Trends & Issues

Military

Trends in the Military consist of two challenges:

• International responsibilities of a national or multinational military force

• New Technologies      

The military has challenges when trying to keep up with the new trends that are out.  In this age we almost can’t keep up with technologies, so with the Military it’s a huge challenge for them to continue to keep us safe when technology in a sense can leave our military vulnerable.  The Military also faces many issues when it comes to IDT such as:

1. Funding,

1. Technological range, 

1. Deliver environment, 

1. Design constraints.

It’s hard to keep up with something when you are not on the same level playing field. Funding seems to be a issue in many context, there is never enough money to fund what we need.  Because all area of the military are not ideal training locations, they must ensure that training is adaptable to all environments.  

HealthCare Education

Healthcare Education is comprised of various program sets:

1. Academic Medical Center and Health Profession Schools
2. Government Agencies
3. Pharmaceutical and Biotechnology companies & Private Foundations
4. Professional Societies and Health Associations
5. Hospitals, Clinics, and other Care Giving Institutions

This context is so broad and covers many areas of healthcare.  This industry is very important but as stated in the Military context money is an issue as well.  We continuously hear debates about healthcare.  Staying with the trends and current with new cures, medicines, and other things that make patients well change with time.  When we think about the past technology in the medical field to current, we have evolved so much and will continue with time.

Business & Industry

Trends and Issues in the Business & Industry:

1. Cross Cultural Training
2. Better, Faster, Cheaper

When working in the business industry you meet and encounter many different people from many different backgrounds.  Companies must ensure that their employees are trained and equipped to deal with people from all backgrounds.  This is a task for companies to ensure they are able to train their employees when they come from different backgrounds.  The better, faster, and cheaper, stems from money.  Production being made faster at a cheaper rate to make the company more money.  This is the goal of companies, and many have not been able to figure how to balance all three. 

When researching these trends, they are similar in one context to the area I work in and that is $ (Money).  Money seems to be an issue with all areas when trying to keep up with the trends in Design.  

Part B

I think it will be a hard task to get your youth prepared to live in a world that cannot sustain what they are used to.  In the classroom without technology we see our teachers struggle to get students to understand the concept that is being taught.  Imagine them in a world where they are used to having technology and then it being taken away.  That is similar to taking a bottle away from a newborn baby and expecting them to sustain.  People always are quick to say we should do as other countries, but I am not quick to make those comments.  Let's take two middle school for instance, what may work for one school setting may not work for another.  Now I am all for taking bits and making it work but to take a whole concept and expect it to work exactly the same in another environment would be wishful thinking.  

References

Reiser, R. A. & Dempsey, J. V. (2012). Trends and issues in instructional design and technology, 3rd ed. Boston: Pearson.

Evaluation in Instructional Design

1.  Chapters in Section III discuss evaluation in instructional design and provide you with three evaluation models: CIPP, Five-Domain, and Kirkpatrick’s Training Evaluation model. Search for at least two other models used for evaluation and summarize these models. Describe how you would use them to evaluate your instruction.

The first model I researched was the ADDIE Model.  The Addie model is the generic process used by instructional designers and training developers.  This process has 5 phases: Analysis, Design, Development, Implementation, and Evaluation.  The Addie Model has become the most common design used today,  Just like any other model, there are many weaknesses to the Addie model which have led to a number of variations or spin-offs. (Addie, 2016)

The second model that I researched is Merrils's Principal of Instruction (MPI).   This model was proposed by David Merrill in 2002.   This model is centered around the problem/task.  There is Activation, Demonstration, Application, and Integration. This model is built on that students should be able to relate to problems and tasks, then they must activate knowledge, demonstrate the knowledge, apply the new information, and last integrate it into their world. (Guitierrez, 2016)  

Both of these models are similar.  They both seek to achieve the same goals.  When thinking about both models, the one that I would use in my instruction would be the Merrils model.  What stuck out to me is the connection that you want your students to be able to relate and connect to what you are trying to get them to learn. 

  
2.  Reflect on what other questions that instructional design evaluation should address besides whether the instructional design leads to comparable amounts of learning and learner satisfaction as traditional methods. Should return on investment and management of resources also be considered in evaluations of instructional programs? What other measures should/could be considered?

ROI should be considered.  I teach an entrepreneurship class and we hear this term a lot.  Its interesting to hear it now when looking at this section.  When you look at it from a design standpoint.  You realize that you are looking for a return on the time and effort you have invested in teaching others a concept.  When teaching you want to know if the style and what you are teaching is being learned by the audience.  If its not then it becomes a time where you can look at yourself and check to ensure you are communicating effectively on your end. 


