In our final class for the semester, we discussed the final career presentations. I really enjoyed learning about lean manufacturing and I felt that it has a lot to do with instructional design. It was interesting that this particular type of manufacturing relied so much on Behaviorist principles. I wonder if that was more successful in one set of people than with another set of people. It just goes to show that sometimes behaviorist principles, though they may not acknowledge the agency of the learner, they work! The principle of making processes more efficient was also interesting to me. I know in a previous job, I observed that there was a lot of waste in the production of instructional products. While it was nice to have that freedom to make mistakes, I think lean manufacturing could improve the processes and make people more aware of the consequences of certain design/production choices.
I have really enjoyed this class this semester. Looking back on my notes I really feel like I've learned a lot. I've been able to understand topics well enough to develop my own opinions towards them, and teach others about ideas I have learned.
Just the other day, both of my parents asked me questions about technology in education. I shared with my father the thoughts I had about how the moral dimensions of instructional design were applicable to family life, and he liked my ideas and asked me for a way that as a family we could each post our "crafts," what skills we've each gained that would be useful for each other, and where we could each post goals that we'd like to receive help achieving. I told my Dad about the Web 2.0 technologies I'd learned. Using NetMeeting, I showed him how to create a blog and I also showed him the capabilities of a wiki and we compared the two and decided that we're going to create a family blog for this purpose. My mother teaches Math to Special Needs students in middle school. She has one student who cannot yet read and she was wondering if I knew of a way to create a story with sound and pictures to teach the student how different sounds go together. I was able to tell her about Photostory and imovie, and I told her that I would gladly help her create such a story. But I explained that some of the other ideas we learn about in Instructional Technology include allowing students to learn by helping them create the stories about how sounds go together for themselves. I could tell my mother hadn't yet explored that idea, but she was really excited to try it.
I feel that the things I've learned this semester have helped me see things in a new perspective. I've enjoyed the people and topics in the class very much. I believe that from what I've learned I can have added value and influence in any context in the world.
Thursday, December 11, 2008
Monday, December 8, 2008
Career Presentations, cont'd.
Notes from Class:
Aaron- Foreign Language “Concerned Professor”
- Journals: CALICO (Computer-Aided Language Instruction Consortium)
- How can we create something for this type of math course and make it so that other people can use that in a different course and be able to change it according to their needs?
Mike Johnson, Project Manager at the
Ric Ott, Director of Research & Evaluation at the MTC
- “I love the challenge, and I like to do things that are hard to do.”
- A lot of writing
- Excited about data crunching
- Measures success by quality work
Foreign Language Professor Michael Bush (Anneke)
- Keep a journal of how you learn the language- ideas you have
o Could do through your blog
- Challenge your own belief system of how you learn a language
Virtual
- Something a little beyond paper
- WE can give a vision to people. We can
- All of this has come together, right now, right here. We can do this.
- If you can think it, you can do it. Take time to produce something of church quality, you need the Spirit of the Lord as you’re putting this together
- Give others a vision through technology-
Jason Mitchell, Manager of Training at MTC
- Loves his job—has passion for learning about learning
- Background in Public Administration
Steve Hume
- “There is no typical day.”
- Make sure every person has the class they need; that their CPR certification hasn’t expired
- A lot of running analyses of data
Personal Summary:
I really liked class today. I thought all of the video presentations were well-done. It was interesting to see the one about the MTC because that's a bit of a mystery to me, and it was neat to see what it's like to work there. I also enjoyed the comment that we as designers might consider writing down our ideas in a notebook somewhere so we can have them. I know a lot of times I think of things I want to follow up on but then I forget them before I can do so. It's hard to think of a medium that will always be easy to access, though. But it's a really good idea.
Wednesday, December 3, 2008
Career Reports
Today in class we had presentations of interviews of various professionals. The professions observed included a project manager, another project manager, an evaluator, an instructional designer, and a math professor. It was interesting to see the variety of professions that use instructional technology and that use design principles in their work.
I really liked learning about the evaluator, because that's the profession I know the least. In evaluation, it seemed like the most important thing was experience, just having experience participating in and conducting evaluations. There are a lot of evaluation jobs, but very few of them actually say "evaluator" in the job title. For example, a Research Analyst is a good name for an evaluator.
I also enjoyed learning about the Instructional Designers because that's what I want to do. I liked when the one Instructional Designer who had started his own company said that to get good designs you have to write and re-write your designs in order to improve. I think the design process is a time-consuming process, and the idea of re-writing what you design seems a daunting task, especially for someone juggling more than one project at a time. However, I think it would be a really good way to improve design.
I really liked learning about the evaluator, because that's the profession I know the least. In evaluation, it seemed like the most important thing was experience, just having experience participating in and conducting evaluations. There are a lot of evaluation jobs, but very few of them actually say "evaluator" in the job title. For example, a Research Analyst is a good name for an evaluator.
I also enjoyed learning about the Instructional Designers because that's what I want to do. I liked when the one Instructional Designer who had started his own company said that to get good designs you have to write and re-write your designs in order to improve. I think the design process is a time-consuming process, and the idea of re-writing what you design seems a daunting task, especially for someone juggling more than one project at a time. However, I think it would be a really good way to improve design.
