Section 7: New Directions for Instructional Design and Technology

1.

Corporate distributed learning- Distributed learning is a general term used to describe a multi-media method of instructional delivery that includes a mix of Web-based instruction, streaming video, conferencing, face-to-face classroom time, distance learning through television or video, or other combinations of electronic and traditional educational models.

Academic distributed learning- is an instructional model that allows instructor, students, and content to be located in different, non centralized locations so that instruction and learning occur independent of time and place.

Hybrid classes- a hybrid class combines classroom learning with online learning. In a hybrid course, a significant portion of the class learning activities are online, which reduces the amount of time spent in a traditional, face-to-face classroom. 

Virtual classes- refers to instruction in a learning environment where teacher and student are separated and the teacher provides course content through the use of methods such as course management applications, multimedia resources, the Internet, and videoconferencing. Students receive the content and communicate with the teacher through the same technologies.

Skills-based training- Skill based training guarantees continuous supply of skilled workforce to meet the ever-changing environment.

2.    Concept of Reusability:

Reusing content	Description
Assembling	Integrate the content with other content in order to develop a module or new unit
Decomposing	Separate content in different sections, break out content down into parts
Contextualizing	Change content or adding new information in order to assign meaning, make sense through examples and scenarios.
Personalizing	Aggregate tools to match individual progress and performance
Re-authoring	Transform the content by adding your own interpretation, reflection, practice or knowledge
Redesigning	Convert a content from one form to another, present pre-existing content into a different delivery format
Remixing	Connect the content with new media, interactive interfaces or different components
Repurposing	Reuse for a different purpose or alter to make more suited for a different learning goals or outcome
Resequencing	Change the order or sequence
Summarizing	Reduce the content by selecting the essential ideas
Translating	Restate Content From One Language Into Another Language
Versioning	Implement specific changes to update the resource or adapt it for different scenario

http://labspace.open.ac.uk/mod/resource/view.php?id=427122

3.Using rich media:

Embedding YouTube Videos

Embedding a YouTube video onto your page can be done in just a few simple steps.

To begin, go to the YouTube page for the video that you want to embed on your website. Underneath the video is a Share button. Click that, then click the Embed button to reveal the Embed code. There are a few options you can configure, so set those how you'd like your video to appear.

When you're done, copy that entire Embed code to your clipboard. Make note of the Width and Height that you've selected for your video.

 

In Freeway, select Insert > Markup Item. In the dialog box that appears, paste the video's embed code and click OK. You will see a small square box on your document with an <H> on the upper left hand corner, like this:

This item can then be positioned on your page like any other Freeway item. In the Inspector, you can set the items width and height to match the values of the video, which will help you design around the video, as it will show you how much space the video is going to take on your completed page.

Now when you preview your page in the browser, your YouTube video will display in that space!

4. Nanotechnology education involves a multidisciplinary natural science education with courses in nanotechnology, physics, chemistry, math and molecular biology. In simple terms, nanotechnology can be defined as ‘engineering at a very small scale’, and this term can be applied to many areas of research and development – from medicine to manufacturing to computing, and even to textiles and cosmetics. It can be difficult to imagine exactly how this greater understanding of the world of atoms and molecules has and will affect the everyday objects we see around us, but some of the areas where nanotechnologies are set to make a difference are described below.

 http://www.nano.org.uk/what-is-nanotechnology

5. As I read about two points of view in the direction of the teaching field, I agree more with the board and inclusive train of thought. Learners are changing quickly in the style of gathering information via the Internet, smartphones, etc., and we as teachers need to be open to all styles of instruction. Challenging and engaging the learner is one of my major focuses when it comes to teaching. I will continue to seek new ways to enhance that focus.

Section 6: Getting an IDT Position and Succeeding at It

1.

Instructional Technology Specialist - Educational Technologist

•    required and/or preferred education- Master Degree in Curriculum and

    Instruction, Instructional Design, Instructional Technology OR related field with

    3 years of experience in instructional development.

•    required and/or preferred experience- Experience with faculty consulting,

instructional support and instructional technology integration. Extensive

experience in all phases of multimedia planning and production. Experience in

evaluating and implementing emerging technologies for instruction.

•    scope of responsibilities- Lead the instructional design, development,

implementation and evaluation of the multimedia and rich Internet applications

for instruction, and to collaborate with faculty in the integration of digital media

in instruction in support of the Course Transformation Program and the Center

for Teaching and Learning.

