Section   5: Trends & Issues Various Settings

1.  Chapters in Section V identify trends and issues in IDT in various contexts: business & industry; military; health care education; P-12 education; and post-secondary education. Select at least 3 of these 5 contexts and compare/contrast the IDT trends and issues. Then explain how they are similar or different from the IDT trends and issues in the context in which you work.

I will compare the military, health care education and post-secondary education contexts.  As far as the military trends in industrial design, it doesn’t surprise we that future trends will be toward a greater multi-national training role and newer technologies.  During my Air Force career I had the pleasure of being assigned to a NATO unit overseas in the early 1990’s.  When I work at the NATO garrison, I worked with and encounter military members from various other countries including Turkey, Germany, Italy, Canada and England to name a few.  The commanding officer at the time was Turkish.  At that time, we had separate training sessions.  However, occasionally, one of the other nations military members would ask to sit in on a training sessions just to be exposed to the American military’s way of training.  Not in an official capacity, but just the exposure.  Also, I member going to flight training bases in the United States and see foreign flight officers attending training there.  Also, the military has always been on the leading edge of technology. The Internet was first developed for the military (secretly).  So it is not surprising that training military members to use the latest technological advances would be the latest trend.  Consequently, this would also be one of the major issues.  That issue being the large scale budget that that would be inherent with a project such as training a multi-national global military.  In comparison, the health care industry although not as large as a global military training project, can be a multi-cultural, large-scale design project endeavor.  The health care industry has become multi-cultural and if you think in terms of the Baylor or Methodist health care systems here in Dallas, you would be designing for geographically separated locations that could 20 -30 miles from each other.  The health care industry like the military tends to stay on the leading edge of technology, so designing an instruction unit that focuses on instructing the latest advances in radiology to several geographically separated units can be challenging.  Instructional Design for the military and health care industry contrast starkly to the post-secondary education.  Here instead of cultural, technological and global considerations, here there is more of a buy-in for instructional design from some of your fellow instructors that is the issue. Also, something that is really prevalent and I have encountered where I now work and I imagine in instructional designing in higher education is the political arena that exists in higher education.  At the institution I work at now, there has always been this subdued hierarchy that dictates an order of privilege.  When I was in the military, at least you knew what the ranking order was.   

     2.  Chapters in Section VI discuss global trends and issues in IDT. As the world’s population grows exponentially, we face unprecedented challenges that have implications for learning. How and can we prepare our youth to address the problems of living in a world with 9 billion people when the earth’s resources cannot sustain that many? Does our current education system, curriculum, and instructional practices help learners foster the complex problem-solving skills necessary to tackle these issues? Are there methods and practices used in European and Asian countries that we should use here in the US? Why or why not? 

Yes, I think we can prepare our youth to address these issues through the use of technological learning methods that can provide real-world simulations of the impending issues the world is facing.  One issue that we have to solve as a nation and on a global scale is that available technological educational resources do not exist at all economical levels of our society.  If we are to survive as a nation and on a worldly basis, we have to come together and share methods and practices globally, not just to a few privileged.  I do believe that there are some who are not making a concerted effort to make sure our youth receive the best education possible.  Those individuals make need to be re-educate on the implications for their children if they don’t get involved in their children’s educational endeavors, now and in the future.

Section 4: Human Performance Technology

Not all problems in learning and/or performance require an instructional one. Many times a non-instructional approach is a more appropriate solution. This week's reading and reflection focuses on human performance, performance support systems, knowledge management systems, and the concept of informal learning.

1. Chapter 14 discusses the concept and evolution of human performance improvement. Several sections of chapter 14 present a variety of non-instructional solutions to performance problems. Identify a performance problem in your area of work and identify non-instructional solutions that may help solve the problem.

One performance problem in my area of work has always been the silos that exist. They exist in the District as a whole, in the between the different colleges, within the different departments, and between the different employee classes (faculty, administrators, and professional support staff).  In the past, in the 14 years I have been employed at the District, there has always been an autonomy that existed.  I have always been told it was for accreditation purposes.  However, it seems to go a lot deeper than that.  Although we are a District, each college is autonomous from the other colleges in the District.  Each college has is own business office, that is autonomous from the main business office.  Inside the main business office, the different departments have their silos also.  And then there are the employee class silos that have always been a major issue in the District for so many years. 

A couple of solutions have already been put into motion to reduce these silos.  Some of the solutions that align with HPI principles are proper and commonly aligned policies and procedures, targeted training that is mandatory for all District personnel, sharing information that the beneficial and useful to employees throughout the District and communication of District values and goals.  Another solution to help remove some of the silos would be to start a dialog about systemic thinking instead of the linear thinking that has been the status quo with some of the more senior personnel in the District for so many years. 

2. Chapter 15 presents performance support systems. Define performance support systems and explain how a performance support system might (or might not) help solve the problem you identified above.