Instructional Design: The Career
Things I learned from making this video:
Some competencies of an Instructional Designer:
(from correspondence, video, and experience)
- Project Management
- Organization
- Research
- Optimism
- Problem-solving
- Familiarity with Instructional Design principles
- Ability to communicate with faculty and other staff/students
- Willingness to learn new things constantly
- Proficiency with standard office software
- Familiarity with process of designing and creating graphics, flash animations, and video
(from US Dept of Labor)
Professional Development:
(from correspondence, interviews, and experience)
- Materials from other areas What Doctors Do- help see design in new ways, give creativity, and increase your understanding of different subject areas
- AECT journal TechTrends
- Online journals about secondary education
- NACOL, FIPSE, SLOAN-C, and WC3
- One yearly development conference required, second conference presenting an article/paper is highly encouraged
- Designers have access to further schooling and are always encouraged to pursue advanced degrees
(from correspondence)
- You can advance through levels of Instructional Technologist positions, and there are other administrative opportunities in the four Associate Director positions.
(from interviews)
- Helps you know how to work with people
- Brings the Spirit into learning and good designs
- Keeps you interested in a lot of different subjects
(from personal insights from interviews)
- More administrative-type work
- More time spent interacting with people than working on the project
- Usually there is a production team so Instructional Designers don't always do the production work
- Time and budget constraints are real concerns and create boundaries for a project
Monday, December 1, 2008
Moral Dimensions and Ethical Issues
This was quite possibly my favorite class of the semester. Although I read the article by Osguthorpe before class, it was not until our class discussion that I realized how many different contexts could use these same principles. Here are my notes from class, which describe my thoughts on the topics discussed:
- Conscience of Craft
- As a student, with PLEs—having ownership of what you create and making it good
- When people do something they’re proud of, they have conscience of craft
- Limitations of resources--using them to the best of your ability.
- Can be limiting- there are times when good enough has to just be good enough.
o * I like this, because I feel that this is so true! Although idealistically, we all want to do our best all the time, there is just so much to be done that we must prioritize.
o Larger problem to do your best work?
§ *interesting- I don’t believe it is responsibility or duty that drives someone to do something; they have to desire it. A good project is good because I enjoy that project, because it’s fun for me.
Conscience of Membership
- What do I owe my profession?
- In our field, a lot of people don’t feel like a “member” of Instructional Design
- Important, because for instance in the example, people made judgments about online courses because the Instructional Designers put deadlines over quality.
- Have to feel that the profession is important in order to represent it well
- Instructional Design is an individual thing, but you have to feel membership in order to help give it a good name.
- Example: Chiropractors-
· *With IPTSO we try to develop this conscience of membership. If this is an important part of the moral dimensions of instructional design, we need to emphasize this more.
o Conferences
o Networking
o Outlets for display of student work
o Contributions
o Volunteering
Conscience of Sacrifice
- People who left at closing time vs. people who knew what would make the project better who sacrificed to achieve the better quality product
- Giving of yourself, putting yourself on the line
Conscience of Memory
1) Building on traditions of the past- “Rootedness”
2) Looking at own talents, strengths, desires and goals and using them in your work—giving of yourself as opposed to just jumping through hoops. Personal strengths can contribute.
- ex) Dani with music education- brought her interest and her history to try to craft an issue discussion to benefit all of us.
Conscience of Imagination
- Thinking outside of the box—doing things that haven’t been done before and exploring those avenues
- Doing what you’ve always done really well vs. coming up with new ideas—doing something differently or more effectively
- Ex) 3rd Grade teaching- getting bored doing the same thing, so coming up with new ways to do things. Jeopardy- gave each group whiteboards, every group member had to write the answer down so that everyone, not just the smart ones, would contribute
- Oftentimes we get into a routine. It might not seem that there’s room to innovate and work out of the box. Efficiency vs. creativity.
* I think this is a very powerful concept.
* I see this as a pattern for the moral dimensions of my own family:
- Craft is what we produce as a family- food, community service, academic success, political involvement, arts, sciences, etc.
- Membership is the family name—what it means to be a Chapman. This includes chores, contributions, and reputation.
- Sacrifice is putting forth extra effort to create the best product or the best relationships—putting family first
- Memory is the acknowledgement of and respect for family traditions and the recognition of what each member of the family contributes to the family.
- Imagination is exercising your authority of your family to do things differently than anyone else—come up with new ideas, new rules, new traditions, new discussions, new ways of setting up your home, etc. I think this is why family council is so important, because it gives family members the opportunity to discuss this.
I think exercising these moral implications is what makes being a part of anything fun. It is what guides our development and progress.
Monday, November 24, 2008
More Issues
Today in class we discussed more issues concerned with Instructional Technology:
Language Immersion
We discussed different types of language immersion, including K-12 Early, middle and late; total versus partial immersion; bilingual or two-way immersion. One idea that I found particularly interesting was the idea of imagined immersion, accomplished by creating a story around the student that encourages them to learn the necessary vocabulary. I thought it was interesting that in a study of real vs. imagined experiences, after experiencing something first-hand, a week afterwards, people only had a memory of it as vivid as those who had imagined it in the first place.
The Influence of Music on Learning
The three different emphases on music we covered were Music and Memory, Music and Spatial Task Performance, and Music and Mood. In studying Music and Memory, I remembered a personal experience that has always stayed with me. My grandmother had Alzheimer's disease during the last ten years of her life. As the disease worsened, I remember that even when she could not remember my Mother's name, she could remember all of the words to every hymn in the hymn book, and as she sang she would finger them with her fingers. I knew then that music had a very profound influence on memory. I also enjoyed the story of a classmate's cousins whose home school education was based on music, and they were able to advance very quickly in science and languages because of their fundamental understanding of music. Someone also mentioned that an understanding of rhythm was the best determinant for language-learning skill, which I also found particularly interesting. I have always had a pretty good sense of rhythm, and I've also had a knack for learning languages, so I believe that there might verily be a strong correlation there.