•    job setting (level of institution/organization)- The University of Texas at Austin

•    location- Austin, Texas

•    Salary- $60,000

•    https://utdirect.utexas.edu/apps/hr/jobs/nlogon/110804018108

 Educational Specialist

•    required and/or preferred education- BS/BA

•    required and/or preferred experience- Experience with implementing K-12

educational technologies. 10+ years K-12 education experience including any combination of classroom, administrative and/or providing products and services. 1+ years delivering products and/or services to K-12 education

•    scope of responsibilities- Ability to travel up to 100%. Technical and subject knowledge in applicable areas of training and current with developments. Initiative to review and study relevant information from various sources to develop new ways to engage learners; use innovative solutions and/or designs where appropriate. Proven ability to build and maintain lasting cooperative partnerships with internal and external stakeholders and leverage relationships to meet division/organizational objectives within functional framework.

•    job setting (level of institution/organization)- Private Business

•    location- Dallas, Texas

•    Salary- average in area $61,000

•    http://careers.hmhco.com/job/Dallas-Educational-Specialist-Job-TX-75201/1492972/?feedId=258&campaignId=22&utm_source=Indeed

 Teaching/Technology Education

•    required and/or preferred education- Bachelor’s degree from an accredited university. Valid Texas teaching certificate with required endorsements for subject and subject level assigned.

•    required and/or preferred experience- none listed

•    scope of responsibilities- Develop and implement lesson plans that fulfill requirements of the district’s curriculum program and reflect accommodations for difference in student learning styles, and show written evidence of preparation as required. Present subject matter according to guidelines established by Texas Education Agency, Board of Trustee policies, and administrative regulations. Establish and maintain efficient classroom management procedures and standards of pupil behavior. Establish a system of student evaluation within the guidelines prescribed in state law or adopted by the district; continually evaluate and record various aspects of students’ progress and report to parents as needed and required. Provide a variety of planned learning experiences using a variety of media and methods in order to motivate students and best utilize available time for instruction. Identify pupil needs and cooperate with other professional staff members in assessing and helping students resolve health, attitude and learning problems. Share the responsibility of interpreting the educational programs to the community through such activities as open house and PTA meetings. Be available for counseling students before and after school. Teach within the course of study from the subject area at the grade level as prescribed in state law or adopted by the district. Perform all other tasks and duties as assigned

•    job setting – High School

•    location- Dallas, Texas

•    Salary- teacher pay scale

•    http://www.applitrack.com/dallasisd/onlineapp/jobpostings/view.asp?internaltransferform.Url=&all=1&AppliTrackJobId=547&AppliTrackLayoutMode=detail&AppliTrackViewPosting=1

2.

CareerOneStop is:

Your pathway to career success.

Tools to help job seekers, students, businesses, and career professionals

Job Type	Your skills match
Preventive Medicine Physicians	60.9% ( 14 of 23 skills)
Chief Executives	58.3% ( 14 of 24 skills)
Social and Community Service Managers	56.0% ( 14 of 25 skills)
Hospitalists	54.5% ( 12 of 22 skills)
Psychiatrists	54.5% ( 12 of 22 skills)
Education Administrators, Elementary and Secondary School	54.2% ( 13 of 24 skills)
Clergy	50.0% ( 12 of 24 skills)
Human Resources Managers	50.0% ( 12 of 24 skills)
Industrial-Organizational Psychologists	50.0% ( 12 of 24 skills)
Surgeons	50.0% ( 12 of 24 skills)

I learned I have a wide variety of interest.

3.

Professional organizations:

For more than 30 years we’ve been helping teachers and educational leaders connect with each other (and great ideas) to revolutionize education. We’re committed to advancing excellence in learning and teaching through innovative and effective uses of technology, and we support our 20,000 members who share our mission by providing thousands of resources and learning opportunities to keep them on the cutting edge.

http://www.iste.org/membership.aspx

Agency for Instructional Technology

The Agency works with many partners, including public television, businesses and corporations, foundations, professional organizations, universities, school districts, and government entities.

Professional publications:

Association for Educational Communications and Technology

Educational Technology Research and Development is the only scholarly journal in the field focusing entirely on research and development in educational technology.

Journal of Technology and Teacher Education

JTATE serves as a forum for the exchange of knowledge about the use of information technology in teacher education. Journal content covers preservice and inservice teacher education, graduate programs in areas such as curriculum and instruction, educational administration, staff development instructional technology, and educational computing.

4.

What are competencies? Competences provide a basis for a common language to discuss instructional technology. Competencies provide a framework for developing a course of study, criteria to follow when evaluating students, and give a big picture to the task at hand.