A Performance Support System is a tool used to enable someone to timely and efficiently complete a task.  The tool used can be conveyed by any number of means including but not limited to computer software instruction, printed material, video instruction, and audio instruction.  One form of a performance support system that is presently being used at my organization, that may or may not be help to solve the problem of silos is a shared drive that my team uses to shared information with the other IT technicians at the other District colleges. On this shared drive we put the latest information to solve issues with some of the software and hardware that is used throughout the District.  This enables the other IT tech throughout the District to quickly solve computer issues without having to spend the time to research issues that have already been solved.  By putting this information on a shared drive, the information is available 24/7, without need to make a phone call or the time it takes to research information on an issues that has already been solved.  This in turn hopefully will eliminate one of the silo issues which has been the sharing information that is beneficial and useful to other employees throughout the District

3. Chapter 16 explains knowledge management: the way we manage information, share that information, and use it to solve organization problems. Organizations, such as schools, accumulate a great deal information/data, which must be organized in a way that we can make sense of it in order to use for making decisions. What knowledge would help solve the problem you identified above and how would that knowledge need to be collected and managed to help facilitate problem solving?

One example of Tacit knowledge is the example that I used in question #2 where my team shares knowledge of solutions to software and hardware issues that we have encountered. We encourage the other IT techs throughout the District to share information with us as well.  This will hopefully help to eliminate some of the silos that exist within the District between the different college IT departments and the main IT department.  An example of Explicit knowledge is a District website that is accessible by all District employees where the District Board Policy is accessible.  This is where all District employees can research legal and local board of director policies and directives, regulations and exhibits of documents, which may contain forms, charts, and other kinds of supporting information. Hopefully this will help to have all District employees operating under the same regulatory knowledge and help to eliminate some of the silos of autonomy that allow employees of one District college to operate under a different set of rules from the other District colleges.

4. Chapter 17 describes types of informal learning. What informal learning experiences have you participated in at your organization? Could those informal learning experiences be shared with others? Could the knowledge gained in those settings be codified and managed? And should it be managed or should the informal experiences be replicated or broadened for others?

As an avid learner and traveler, I am always researching the Internet for new topics including new ways to use technology at work and everyday life. For example, most people at the office know I am an Apple life person who uses Apple products (iPhone, iPad, iMac, Apple TV). So they are always coming to me for advise on how to use their iPhone or iPad.  Sometimes I will show them what they need to know.  Sometimes I will share a website or web link with them.  When I find new technology or ways to use their Apple devices to enhance their work or personal lives, I share what I know or find.  Many times what I share has helped to enhance how they handle their work schedules or given them the ability to manage their documents on a personal cloud-shared drive, so that they can continue to work on documents on their Apple devices while mobile or at home.  Yes, the knowledge could be codified and managed if the organization formally adopted Apple product for employees and issued them to employees.  However, until that happens (if it does happen), replication and/or broad dissemination will have to be done on a personal level.

ETEC 561 01W Learning and Technology - Section 3 - Evaluating, Implementing & Managing Instructional Programs & Projects

All too often instruction is developed with little thought as to how evaluation of learning or the effectiveness of the instruction will take place. When evaluation is considered on the front end of the instructional design process, it is often limited to evaluating whether the instructional design is more effective than traditional methods.

For this week's reflection activities, I would like for you to concentrate on the following:

Chapter 10 discusses evaluation in instructional design and provides you with two evaluation models, the CIPP and Kirkpatrick models for evaluation. Search for at least two other models used for evaluation and summarize these models. Describe how you would use them to evaluate your instruction. 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. What else would be useful to know?

The two other models of evaluation that I would like to describe are the Behavioral Objectives Approach evaluation model and Evaluation Phase of the ADDIE Instructional Model.

The Behavior Objectives Approach model emphasizes how effective the Instructional Design method was in effectively delivering a unit of instruction.  In other words, were the objectives of the model met?  Did the recipients of the unit of instructional exhibit behaviors that reflect the objectives of the instructional model?  I would use this type of evaluation to determine if the design of the instructional model was effective.  Once or twice a year I am ask to present a seminar on the Dallas County Community College District’s (DCCCD) Document Imaging program.  I would use this evaluation method to determine if I effectively conveyed what the District’s Document Imaging system is, why the District decided to move to a paperless Document Imaging system, and what are the benefits of a Document Imaging system.  I would also be able to determine if I had presented enough information about Document Imaging to simulate enough enthusiasm in the seminar’s attendees to go out and actively use and promote the District’s Documents Imaging system.  Another bit of information might be, Did the unit of instruction inspire attendees motivate to others? An example of the effectiveness of my seminar would be an attendee of one of my seminars going back to their office and promoting the use of the District’s Document Imaging system in an office that had not adopted the use of the system.

The other evaluation model I would like to describe is the Evaluation Phase of the ADDIE Instructional Model.  The ADDIE Instructional Model has been the standard for formation of other Instructional design models.  With that said, The Evaluation Phase of the ADDIE Instructional Model entails two parts.  These two parts are Formative and Summative.  The Formative evaluation of the ADDIE model is accomplished as you are designing your Instructional Model.  This allows for a continuous process improvement paradigm throughout the Instructional Model development.  This can be very helpful in eliminating issues before and during the use of the Instructional Model.  The second part of the Evaluation Phase of the ADDIE is the Summative evaluation. This part of the evaluation is accomplished after the instructional unit has been delivered to the recipients.  The Summative evaluation can be used to determine if the instructional unit was successful in convening the intended meaning of the curriculum or instruction.  An additional question in the ADDIE Evaluation phase might be, Not only was the Instructional Model successfully conveyed, and how can it be improved, but also what were the imperceptible affects of instructional unit?  