Another topic we addressed was that of music and spacial task performance. In brainstorming why music might improve spatial reasoning, I thought about the theory of stimulation we've discussed in Dr. Gibbon's class. Dr. Gibbons introduced to us the idea that stimulation is what guides our attentions, and as we listen or watch something our senses are constantly driven by stimulation. I think classical music, because of its patterns of chord progressions, dynamic, rhythmic and key changes, may allow a person to be stimulated enough to learn what is being read or spoken at the same time.
The third topic we addressed was the relation between music and mood. This is something I've always been very sensitive to, so much so that when I listen to a song that doesn't fit my mood, I experience inner tension and I have to change the song or leave the environment.
Virtual Learning Environments
We also discussed different ideas concerning key features of virtual learning environments, such as electronic communication support, varying access rights for instructors and students, authoring tools and course calendars. We also discussed how all VLEs can be categorized either as a Learning Management System or a Learning Content Management system.
Virtual Learning Environments
Language Immersion
We discussed different types of language immersion, including K-12 Early, middle and late; total versus partial immersion; bilingual or two-way immersion. One idea that I found particularly interesting was the idea of imagined immersion, accomplished by creating a story around the student that encourages them to learn the necessary vocabulary. I thought it was interesting that in a study of real vs. imagined experiences, after experiencing something first-hand, a week afterwards, people only had a memory of it as vivid as those who had imagined it in the first place.
The Influence of Music on Learning
The three different emphases on music we covered were Music and Memory, Music and Spatial Task Performance, and Music and Mood. In studying Music and Memory, I remembered a personal experience that has always stayed with me. My grandmother had Alzheimer's disease during the last ten years of her life. As the disease worsened, I remember that even when she could not remember my Mother's name, she could remember all of the words to every hymn in the hymn book, and as she sang she would finger them with her fingers. I knew then that music had a very profound influence on memory. I also enjoyed the story of a classmate's cousins whose home school education was based on music, and they were able to advance very quickly in science and languages because of their fundamental understanding of music. Someone also mentioned that an understanding of rhythm was the best determinant for language-learning skill, which I also found particularly interesting. I have always had a pretty good sense of rhythm, and I've also had a knack for learning languages, so I believe that there might verily be a strong correlation there.
Another topic we addressed was that of music and spacial task performance. In brainstorming why music might improve spatial reasoning, I thought about the theory of stimulation we've discussed in Dr. Gibbon's class. Dr. Gibbons introduced to us the idea that stimulation is what guides our attentions, and as we listen or watch something our senses are constantly driven by stimulation. I think classical music, because of its patterns of chord progressions, dynamic, rhythmic and key changes, may allow a person to be stimulated enough to learn what is being read or spoken at the same time.
The third topic we addressed was the relation between music and mood. This is something I've always been very sensitive to, so much so that when I listen to a song that doesn't fit my mood, I experience inner tension and I have to change the song or leave the environment.
Virtual Learning Environments
We also discussed different ideas concerning key features of virtual learning environments, such as electronic communication support, varying access rights for instructors and students, authoring tools and course calendars. We also discussed how all VLEs can be categorized either as a Learning Management System or a Learning Content Management system.
Virtual Learning Environments
Wednesday, November 19, 2008
Web 2.0 in the Workplace
In the presentation today about using Web 2.0 in the workplace, I thought it was very interesting that when researching the use of Web 2.0, one of the first things you encounter is irony because even people who express negative opinions towards Web 2.0 technologies express their views through Web 2.0 technologies on the internet. Whether we like it or not, this enormous access to and use of Web 2.0 technologies is changing the ways we are doing things.
In my past internship experience, Web 2.0 technologies were not openly used. However, many of my co-workers invited me as a friend on facebook and made me feel like I was included. Facebook became a way for people to discuss their honest opinions about things going on at work. Also, it made work more fun.
During the same internship, I remember temporarily taking the place of a graphic designer who kept a very long list of links of places to go to find pictures for creating graphics. As the job switched between temporary employees and others, it would have been very helpful to have had that list of links online. Had I known about de.licio.us at that time, I think it would have been very useful.
The other day, I came across a really neat mind map of online collaboration tools offered through Web 2.0 technologies. My first reaction was excitement that someone attempted to figure out how to categorize and list all of the various methods of online collaboration. My second reaction was that I had never heard of most of the technologies listed.
In my own wanderings through the internet, I encountered a Firefox add-in called Glubble that allows families to create their own social networks, and that also creates a child-friendly version of the internet, allowing children and grandchildren of the same family to exchange favorite web pages, leave notes for one another, and draw pictures for each other. Although this is not an example of Web 2.0 in the workplace, it is an example of how the expanse of technology and the use of the internet is increasing and gaining interest for many different ages and cultures.
In my past internship experience, Web 2.0 technologies were not openly used. However, many of my co-workers invited me as a friend on facebook and made me feel like I was included. Facebook became a way for people to discuss their honest opinions about things going on at work. Also, it made work more fun.
During the same internship, I remember temporarily taking the place of a graphic designer who kept a very long list of links of places to go to find pictures for creating graphics. As the job switched between temporary employees and others, it would have been very helpful to have had that list of links online. Had I known about de.licio.us at that time, I think it would have been very useful.