3.  Section IV focuses on human performance, performance support systems, knowledge management systems, and the concept of informal learning. Not all problems in learning and/or performance require an instructional one. Many times a non-instructional approach is a more appropriate solution. Identify a performance problem in your area of work and identify non-instructional solutions that may help solve the problem. Would better performance support systems, knowledge management systems, or opportunities for informal learning solve the problem?

The education field as a whole needs more support.  This support has to come from the very top and I mean the lawmakers.  Often times we have individuals making decision that directly effect teaching and learning which have no experience in this area.  When I say experience, they have not been in the classroom setting to see what teachers deal with.  When I look at administrators who specialize in one field, you will often see them have a hard time adjusting or relating to a different content.  This puts a strain on the employees.  When employees are strained all people involved in the setting are effected.  Take a employee at a restaurant for example.  When you have a disgruntled employee, they take it out on the customer, then the customer is offended and complaining, which in turn leads to bad reviews and marketing for the company.  We must find solutions that can help all in those situations. More training would be a good start.  When you feel competent and feel you have the support it helps you perform to your best potential. 


Addie. (2016, June 22). Retrieved from Instructional Design Model: http://www.instructionaldesign.org/models/addie.html

Gutierrez, K. (2018, June 21). A Quick Overview Of Four Instructional Design Models. Retrieved from Shift Disruptive Learning: http://info.shiftelearning.com/blog/top-instructional-design-models-explained

 

Epistemology

                                                                                                                                                                 1. Epistemology (the study of what and how we come to know) is discussed in multiple chapters in this section. Distinguish epistemology from instructional methods or theories. What are the differences between theories, methods, or models of learning and epistemologies or underlying beliefs about ways of knowing?

After carefully reading and re-reading this section, I come to the conclusion that there is not a huge difference in any of them.  All of them are based on how you come to a belief or how you acquire knowledge about a certain topic.  This week’s discussion has opened my eyes to the many viewpoints not only on ways people learn, but also on ways people teach.  There is so much research out here now days on what’s best for this, what works for that, or it should be this or that way.  Research is based on a sample population at a specific time.  Time change, beliefs change, population changes, and life changes.  When I first started teaching I remember receiving the Harry Wong book titled “First Days of School”, my personal belief was that this book did not apply to the environment of my first year of teaching.  Now don’t get me wrong, there were some things I took from the book, but lots of things I had to modify or leave out altogether.  When you read this you have to remember perfect school setting and I was totally shocked after reading this book and my first week of school.  I think we get caught up in what works for someone else and forget that it may not work in our environment and may need modification to fit our world.  As teachers we must be flexible when it comes to our students learning and use what tools work best for them to learn at their highest potential. 

2. Chapters in this section discuss contrasting epistemic stances: positivist, relativist, and contextualist (or hermeneutical). Positivists believe that the only truth or knowledge is objective truth. Relativists don’t believe that objective truth is possible and that all knowledge is subjective to perception or relative to a particular frame of reference. Contextualists believe that truth or knowledge is relative to context rather than individual, subjective understanding. While designers and educators with a positivist stance generally apply behaviorist principles to the design and development of instruction, those with either a contextualist or relativist epistemological framework employ constructivist theories and methods. Reflect on whether your stance is primarily positivist, relativist, or contextualist. Then, identify an instance when your perspective or stance as a learner conflicted with that of your instructor. Describe the conflict that you experienced and analyze whether opposing epistemic stances may have been at the heart of the conflict.  

My stance is primarily positivist.   My beliefs are that when asked what is 2+2, the only answer is 4.  The answer does not change based on how you are feeling.  It basically is what it is!  I have issues with people recreating the wheels to achieve the same outcome.  I remember a debate in my theory class from college trying to rewrite facts of math.  I did not totally understand the professor’s rationale behind the debate, but I remember some students debating that what we were taught growing up was wrong and it needed to be changed to fit the new times.  I just thought this was utterly ridiculous and made no sense.  The debate went all the way left and our professor had to just cut the conversation and topic altogether.  It even caused tension for the rest of the semester.  The thought stuck into my head was how crazy was it to even ask a question of that sort.  Needless to say I was very glad when the class was over. 

  

3. Differing epistemic stances lead to differing approaches to learning and instruction, and ultimately to problem-solving. Explain differences in problem-solving when approached from behaviorist and constructivist perspectives. How do the approaches differ in both the nature of the problem to be solved and in facilitating the problem solving process? Finally, what effect might these differences have on learner motivation?

When reading this question, I was immediately taken back to my daughter’s math teacher, with my generation math was math, and now they have all these new ways of doing things to achieve the same answer.  Her math teacher had a problem with me teacher her to multiply double digits the old way.  I went round and round with her and when she realized my daughter did not get it her way and got it the old way she let her finally do it that way and not take away points from her.  The way she learned it worked and why stifle a child’s learning because what you have used worked for some students. Her approach was definitely a constructivist approach.  This approach she took also made it difficult for my child to appreciate and like math, which was one of her favorite subjects beforehand.  