Competency Domains:

1.    Design- identify a variety of models

2.    Development- select appropriate media

3.    Utilization- identify key factors in using technology

4.    Management- develop and apply resource management techniques

5.    Evaluation- develop and apply criterion-referenced measures

Competencies Used:

a)    Communicate effectively visually, orally, and in writing

b)     Use partnerships or collaborate with clients and other experts as required

c)    Focus on results and help clients focus on results    

d)     Reflect on situation elements before completing design solutions and strategies

e)     Be systematic in all aspects of the process including:

1.    Assessment of the need or opportunity

2.    Analysis work and workplace to identify the cause or factors that limit performance

3.    Design the solutions or specification of the requirements of the solution

4.    Development of all or some of the solution and its elements

5.    Implementation of the solution

6.    Evaluation of the process and the results

Section 5: Trends and Issues in Various Settings

1.

Rapid prototyping is an exciting technology that allows product designers and developers to quickly transform a computer-based model into a three-dimensional physical object. According to our book, Instructional Design and Technology, rapid prototyping involves the development of a design with the client involved with most steps of the product. The book also states the term rapid is used in reference a prototype that is being built early I the project and will be used for testing the finished project.

http://en.wikiversity.org/wiki/File:Rapid-prototyping.png

Pictured here, several sixth grade students in the Ark Community Charter School created virtual Mayan pyramids, which were then sent to the rapid prototype device at Rensselaer’s Advanced Manufacturing Lab to generate the solid model.

The reasons of Rapid Prototyping:

• To increase effective communication.
• To decrease development time.
• To decrease costly mistakes.
• To minimize sustaining engineering changes.
• To extend product lifetime by adding necessary features and eliminating redundant features early in the design.

The basic methodology for all current rapid prototyping techniques can be summarized as follows:

1.	A CAD model is constructed, and then converted to STL format. The resolution can be set to minimize stair stepping.
2.	The RP machine processes the .STL file by creating sliced layers of the model.
3.	The first layer of the physical model is created. The model is then lowered by the thickness of the next layer, and the process is repeated until completion of the model.
4.	The model and any supports are removed. The surface of the model is then finished and cleaned.

2.

Using technology with limited electronic access can be a tricky game. Sometime, within a military setting, the capabilities can be challenging. With this in mind, a video log would come in handy. The educator could have a library of previously recorded lessons on hand in the event of electric access not being available.

3.

The Guidance System for Transforming Education

The GSTE is a set of guidelines for facilitating systemic change in school districts. It provides flexible and detailed process guidelines to a facilitator who chooses to engage in a district-wide systemic change effort. The GSTE is divided into three parts: guiding beliefs, discrete events, and continuous events.

Navigating whole-system change requires simultaneous improvements along three paths:

Path 1: Improve the district’s relationship with its external environment, which improves relationships with key external stakeholders.

Path 2: Improve the district’s core and supporting work processes (core work is teaching and learning; supporting work includes secretarial work, administrative work, cafeteria work, building maintenance work, and so on).

Path 3: Improve the district’s internal social infrastructure (which includes organization design, governance, policies, organization culture, reward systems, job descriptions, communication, and so on.)

http://cnx.org/content/m13656/latest/

4.

Michigan State University

What are the different names used for faculty development? Organizational Development

What division is it under? Office of the Provost

What services does it offer? Faculty and Instructional Development

How often are programs given and what specifically are they? N/A

California State University

What are the different names used for faculty development? Faculty development center

What division is it under? Library

What services does it offer? The FDC promotes the incorporation of technology into instruction and offers classes and individual consultation to assist faculty in their endeavors. Through its programs and services, the FDC attempts to build a stimulating environment that will support faculty as educators, scholars, and engaged community members. Programs and opportunities are available to full-time and part-time faculty of the University.

How often are programs given and what specifically are they? Year round

Lehigh University

What are the different names used for faculty development? None

What division is it under? Education

What services does it offer?

Workshops on topics such as use of small groups in the classroom,

lecturing successfully, cooperative and collaborative learning techniques, and use of Blackboard to enhance a course.

Faculty-led seminars based on books about teaching, learning, and the academic life.

Workshops by nationally known consultants on specific teaching and research topics.

Consultations or short seminars on a range of teaching topics.

Assistance with course development questions, including advice on the effective incorporation of academic technology into courses.

Live videoconferences on teaching and learning.

Workshops on faculty careers, with such topics as "preparing a teaching portfolio."

Teaching, Learning and Technology Roundtable presentations.

Funding for faculty attendance at teaching conferences: the Lilly Conferences on College Teaching and annual American Association of Higher Education conferences, and other state and national conferences.

How often are programs given and what specifically are they? Year round