The other day, I came across a really neat mind map of online collaboration tools offered through Web 2.0 technologies. My first reaction was excitement that someone attempted to figure out how to categorize and list all of the various methods of online collaboration. My second reaction was that I had never heard of most of the technologies listed.
In my own wanderings through the internet, I encountered a Firefox add-in called Glubble that allows families to create their own social networks, and that also creates a child-friendly version of the internet, allowing children and grandchildren of the same family to exchange favorite web pages, leave notes for one another, and draw pictures for each other. Although this is not an example of Web 2.0 in the workplace, it is an example of how the expanse of technology and the use of the internet is increasing and gaining interest for many different ages and cultures.
Monday, November 17, 2008
Collaboration vs. Cooperation & Games in Education
In class today, we discussed the differences between collaboration and cooperation. Through our actitivies today, I thought it was interesting to observe the differences between working in groups online and working in groups in person. It was obvious that working in groups in-person was more efficient than working in groups online, because decisions could be made in a shorter amount of time, instead of having to wait for everyones' responses. However, working together in person had its own challenges. Some people dominated the conversations, leaving others with little opportunity to assist in the activity. Recently I read something that said that the level of effort someone puts in to a group activity depends on how significant he or she perceives his or her part is to the group as a whole. I believe this is true, and in order to allow everyone the opportunity to work together, as in collaboration, and not just give ideas to others, as in communication, individuals must have a better perception of the importance and significance of thier role in the group. Thus roles are a good way to help motivate group members to participate.
As a method used in many situations, collaboration permeates many different fields. In the recent AEA Conference, Dr. Liliana Rodriguez-Campos discussed principles of collaborative evaluation. In her six-part model, she illustrates the complexities of working in groups and suggests ways to facilitate collaboration. These ways include ideas for conflict resolution, establishing early a desirable reward for everyone to work towards, and working to ensure careful listening. One example she gave is that in her efforts to eliminate back-biting, she had every person write on a piece of paper the thing they didn't like that other people were doing and the correction of that flaw in positive terms, such as "Stick to the point," or "Be punctual," and she placed these somewhere prominently in the room so that everyone would know what was important to the other members of the group and thereby have more unity in the collaboration process.
Another issue we discussed today was games. As a presenter, I had a lot of fun. I felt like everyone else was having fun too. However, as I watched people playing games, I remembered how much I disliked playing games in class, because I always had such a difficult time understanding the rules and I never felt like I was good at any of the games we played. I was interested by the comment that these emotions of losing can be very distracting to the learning process. If just one student does not understand the rules, or becomes lost, the game will not be able to help that person understand the desired points of that game.
As a method used in many situations, collaboration permeates many different fields. In the recent AEA Conference, Dr. Liliana Rodriguez-Campos discussed principles of collaborative evaluation. In her six-part model, she illustrates the complexities of working in groups and suggests ways to facilitate collaboration. These ways include ideas for conflict resolution, establishing early a desirable reward for everyone to work towards, and working to ensure careful listening. One example she gave is that in her efforts to eliminate back-biting, she had every person write on a piece of paper the thing they didn't like that other people were doing and the correction of that flaw in positive terms, such as "Stick to the point," or "Be punctual," and she placed these somewhere prominently in the room so that everyone would know what was important to the other members of the group and thereby have more unity in the collaboration process.
Another issue we discussed today was games. As a presenter, I had a lot of fun. I felt like everyone else was having fun too. However, as I watched people playing games, I remembered how much I disliked playing games in class, because I always had such a difficult time understanding the rules and I never felt like I was good at any of the games we played. I was interested by the comment that these emotions of losing can be very distracting to the learning process. If just one student does not understand the rules, or becomes lost, the game will not be able to help that person understand the desired points of that game.
Wednesday, November 12, 2008
More Journal Presentations
TechTrends- Carry
New Directions for Evaluation- Bryan
Open Learning: The Journal of Open Distance Learning- Aaron
American Journal of Evaluation- Sarah
Computer Assisted Language Learning- Robert
Educause Review- Daryl
- Lots of short articles
- Each issue has a theme
- Gaming-TechTrends Sept./Oct.
New Directions for Evaluation- Bryan
- Free for AEA members
- Nonprofits and evaluation
- Scriven, Patton are frequent contributors
- Article that refers to research and development of technology; do not combine research of evaluation and technology as entirely different or entirely the same.
Open Learning: The Journal of Open Distance Learning- Aaron
- Going since 1986
- 3 issues per year
- 8 articles per issue
- about 90 pages per issue
- initial editor screening
- $104 for personal use
- Access, Success, and Retention (June 2006)- dealing with different access to different internet
American Journal of Evaluation- Sarah
- Reflects diversity of field of evaluation
- Teaching evaluation to future evaluators
- Evaluation Practice
- Evaluation Ethics
- Book Reviews
- Issues: Pedagogy of graduate courses in evaluation, program implementation
- “Using Problem-Based Learning to Train New Evaluators”
Computer Assisted Language Learning- Robert
- Published in England
- Very broad scope: Language Courseware Development, Research Methodologies, etc.
