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IU IST R511
Running Head: Systematic ISD Use Recommendation
Establishing and Forwarding the Instructional Technology Mission
Assignments and Grading Criteria:
Team weekly deliverable
Running Head: Instructional Technology (IT) Recommendations
Colloquium Journal Report
Simulations in Teaching: Special Education Multimedia PBL Cases. Gap between classroom and outside world activities. Developed simulations in problem based framework. Presented 2 separate modules based on her area of research:
- Education with students with limited English
- Students with behavioral disorders
PBL Instructional Approach:
- "messy", real problems that may or may not have answers
- anchored constructivism where students assume major responsibility for their learning
This presentation displays how new technological innovations are used in classroom to foster various learning activities. His motivation was lectures in math and sciences, but it has application in many other learning / lecture settings.
How it works: Teacher and students writes on tablet PC or electronic whiteboard using Dyknow Vision software.
Pedagogy Examples: 1) Problem examples tried by students immediately; 2) Students can reply with examples
Recent interest in school reform. Discussed a new paradigm for education and training. Two types of change:
- systemic, paradigm shift, replacing
Only need systemic change when environment fundamentally changes. Toffler's three great waves of change: Agriculture, industrial and information revolution -> each brought paradigm shift in family, business and transportation. So, how has education changed in the information age.
Dramatic increase in online learning in higher education all across the world, including "blended" learning (roughly 2/3 of online classes are blended in US vs fully online). Seems to more support in public learning institutions. What is blended learning? Is it just face to face vs. online? Or are we overusing this term as almost all classes now blend some form of technology? Some see it as a combination of modalities / media in instruction, tasks and delivery. Sloan Definitions: Traditional 0% online; Web Facilitated 1-29% online; Blended/Hybrid 30-79% online; Online: 80% of content is online.
Advantages: Access, flexibility, convenience, increased learning, cost effective, effective pedagogy
Disadvantages: Time, procrastination, resistance, overwhelming, trying too much
Examples: Assessments/reviews online; follow up in communities of practice; reference material; office hours online; mentoring and coaching tool; access experts live online
Dr. Frick discussed his research interests, including:
Web Design Praxiology - How to design web based instruction. Beyond the tools to the process: Set of practices to create effective and efficient to design web sites. Practical Web Development includes:
- Needs assessment and analysis (talking to stakeholders)
- Paper prototype
- Making / revising computer prototype
Note: This video is getting quite "dated" as it was made in 2001 and some of the "statistics" and current state of technology has changed. Some of his "predictions" have already come true today - broadband, video on demand, BitTorrent).
Part 1: In this video from MIT, Bonnie Bracey argues for support for use of media in education. The presentation is primarily geared to k-12 education. Bracy proposes the following benefits of media and technology:
- To students: Media "speaks" to children and helps them create, analyze and go places they otherwise couldn't go. Bracey refers to the "weightless goods" of information that is passed across the internet.
- To teachers: Technology allows teachers to bring in resources and experts from around the world and to find new and interesting content
Bracey proposes that teaching and learning can be changed by creating "engaged learning" that allows teachers to explore and create a "learning landscape". She defines a "learning landscape" as a way in which children learn and explore that provides many forms of resources to learn. In order to create a learning landscape, teachers need access and support to learn the technology (how does it work?, how do we use it?). Construction of a learning landscape includes creation of the product, project, objective and assessment where the teacher is the guide. Bracey argues that such "transformational learning" will create a path to lifelong learning.
Finally, Bracey calls on stakeholders (the public, teachers and administrators) to consider new:
- Ways to explore technology (via technology roundtables),
- Ways to share technology (to know the available resources for students and teachers),
- Technologies (to know the technologies of the future).
Part 2. Steven Lerman (Note: Could not access the "slides" referenced in the video?) -- Need to finish this section after Lori confirms whether slides available?
Audio often very weak and difficult to hear and at several points someone is talking over the recording? Topics discussed include:
- (inaudible) ISPI Association
- (inaudible) Performance Technology
- ASTD: Primarily focused on corporate training and education; international association; largest organization on the list; broad occupational category; learning and perf
Dr. Ted Frick - Orientation of IU Computing Environment - Week 2Dr. Ted Frick - Orientation of IU Computing Environment - Week 2Dr. Frick delivered an orientation of the IU computing environment. One of Dr. Frick's roles at IU is Director of web services for School of Education. He hightlighted the following areas during his presentation:
- Calendars: Events happening in School of Education and IST Department
AECT. (2001) A Code of Professional Ethics: A guide to professional conduct in the field of Educational Communications and Technology. Bloomington, IN: AECT.
ISPI Code of Ethics.
Find the ISPI Code of Ethics at the ISPI website: www.ispi.org. Click on "HPT and HPT Education." Or go directly to the PDF file: http://www.certifiedpt.org/forms/Code%20of%20Ethics.pdf
Burns et al., Standards on ethics and integrity. (1999). Performance Improvement Quarterly 12:3, 5-30
Dean, P.J. (1999) The relevance of standards and ethics for the human performance technology profession. Chapter 33 in Stolovitch & Keeps (Eds.) Handbook of Human Performance Technology, 2nd ed. San Francisco: Jossey-Bass, pp. 698-712.
Reiser, R.A. (2002). A history of instructional design and technology. Chapter 3 in Reiser, R.A. and Dempsey, J.V. (ed's) Trends and issues in instructional design and technology. Upper Saddle River, NJ: Merrill Prentice Hall, pp. 26-53
Dale, E. (1946). Effective Learning. From Chapter 1 in Audio-Visual Methods in Teaching. New York: Dryden Press (Holt, Rinehart, and Winston).
Dale, E. (1946). The Cone of Experience. Chapter 4 in Audio-Visual Methods in Teaching. New York: Dryden Press (Holt, Rinehart, and Winston).
Saettler, P. (1990). Beginnings of a science and technology of instruction: 1900 - 1950. Ch.3 in The Evolution of American Educational Technology (pp. 53 86). Englewood, CO: Libraries Unlimited.
Ertmer, P.A. & Newby, T.J. (1993). Behaviorism, cognitivism, constructivism: comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50-72.
Heinich, R.; Molenda, M.; Russell, J. & Smaldino, S. (1999) Media and Instruction, Ch. 1 in Instructional Media and Technologies for Learning, 6th edition. Columbus: Merrill.
Merrill, M.D. (2002). First principles of instruction. Educational Technology Research and Development 50:3, 43-59.
Bednar, A.K., Cunningham, D., Duffy, T.M., & Perry, J.D. (1991). Theory into practice: How do we Link? In G. Anglin (ed.), Instructional Technology: Past, Present and Future. Denver, CO: Libraries Unlimited.
Zemke, R. and Rossett, A. (2002). A hard look at ISD. Training, February, 27-35.
Dick, W. (1997, Sept.-Oct.). Better instructional design theory: Process improvement or reengineering? Educational Technology 37:5, 47-50.
Willis, J. (1998, May-June). Alternative instructional design paradigms: What's worth discussing and what isn't. Educational Technology 38:3, 5-16