:

1. Overview and Confronting the Blog: This part is used to identify the large scale elements of a lesson or course.  This area could require a person to collaborate with their colleague to identify the mean elements.
2. From Blog to Issue: This part is where a person nail down what actually do they want to focus the evaluation on, i.e. mastery of a particular content, retention, growth, etc.  Then the person is supposed to choose two to focus on.

3. From Issue to Traid: For each issue create a traid which outlines the technology that is going to be used, the activities that are going to be used, and the outcomes expected.

4. From Traid to Data: There need to be at least five types of questions generated so data can be created.
5. From data to next step:  The data would be used to summarize the lesson or course. 

I would prefer to use this model to evaluate my instruction.  I would use it in a way to be a guide to see if I could organize my instruction into the given attributes.  I think it would really put my instruction into perspective for me. 

Goals-Free Evaluation (Scriven) Model:

 This model is focused on the programs effectiveness being determined by if its population had any growth from its use.  The facilitator is free from any standard, goals, or purposes for its use.  The facilitator generates outcomes from their observations.  After data is collected, the facilitator creates appropriate questions which evaluate the program. 

2. Just recently Texas Instruments introduced their newest calculator, the TI N-spire.  My school district adapted the calculators last year, but this year the curriculum is written with the calculator in mind.  In the beginning the N-spire was not really accepted among the teachers who were assigned them because it was sort of pushed on us.  The initial reaction was that there are a lot of features which calls for a lot of memorization on the part of the students.  With the previous calculator the obstacle of memorization was already taking care of because the students had been using those calculators for more then 5 years. 

Once the teachers started being trained using the calculator, which TI’s Webinar training was great, we realize that there were a lot of features that was unique to this calculator which seat it apart from the other one.  Most of the teacher were excited about being about to send work to the students and retrieve the work from them using the calculator.  A lot of “pencil to paper” work was eliminated with inputting the work into to the calculator, therefore eliminating simple mistakes.  The students are more engaged because of its clear images and the fact that they can present how to solve a problem to the class on the calculator. 

There are a few challenges to the innovation.  The access code is limited to the amount of time you can use it, meaning you really only can download the software on your desktop and laptop.  If your computer crashes, you have to install the software again, which uses up the last access code.  Sometimes the access points from the router to the calculator are not available. 

Although there are many advantages and challenges, my district has fully adopted the TI N-Spire.  From what I hear, this technology puts us ahead of other districts.

Relative Attributes: 

A. Calculator

Enter and evaluate math expressions. Use it to define library objects, such as variables, functions and programs, which are accessible from any problem of any document.

B. Graphing

Graph and explore equations, expressions and functions. Then make changes to variables to see how the values in dynamically-linked tables and equations will also change in real time.

C. Geometry

Construct and explore geometric figures interactively and animate points on objects or graphs and explore their behavior.

D. Lists and Spreadsheet

Work with tabular data. Use it to store numeric data, text or math expressions. Define a table cell in terms of the contents of other cells, and more.

E. Notes

Provides text editing functions that allow you to create and share documents with others using TI-Nspire™ handhelds and computer software.

Compatibility:

Windows/Mac

Complexity:

Create your own classroom of TI-Nspire or TI-Nspire CAS handhelds. Connect with students and connect them to each other. Engage them with dynamic explorations. Dive deep into concepts. Know each student’s progress and how to modify your instruction to offer just the right help and guidance.

Trial ability:

90 day trial period

Observability:

There is a Webinar set up on the TI website to help with getting starting and working with the different features within the calculator.

http://education.ti.com/educationportal/sites/US/homePage/nspire-family.html

3. If I was assigned to facilitate a series of technology sessions, I would start off with becoming aware of the team’s strengths and limitations.  This is having all the staff demonstrate their competency of each technology.  According to the results, I would assign a person or pair to conduct the sessions.  I would generate a dateline where the agendas and power points of each session need to be turned into me and what are their timeline for completion.  Once the power points and timeline are review, I will be able to give my last recommendation and be able to step back and monitor the sessions as they are carried out. 

Section 2

      One of the main goals in my Mathematic class is for students to be able to use algebraic, graphical, and geometric reasoning to recognize patterns and structure, to model information, and to solve problems from various disciplines. Although this is broad the main outcome is for students to be able to develop a problem-solving skill that would allow them to solve any giving problem. 

a)      Behavioral Learning Theory – is basically conditioning a desired behavior.  BLT helps me to understand that in order for me to help my students achieve the goals that are established I have to teach the students how to develop certain habits and reactions to a given situation.  This teaching comes in the form of conditioning.  For example, if the question is addressing the area of some shape, the students should automatically think of the formula chart.

b)      Cognitive Information Processing Theory – is gathering the right data or information, processing its importance, and putting the information gathered with the appropriate strategies to identify a solution.  Also this theory indentifies the three memories systems; sensory, short term and long term).  CIPT helps me to understand how information is received and stored.  My approach to using this theory is to model to the students how we use the information around us on a daily basis, i.e. sounds of drops on the roof “it must be raining”, to come to solutions.  Also, getting them to understand that I did not just come to that solution, it was my memory which allowed me to make that conclusion. 

      In my instruction, I always approach teaching as a way of helping students to develop skills in problem-solving.  In my discipline, there are a variety of methods to approaching a problem.  This is where I like to the whole-task models, which it helps me to get students to understand that there is a cognitive approach to problem-solving.  There is a model that we use in my district, “See, Plan, Do, Reflect”.  These strategies help the student to have a systematic approach to problem-solving.  Scaffolding is an ongoing method used in my discipline.  It is important because Mathematics is a building block which uses prior knowledge.  So students are always remained of the information that is needs in order to proceed to the next context.  Also scaffolding helps to build confidence in the students and give them a since of accomplishment.  The most important part of instruction is do students really understand the knowledge they have.  To find out, they are given a real world scenario to see if they can apply the knowledge. 

      Attention

Perceptual Arousal: Give the students a hand out of a real life situation where engineers are trying to find a solution to the problem.

Inquiry Arousal: The problem could be posed to the students as if they were the selected engineer to come up with the answer.

Variability: I should show them some possible solution, but inform them that each solution has to be investigated more.

Relevance

Goal Orientation: I can best understanding my learner’s needs by knowing their learning styles and performance scores.

Motive Matching: Scaffolding information would give the students the confidence to choose which approach would benefit them.

Familiarity – The learners would be remained of how they have found solutions to problems in their own lives.

Confidence

Learning requirements: Students could be given feedback on a regular basis to encourage participation.

Success Opportunities: Students will be put in a situation where they could be successful, depending upon their learning styles.

Personal Control: A rubric will be develop to break down each assignment by importance.

Satisfaction

Intrinsic Reinforcement: Create an assignment where the students go home and find a way to use the new information and how did knowing the new information work for them.

Extrinsic Rewards: Give the students more real world application and continue to encourage them to use the new information as a tool for finding a solution.

Equity – Show them how they have grown over the period of time.  Show them how when you first pose the problem how they felt about it and how do they feel about it now.

      The benefits of engaging in design research are it allows you to find out the different research-based models that work and just plain grow in your profession.  I did not really research nor have a clue about the different models of teaching, I just knew what my approach was going to be.  Even if a do not use the models (which I do), it is good to know what they are and the benefits they bring to the table when used.  I feel I have grown as a educator.