- Corpus linguistics
Educause Review- Daryl
- Current improvements in technology that help in education
- More on Daryl’s blog
- Themes: Web 2.0, virtual worlds, distance learning, e-Books, cyberinfostructure
- Decameron web project www.handsonuniverse.org , telescope project, Carnegie foundation
Monday, November 10, 2008
Presentation Notes
Online Journal of Distance Learning Administration- Jon
- Managing Distance Learning is important
Performance Imporvement, Performance Improvement Quarterly- Neil, Bryce
- Instructional Technologists
- Human Resource Managers
- Performance Technologists
- Practitioners
- Trade magazine, people looking for best practices
- 10 issues per year (May/June & Nov/Dec are special issues)
o Human Performance Technology in the military
o Super performance
- The magazine is free for members of ISPI (annual dues of $145)
- Evaluation, Measurement, Performance Improvement, Performance Analysis
Computer-Supported Collaborative Learning- Nicky
- use collaborative learning strategies
- explores nature, theory, and practice of CSCL
- how people learn in context of collaborative activity
- psychological, social, and technological impact
- only 3 years old
- Themes: using wikis and coWebs, blended learning environments, research methods in CSCL
Australian Journal of Educational Technology- Matt
- Effects technology has on learning
- Implementing 2.0 technologies in learning
- Attitudes of working in groups have to change
- Lego robotic technology
- Available online (free)
Journal of Teacher Education- Aaron
- jurisdictional challenges to teacher preparation
- strengthening quality of teacher education in research
- need for teachers of good disposition and moral character
- good LDS presence
Journal of Technology Education-
- Produced by Digital Library and Archives by Virginia Tech
- Effects of Take-Home Test and Study Questions on Retention Learning in Technology Education- study questions did best
Language in Learning- Anneke
- Print journal of research in language studies
- Accessed online at Wiley Interscience
- Psychology, linguistics
- Teaching a learning method through a learning method, and thus requires a little more attention
- Development of language skills
Journal of the Religious Educator- Danielle
- Effective teaching is the very essence of leadership in the Church
- Based on scripture, doctrine, and Church history
- Directed by dean of Religious Education
- Contributors: Apostles, BYU, BYUI Religion professors, Institute and Seminary Teachers, President Samuelson, Graduate students…anyone
- discounted for CES people
- Goal: to provide carefully prepared, inspirational and informative articles that will benefit a broad …
- Faithful, academically sound, original, well-crafted manuscripts
- Student participation
- Cultivate religious atmosphere
Digital Creativity- Shelley
- “Development of technologies of relevance to those working in a different digital media, with relationship to traditional practices of art and design, and to the relationship of all these to education.”
- Geared toward practitioners
- Topics: Play, interactive narrative, artificial intelligence, technology for disabled
Performance Improvement Quarterly- Greg
- Team Dynamics, Self-efficacy, training, HPT and Performance Analysis
- No graphics in the journal, mostly text-based
- Academic
- HPT measurement
- Ill-structured problem- could Instructional Design Experts better solve problems dealing with structure? Mostly a matter of practical, not book, knowledge
Monday, November 3, 2008
Web 2.0 Upgrade Instructions
If you're still using Web 1.0 and would like to upgrade to Web 2.0, please follow the following instructions:
- Go to www.facebook.com and start a new account. Look up all your friends from high school, junior high, and even elementary school, and add them to your friends list. Upload your recent pictures, tag your friends, join common interest groups, and post a note to the world. (Facebook was started by Harvard students. Last year the owner of facebook was offered a billion dollars to sell the company, but decided not to.)
- Post a video on YouTube or Viddler. Watch lots of other videos as well.
- Download Skype. Call your friends and family for free and let them see you while talking with you by using your webcam.
- Read a few articles on random topics from wikipedia, a place where anyone can add or update content on this online encyclopedia.
- Visit Ning and start your own social network, maybe for your family, or for a class at school, or for a church group. You'll find that it is easy to collaborate with your friends and/or co-workers online, and you can search for your group and find it online at google.com
- Open a delicious or diigo account. Add and organize the links to your favorite websites.
- Open a goodreads account and share your favorite books online with strangers who have similar interests. Hey, while you're at it, add a goodreads gadget to your facebook wall.
- Congratulations, you're upgraded.
Wednesday, October 29, 2008
Games in Education
Some points from our class discussion today:
In the PTC Venn diagram, whenever one technology is introduced, the Venn diagram leaves equilibrium for a while until we learn how to use new technology effectively. I think this is an interesting way to describe what happens as a new technology is incorporated into education. I think there truly is a learning curve and an application curve.
Along with that discussion, the comment was made that science is a set of rules about argumentation, and that a large part of that is storytelling, using certain points of evidence to persuade someone of something. I also agree with this comment, because just like stories, science attempts to create a frame of understanding in which to perceive a story or a theory about why something acts the way it does. In science, it seems that whatever "truth" is accepted or learned, is used and taught until something better comes along, after which a re-adjustment process begins to get used to this new idea.
Another point was made about a new term for me today, the idea of affordance, which is the quality of an object that allows an individual to perform an action. For example, a door handle: A classroom door handle includes the affordance of pushing down on it to open the door, which is different from a door handle with the affordance of pushing against it (as in an emergency exit door), a different interaction. Studying the affordance of an object allows us to observe how an object either helps or inhibits teaching and learning.
I discussed learning in education with my group today. We were able to get and read a copy of a colleague's dissertation in which he discusses the learning potential of games and simulations.
In the PTC Venn diagram, whenever one technology is introduced, the Venn diagram leaves equilibrium for a while until we learn how to use new technology effectively. I think this is an interesting way to describe what happens as a new technology is incorporated into education. I think there truly is a learning curve and an application curve.