Chapters 12 & 13 focus on project management and how to manage projects when resources are scarce. You have been assigned to develop a series of professional development sessions focusing on technology use in the classroom for teachers during a time of economic decline. How will you use Situational Leadership to facilitate this project and manage scarce resources?

In the diverse environments of today where economically tough times are the norm, to accomplish project goals it takes leadership that is patient, knowledgeable, fair but directive and exhibits confidence in your team and their abilities.  As a team leader and manager in technology at an educational institution, my department is often given projects that have a highly reduced budget (we are a public institution that is funded by constantly decreasing state funds and tax revenues).  However, these projects must be accomplished so that we are able to instruct our students and remain current with the ever-advancing growth of technology.  When accomplishing these projects that sometimes have very short deadlines, I have found that it is important to assign projects to people that have the most knowledge and/or drive (willing to acquire the knowledge) to accomplish the tasks of the project.  At the same time, this has to be a team effort.  All teams members working together to accomplish the common goal of project completion.  I have always had an open door policy where any of my team members can always come talk to me about just about anything.  Conversely, they all recognize that as the team leader, I have ultimate responsibility for the direction and on time completion of the project.  Managing all team resources while fairly and effectively managing the diverse personalities and skill levels of the team is a constantly rewarding and learning environment that I have benefitted from and enjoyed (but not always).

ETEC 561 01W Learning and Technology - Section 2 - Theories/Models of Learning & Instruction

This section of the book presents various theories and models that form the foundations of instructional design and technology, including the evolution of approaches to instruction and learning over time. In your blog for this week, reflect on the following:

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?

 I think the best way to differentiate Epistemology from instructional methods and theories is to first understand that Epistemology is a philosophical study that deals more with the beliefs and attitudes.  Contrastingly, instructional theories and methods are more psychological and deal more with behaviors and motivation to perform or act upon a stimuli. Instructional methods, models and/or theories are used by instructional designers and educators effectively to convey or share knowledge.  Whereas epistemologies of learning are simple beliefs as to the best way instruct. 

2. Chapters in this section discuss three 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.

I am primarily a Positivist.  This probably is in part to my 20 years of military service starting from age 19.  In the military, you have to frame your life around facts.  This leads itself to uniformity and discipline.  And these are key to military life.  You have to know that the person next to you is going to perform exactly as he or she has been trained to do in a given situation.  The exact same way you have been trained to do.  You have to know and believe that the airplane you are flying on is going to function exactly as it is suppose, as it did when you were train with it.  You have to know that the parachute that is strapped to you back is going to open every time you jump out of that airplane you are flying on.  Now, having said that, I am in a small part (33%), by the above definitions, a Relativist.  I have come to believe that everybody’s truth can be different due to their particular frame of reference.  I jokingly ask everybody in my office environment as I pass them in the hallway, “Are you having fun today”?  Some will say yes and some will say “How can you have fun at work”?  And I respond to them with “Fun is a relative term.  I used to crash helicopters for fun”.  They will look at me strangely and I will tell them how one of my military assignment was as a flight mechanic on combat rescue helicopters.  My job was to fix the helicopters and then do me and a flight crew would do a functional check flight where we would fly up to about 10,000 feet and shut the engines off and float down to about 5000 feet and make sure the engines would come back on.  When I was in my 20’s that was fun.  I once had a sociology class where instructor believed that what was in the text book she was using was the absolute gospel.  In this textbook, there was a passage that stated Autobahn in Germany had a set speed limit.  Having lived in Germany for 3 years I knew this to be a partly untrue statement.  Yes, it had a speed limit in certain areas, but for the most part, speed was unlimited.  Well, she argue that the text book had the most up to date information.  Well I guess you could say she was a Positivist who believed in the objective truth of the text book.  On the other hand, my experience (Relativist) was that the objective truth of the text book was not as accurate as my frame of reference having lived and experience the Autobahn.

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?

The Behaviorist approach to problem solving would tend to be more of a Positivist approach where the factual information would be examined to determine the cause of the problem.  After determining the factual cause of the problem, the behaviorist would then apply known solutions until the problem is solved.  On the other hand the Constructivist approach would be more of a Relativist and would try to reconstruct the problem in a simulated environment relative to the conditions at the initiation of the problem.  The Constructivist would then try to simulate in differing scenarios, the best steps resolve of the problem. I believe the approaches differ in nature by rigidity in which the Behaviorist would approach the cause of the problem.  The Behaviorist will probably follow strict guidelines for problem determination, believing that only factual information should be used to facilitate the problem-solving process.  Whereas the Constructivist will use a less rigid, more simulated environment approach for the problem-solving process.  In today’s technology driven environment, I believe the Constructivist approach would be more learner-centered, thereby increase learner motivation by allowing the learner to interact with the dynamics of the problem.