(2016, June 15). Retrieved from Creation Wiki: http://creationwiki.org/Epistemology

Reiser, R. A., & Dempsey, J. V. (2012). Trends and Issues in Instructional Design and Technology. Boston: Allyn &Bacon.

 

History 101

1)   How do the definitions in the first chapter compare to your own definition of instructional or educational technology?  What experiences or other influences have shaped your definition? How has your definition changed from examining the definitions in the first chapter of this book?

Instructional Design and Technology means so much more to me after reading these 3 chapters.  Instructional Technologists are today's problem solvers. They look to understand performance problems and design solutions to those problems. Sometimes the solution is instructional; other times the situation requires a non-instructional solution. (Reiser & Dempsey, 2012).  When comparing the definitions from the early years to now, you can see that there are many changes that have been done to the thought process behind the true meaning of Instructional Design and Technology.  In reading the different definitions from the different years, I can say that my early thoughts of Instructional Technology fell right in line with the early definition.  When you hear the word instructional technology you automatically think about media used to assist learning.  After reading the first chapter, I have learned a great deal about what instructional technology actually is.  The early years considered it the visual instructional movement that focused its resources on maps, charts, graphs, slides, and motion pictures  (Reiser & Dempsey, 2012).  As the years progressed the things that were considered instructional technology changed.  It went from charts and graphs to television, films, and overhead projectors and now being a process of how we ensure learners are able to apply what they have been taught using instructional media. 

2)   Next, think of a lesson or unit of instruction that you have developed. Or if you haven’t ever taught or developed instruction, think of one that you have received. How does that lesson adhere or fail to adhere to the six characteristics of instructional design? How would you redesign it to better adhere to the six characteristics.

Chapter 2 focuses on the characteristics of instructional design.  There are six characteristics of instructional design: 1) Instruction Design is student centered.  2) Instructional design is goal centered.  3) Instructional design focuses on meaningful performance. 4) Instructional design assumes outcomes can be measured in a reliable and valid way. 5) Instructional design is empirical, iterative, and self-correcting.  6) Instructional design is typically a team effort. (Reiser & Dempsey, 2012)  After reading about the six characteristics of Instruction Design and reflecting on projects that we have worked on in the classroom, I am proud to say that my lesson adhered to the six characteristics.  One of the preps I teach is a Career Portals course, where my students are in search of what careers might be good for them.  One of the major projects students have to complete before the end of the course is a Goals Project.  This project is designed to give students an idea of where they want to see themselves in the future.  The Goals projects has the students incorporating long and short term goals.  The purpose is so that students are able to have a goal that they can achieve in a short period of time and really focus on it since they are already in the 8^th grade and looking at high school choices.  Our school district is full of Magnet programs that require students to apply, have certain test score, and interview.  This project helps students become aware of what’s required of them and also how they might have to increase in certain areas.  This lesson is one that the students really enjoy but take a lot away about their future aspirations.  Students create a PowerPoint presentation and are given free range of design.  This allows students to be creative, determine goals, and apply knowledge and skills to obtain these goals.  My first year teaching my students completed this task using poster board.  After evaluating the success of the project, I determined it was not successful at all.  The students had a hard time connecting with the assignments even though it was about them.  The following year, I decided to incorporate technology and have the students present in the end.  The students loved this.  My goal was to have students figure out their goals and be able to define what a goal was.  The students bought into the assignment because they were excited about using technology, present to their classmates, show off their skills using PowerPoint, and also excited about how I introduced the lesson.  The project was not a team effort, but the book stated that it can be completed by a single person if it’s not a large project. 

3)   In the 3rd chapter, Reiser distinguishes instructional media from instructional design, excluding teachers, chalkboards, and textbooks from the definition of instructional media. Why? Would you consider teachers, chalkboards, and textbooks instructional media? Is the purpose of instructional design to incorporate media into instruction?

Reiser excludes teachers, chalkboards, and textbooks from instructional media.  I would have to definitely agree.  Originally from my personal definition of what I thought instructional media was, it did not include those ancient items from the classroom.  When thinking about instructional media, I think outside the box from the norm of what you have found in the traditional day to day classroom.  I believe the ultimate purpose of instruction design is to incorporate media into the instruction.  We are dealing with a generation of students where technology rules the world.  It’s hard to imagine a classroom that does not bring in those things that are apart of their everyday life and what they connect to.  

Reiser, R. A., & Dempsey, J. V. (2012). Trends and Issues in Instructional Design and Technology. Boston: Allyn & Bacon.