Along with that discussion, the comment was made that science is a set of rules about argumentation, and that a large part of that is storytelling, using certain points of evidence to persuade someone of something. I also agree with this comment, because just like stories, science attempts to create a frame of understanding in which to perceive a story or a theory about why something acts the way it does. In science, it seems that whatever "truth" is accepted or learned, is used and taught until something better comes along, after which a re-adjustment process begins to get used to this new idea.
Another point was made about a new term for me today, the idea of affordance, which is the quality of an object that allows an individual to perform an action. For example, a door handle: A classroom door handle includes the affordance of pushing down on it to open the door, which is different from a door handle with the affordance of pushing against it (as in an emergency exit door), a different interaction. Studying the affordance of an object allows us to observe how an object either helps or inhibits teaching and learning.
I discussed learning in education with my group today. We were able to get and read a copy of a colleague's dissertation in which he discusses the learning potential of games and simulations.
Monday, October 27, 2008
Media vs. Method Debate
Today in our class we were all able to participate in a debate to decide whether or not media influenced learning. I was on the "spoiler" side, suggesting that neither side was correct because the question was not a good question of discussion to lead us to a desirable, useful answer. I wasn't too enlightened by the debate, as I had a difficult time differentiating between the views of each team. But thinking about what the debate could have been and the issue itself bring interesting questions to mind.
Having a sister with special needs, I've always been intrigued by her interest in technology, specifically internet games and videos. She has always been very quick to learn any technology that will allow her to watch her favorite Disney movie or be entertained, and she learns it on her own. Teaching her math, she would often be distracted and not spend very much time practicing math problems. But then she started doing flash cards, and she would take them everywhere with her and practice with them. She also got a little math calculator-type game that she also enjoyed taking with her and using to practice. Although she was still learning math, the media of the flash cards and the computer game allowed her to focus her attention on a subject longer than otherwise, allowing her to learn more. There is a question, however, of how much she has memorized because of the pattern of the media, asking the same math questions in the same sequence, versus what new things she is able to learn. For the most part, she memorizes sequences and is able to get all of the correct answers, and then once those sequences are disrupted, she falters. Hence media may also be an inhibitor at the same time.
Having a sister with special needs, I've always been intrigued by her interest in technology, specifically internet games and videos. She has always been very quick to learn any technology that will allow her to watch her favorite Disney movie or be entertained, and she learns it on her own. Teaching her math, she would often be distracted and not spend very much time practicing math problems. But then she started doing flash cards, and she would take them everywhere with her and practice with them. She also got a little math calculator-type game that she also enjoyed taking with her and using to practice. Although she was still learning math, the media of the flash cards and the computer game allowed her to focus her attention on a subject longer than otherwise, allowing her to learn more. There is a question, however, of how much she has memorized because of the pattern of the media, asking the same math questions in the same sequence, versus what new things she is able to learn. For the most part, she memorizes sequences and is able to get all of the correct answers, and then once those sequences are disrupted, she falters. Hence media may also be an inhibitor at the same time.
Wednesday, October 22, 2008
Instructional Technology Issues
From Me:
- Designing for male and female minds-- differences in how technology is learned, viewed, and used between men and women.
- Open Courses- Should course material be available for others for free? What are the costs/rewards associated with this idea?
- Using Facebook as an instructional tool: The good, bad, and the ugly
- Cross-cultural learning through technology- designing not only for a single culture, but for the world
- The role of technology in the classroom: Is technology a crutch, a skill, or a supportive element in traditional education?
- What's to learn about Technology? The technologies we're using now are constantly changing. Is teaching technology in an undergraduate teacher education program productive?
- The helpfulness of Learning Management Systems
- Internet safety and childhood education
- Designing technologies for special needs students
- Collaboration and Technology
- Immersion language learning
- Web 2.0 in Education
- Educational Games
- Electronic Performance Support Systems
- Knowledge Management Systems
- Open Source Tools
- 3-D Virtual Worlds
- One-laptop per Child Initiative
- Distance Learning Topics: Synchronous video, asynchronous video, interactions vs. independent learning
- Video Analysis Tools
- Open-Learning Environments
- Web 2.0 Technologies
- Computer-Assisted Language Learning (CALL)
- Technology Integration in Early Childhood
- Simulations
- Data-Driven D.M.
Monday, October 20, 2008
Instructional Design-- As a Career
Interestingly enough, Instructional Design is in demand. From the research we did in class today, depending on where you live and years of experience, the salary for an Instructional Designer ranges from $40-$90K. Many positions available for Instructional Design on careerbuilder.com require a bachelor's degree, and many require a master's degree. All job opportunities in Instructional Design value experience.
Compared with Human Performance Technology and careers having to deal with Learning Sciences, I think a career in Instructional Technology would be better for me. I think it would be a more dependable income, with a better-defined job description than the other two. I think I could qualify for the years of experience and serve an employer well.
Compared with Human Performance Technology and careers having to deal with Learning Sciences, I think a career in Instructional Technology would be better for me. I think it would be a more dependable income, with a better-defined job description than the other two. I think I could qualify for the years of experience and serve an employer well.
Wednesday, October 15, 2008
The War of Learning Sciences Aggression
In Virginia, a state that was split during the Civil War, depending on where you are from, the Civil War was known as "The War of Northern Aggression" if you were from the South, and "The War of the Rebellion" if you were from the North. Learning about the differences between Learning Sciences and Instructional Technology, I perceive a similar relationship. From the readings we discussed in class it seems that Instructional Technology seems to try to incorporate Learning Sciences as part of its study, while acknowledging the differences between the two areas of study. Experts from the field of Learning Science generally seem convinced that the Learning Sciences are different from Instructional Technology and therefore should be addressed and treated differently.
In the article I read (J. Michael Spector, Instructional Technology and the Learning Sciences: Multiple Communities and Political Realities), Spector, with a long background in Instructional Technology, addresses what he believes to be the main difference between Instructional Technology and the Learning Sciences: Instructional Technology focuses on instruction and helping the instructor, and the Learning Sciences focus on Learning and helping the learner. Spector still concludes that the two communities are similar enough to work together to achieve the same end.
In the article I read (J. Michael Spector, Instructional Technology and the Learning Sciences: Multiple Communities and Political Realities), Spector, with a long background in Instructional Technology, addresses what he believes to be the main difference between Instructional Technology and the Learning Sciences: Instructional Technology focuses on instruction and helping the instructor, and the Learning Sciences focus on Learning and helping the learner. Spector still concludes that the two communities are similar enough to work together to achieve the same end.
Mr. Smith and Billy Bob, Continued
Mr. Smith: Good morning, Billy Bob. Today we are going to be learning about Instructional Technology.
Billy Bob: But Mr. Smith, where is your lab jacket?
Mr. Smith: Instructional Technology is not a Science. I do not need a jacket.
Billy Bob: Oh. Well, don't they both address how people teach and learn?
Mr. Smith: In a way, Billy Bob, in a way.
Billy Bob: Well then what makes them so different?
Mr. Smith: It depends on who you talk to. Some describe Instructional Technology as a "prescriptive" study, meaning that Instructional Technologists find a training or educational problem then seek to fix it using technology. On the other hand, some consider Learning Science to be a "descriptive" study, looking at learning situations and analyzing them.
Billy Bob: That certainly does seem like a subtle difference.
Mr. Smith: Well, that depends on who you talk to.
Billy Bob: What do you think, Mr. Smith?
Mr. Smith: I believe Instructional Technology and Learning Sciences are indeed different areas of study, though they can help each other reach the same goals, and therefore should both be considered in a study.
Billy Bob: Well, can't there be an answer? Something "yes" or "no" or "A"? This whole discussion seems very theoretical.
Mr. Smith: Well, that depends on who you talk to.
Billy Bob: Oh boy.
Mr. Smith: That's enough for today, Billy Bob. See you tomorrow.
Billy Bob: Thanks, Mr. Smith. Bye!
Billy Bob: But Mr. Smith, where is your lab jacket?
Mr. Smith: Instructional Technology is not a Science. I do not need a jacket.
Billy Bob: Oh. Well, don't they both address how people teach and learn?
Mr. Smith: In a way, Billy Bob, in a way.
Billy Bob: Well then what makes them so different?
Mr. Smith: It depends on who you talk to. Some describe Instructional Technology as a "prescriptive" study, meaning that Instructional Technologists find a training or educational problem then seek to fix it using technology. On the other hand, some consider Learning Science to be a "descriptive" study, looking at learning situations and analyzing them.
Billy Bob: That certainly does seem like a subtle difference.
Mr. Smith: Well, that depends on who you talk to.
Billy Bob: What do you think, Mr. Smith?
Mr. Smith: I believe Instructional Technology and Learning Sciences are indeed different areas of study, though they can help each other reach the same goals, and therefore should both be considered in a study.
Billy Bob: Well, can't there be an answer? Something "yes" or "no" or "A"? This whole discussion seems very theoretical.
Mr. Smith: Well, that depends on who you talk to.
Billy Bob: Oh boy.
Mr. Smith: That's enough for today, Billy Bob. See you tomorrow.
Billy Bob: Thanks, Mr. Smith. Bye!
Monday, October 13, 2008
Learning Science Skit
Today I was thinking about how writing skits has always helped me gain a better understanding of a subject, and how a PLE is supposed to be a place to take the information we have been given and make it something useful for me, so that is what I intend to do.
The Science of Learning Skit
Mr. Smith, Instructor
Billy Bob, Student
It is the beginning of a new school day, and Billy Bob is ready to learn. Seated in his desk, Billy Bob eagerly waits for Mr. Smith to begin his lesson. Mr. Smith walks in wearing a lab jacket.
Mr. Smith: Good morning, class. Today we will be learning about Learning Science.
Billy Bob: Oooooh... (thinks a minute, then raises his hand) What is Learning Science, Mr. Smith?
Mr. Smith: What is Learning Science? Why, it is the science of instruction! It is how we come to gain deep learning through the aid of a good learning environment.
Billy Bob: Uh... (thinks a minute, then raises his hand) Mr. Smith? What is deep learning?
Mr. Smith: Deep learning is having ownership of your information- making it your own. Deep learning is exhibited by adaptive expertise, the ability to apply knowledge to another area, as opposed to routine expertise, such as memorization of a specific text for the correct answer on a test. For instance, in learning about the Civil War, deep learning is organizing information and shallow learning is knowing the names and dates.
Billy Bob: Does that mean I don't need to know the names and dates?
Mr. Smith: No. You must learn them for the test! Routine expertise is much easier to measure, so I will continue to use it.
Billy Bob: Okay... (thinks a minute, then raises his hand) Mr. Smith, what is a good learning environment?
Mr. Smith: A good learning environment is one in which students are encouraged to use deep learning.
Billy Bob: Well it seems to me that deep learning leads to more deep learning. It seems like it would take a lot to prepare for an environment like that, but when that is done, the learning might be deeper.
Mr. Smith: That is exactly right. Much preparation, time and energy is spent to break the traditional trends that emphasize the ability for students to think about their own learning. Because of that, many students get in the habit of letting their instructors make their own choices for them, not to mention the stress students receive from their parents who want them to get good grades on their tests instead of truly learn and understand information.
Billy Bob: Boy do I know what you're talking about there! My Mom sure wants me to do well in this class. But she also really wants me to do really well with my friends, in my other ten classes, in soccer, baseball, and tennis, and piano and violin lessons, and in my church and community.
Mr. Smith: Whoa, sounds like you have cognitive overload, or too much content!
Billy Bob: Yeah, I guess I really do. It's really hard to take the time to learn things deeply when I have so many other things to do, especially in-between baking bread and texting my friends all day long and checking e-mail and reading the news.
Mr. Smith: Hmm.... I'll tell ya what. Let's take time next class about the Civil War to really just think about things, and apply them. We'll use our class time to let you do that instead of memorize dates and names.
Billy Bob: Gee, thanks Mr. Smith. This is a really great learning environment.
Mr. Smith: Well, that's enough for today! See you tomorrow, Billy Bob.
Billy Bob: Bye, Mr. Smith!
Billy Bob, Student
It is the beginning of a new school day, and Billy Bob is ready to learn. Seated in his desk, Billy Bob eagerly waits for Mr. Smith to begin his lesson. Mr. Smith walks in wearing a lab jacket.
Mr. Smith: Good morning, class. Today we will be learning about Learning Science.
Billy Bob: Oooooh... (thinks a minute, then raises his hand) What is Learning Science, Mr. Smith?
Mr. Smith: What is Learning Science? Why, it is the science of instruction! It is how we come to gain deep learning through the aid of a good learning environment.
Billy Bob: Uh... (thinks a minute, then raises his hand) Mr. Smith? What is deep learning?
Mr. Smith: Deep learning is having ownership of your information- making it your own. Deep learning is exhibited by adaptive expertise, the ability to apply knowledge to another area, as opposed to routine expertise, such as memorization of a specific text for the correct answer on a test. For instance, in learning about the Civil War, deep learning is organizing information and shallow learning is knowing the names and dates.
Billy Bob: Does that mean I don't need to know the names and dates?
Mr. Smith: No. You must learn them for the test! Routine expertise is much easier to measure, so I will continue to use it.
Billy Bob: Okay... (thinks a minute, then raises his hand) Mr. Smith, what is a good learning environment?
Mr. Smith: A good learning environment is one in which students are encouraged to use deep learning.
Billy Bob: Well it seems to me that deep learning leads to more deep learning. It seems like it would take a lot to prepare for an environment like that, but when that is done, the learning might be deeper.
Mr. Smith: That is exactly right. Much preparation, time and energy is spent to break the traditional trends that emphasize the ability for students to think about their own learning. Because of that, many students get in the habit of letting their instructors make their own choices for them, not to mention the stress students receive from their parents who want them to get good grades on their tests instead of truly learn and understand information.
Billy Bob: Boy do I know what you're talking about there! My Mom sure wants me to do well in this class. But she also really wants me to do really well with my friends, in my other ten classes, in soccer, baseball, and tennis, and piano and violin lessons, and in my church and community.
Mr. Smith: Whoa, sounds like you have cognitive overload, or too much content!
Billy Bob: Yeah, I guess I really do. It's really hard to take the time to learn things deeply when I have so many other things to do, especially in-between baking bread and texting my friends all day long and checking e-mail and reading the news.
Mr. Smith: Hmm.... I'll tell ya what. Let's take time next class about the Civil War to really just think about things, and apply them. We'll use our class time to let you do that instead of memorize dates and names.
Billy Bob: Gee, thanks Mr. Smith. This is a really great learning environment.
Mr. Smith: Well, that's enough for today! See you tomorrow, Billy Bob.
Billy Bob: Bye, Mr. Smith!
Wednesday, October 8, 2008
IP&T vs. Educational Technology
One of the main topics we discussed today was the comparison of Instructional Technology with Educational Technology. From what I've understood, at one time Instructional Technology and Educational Technology were considered different according to the following differences:
Educational Technology was more of a classroom philosophy that took into consideration all different influences from the classroom, including class size, classroom setup, etc. It was mostly applied solely to educational environments.
Instructional Technology was more about the media and gadgets or software used to teach. IT could also be applied to corporate environments.
But after more research, these two later on become synonymous, as each discipline started to be more inclusive of the topics of the other. However, I still find that most often, as in the OET and in many different internet resources, Educational Technology is usually directed towards a classroom environment.
I think Human Performance Technology may be similar to both of these, though more broad. I like this one the best because it is more efficient, weighing each solution to a problem according to its cost, both in time and money.
Educational Technology was more of a classroom philosophy that took into consideration all different influences from the classroom, including class size, classroom setup, etc. It was mostly applied solely to educational environments.
Instructional Technology was more about the media and gadgets or software used to teach. IT could also be applied to corporate environments.
But after more research, these two later on become synonymous, as each discipline started to be more inclusive of the topics of the other. However, I still find that most often, as in the OET and in many different internet resources, Educational Technology is usually directed towards a classroom environment.
I think Human Performance Technology may be similar to both of these, though more broad. I like this one the best because it is more efficient, weighing each solution to a problem according to its cost, both in time and money.
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