Section 7

From Chapter 28 locate 5 examples of distributed learning.

1) Corporate distributed learning:

The College of the North Atlantic offers corporate distributed learning. CNA develops customized training based on the needs of the business or industry they are training. The training can vary in duration – from a one-day session to programs of several weeks – offered anytime, anywhere. A team of business development officers meets with the staff to determine the training requirements and then work with content experts and other resource personnel to tailor a training program to meet those needs. The college also offers online classes which can put it into the category of virtual classes and academic distributed learning.

2) Academic distributed learning:

The Academic Advanced Distributed Learning Co-Lab offers academic distributed learning. The AADLC had partnerships with academic researchers and accredited institutions involved in learning technology research and development. The AADLC is a nexus of learning technology research and development between academia, government, and industry. This means that AADLC can also fit into the category of corporate distributed learning.

3) Hybrid classes:

The Riverside Community College offers hybrid classes. Hybrid classes meet both on-campus and online. They can be thought of as traditional face-to-face courses where some of the on- campus class meetings are replaced with online assignments. In a hybrid course, students attend meetings on-campus during the date and times listed in the schedule of classes.

4) Virtual classes:

The University of Phoenix offers virtual classes. This university offers online degrees for every career interest. The University of Phoenix has helped thousands of working adults reach their educational goals. They have flexible scheduling and the classes can be taken one at a time. They can also be placed into the category of academic distributed learning.  

5) Free distributed learning:

The Advanced Distributed Learning Lab offers free webinars on learning technologies. Anyone can view these webinars to learn about the use of new learning technologies. The ADL Initiative develops and implements learning technologies in order to provide access to the highest quality education and training that can be tailored to individual needs and delivered cost effectively, anywhere and anytime. ADL collaborates with government, industry, and academia to promote international specifications and standards for designing and delivering learning content. This ADL can fit into the categories of academic distributed learning and corporate distributed learning as well.

Chapter 29 discusses the concept of reusability. Think back over the courses you've had over your educational career and identify one with poor reusability characteristics. Explain how the course could be redesigned to improve reusability without changing the underlying content.

While I was working towards my early childhood education degree I took a Families, Schools and Community class. This class was designed to teach the students about how to communicate with the families of the students they will have when they become teachers. This class had poor reusability characteristics because the majority of our time in class was spent doing role play activities. We would act out scenarios with partners about possible confrontations and interactions with parents. These activities are possibly useful if these scenarios ever arise in our career, but they aren’t necessarily reusable because they can’t be used multiple times in multiple contexts. Reusability is the ability to use the same resource multiple times in multiple ways and in multiple contexts. This class would have had reusability if we were given resources we could use with our parents. For example we could have done research to determine different resources available to assist single parents, parents who are disabled, families of low-socioeconomic status, or other real life scenarios that occur. We could have also researched the community we planned to teach in to see the available resources there as well as after school programs for kids or free meals for students during the summer. These resources could then be compiled on a list and we can keep the information in a binder. This binder could be used in other classes if we ever have to research these types of programs in the future. This can also be used when working with parents because if they need to utilize any of these resources we can provide them with the information they need easily. 

Chapter 30 takes a look at using rich media. Find or create a visual for instruction describing its surface and functional features. 

During this semester I had to create a presentation using Jing of a Web 2.0 technology. This presentation is a shockwave flash object that I created to show step-by-step instructions of how to use an online website called Tikatok. Tikatok can be used with students so that they may create and publish their own story books. This is my example of instruction because this screencast can be show to students to demonstrate how to use the technology to create their story books.  The surface feature of this rich media is that it is an animation of the process of using Tikatok to create a book. The functional features of this rich media is that it is representational it shows the actual site and it has audio narriation to help the audience follow along and learn the directions to use Tikatok. The link to this screencast is:

http://www.screencast.com/t/tqXlkxMfGZvl

Chapter 31 discusses the future of instructional technologies in the near future from metadata to nanotechnology. Describe how nanotechnology could be used to improve a specific job or task you are familiar with.  

Nanotechnology can be used to imrove the task of saving data from your computer. The nanotechnology of a microchip is more efficient then simple USB Flash drives because they can store and hold a tremendous amount of data. The simple task of saving files would be improved because multiple storage devices wouldn't be needed everything could fit onto one little microchip.

And finally! Chapter 32 provides two points of view on the direction of the field - the straight and narrow road and the broad and inclusive road. Which point of view do you agree with and why?

I agree with the broad and inclusive road point of view. This point of view is more open-minded, and I believe this is what is needed in the field of instructional design. This road allows for a variety of different research methods as opposed to one set method. The ability to use a variety of methods does not limit the research which helps to make more gains in the field. This road also does not limit the method of work, so researchers can be more detailed which can lead to more progress in the field. With the narrow point of view there are more limitations and rules which can limit the amount of research accomplishments. The broad and inclusive road has a better chance of finding innovations to adapt and leave room for advancement.

Section 6

• Chapter 24 takes a look at lessons learned from the chapter's author for obtaining a position in instructional design. Take a look at a few of the sources provided for job openings from lesson 1 and search for at least 3 positions that are of interest to you. Describe the general nature of the positions and list the skills required for the job. Do you have these skills? 

1) Educational Technologists:

Description: An educational technologists must participate in the production of products, serve on creative-approach design teams, provide support to end-users, and meet with clients to understand the specifications of products.

Required Skills: A master’s degree in educational technology and two years’ experience in producing computer-based training materials are required for this position. Must be proficient in Microsoft Word, PowerPoint, and have intermediate level skills in Microsoft Excel.

I do not possess a master’s degree yet or two years’ experience in creating computer-based training materials, but I am working towards these requirements.

2) EDI Computer Communication Specialist

Description: An EDI computer communication specialist interacts with members daily via email or telephone to provide assistance with electronic communications. Worker must be able to assist others with little supervision and in time critical situations to solve communication problems. Worker must also be able to design or reformat communication files and applies logic and problem-solving skills to troubleshoot system and electronic communication problems.  

Required Skills: A Bachelors Degree in information technology or business or business data applications is required. Must have troubleshooting and verbal/written communication skills and an understanding of ANSI EDI syntax. Must have experience with operating system commands to communicate with application and must have the ability to manage multiple problems concurrently and correctly prioritize and resolve critical issues. A knowledge of Windows operating systems and Microsoft Office Familiarity or experience with XML syntax experience with scripting Windows batch and/or UNIX is needed.

I do not possess the skill necessary for this position yet, but I can work towards gaining these skills.

3) IT Technology Support Supervisor

Description: Manages the daily operational and support of educational, SUN and administrative computing technology. Maintains the lab and facilities for students’ utilization. Manages activities of the computer labs and technology staff, including budget, staffing, and training plans. Implements beta-testing of selected hardware with assistance of the Central Services Systems staff.

Required Skills: Bachelor’s degree in computer science. Must have three or more years of strong expertise with art/technology field related hardware and software packages as well as significant PC AND Macintosh experience. Must have Three or more years of field-related experience in LAN administration, including significant experience in a Microsoft environment. Must have Excellent written and verbal communication skills, strong interpersonal skills with both faculty and student populations, and superior organization, prioritization, self-motivation, and problem resolution skills.

I possess some of these skills, but I would have to work in different environments working with this technology to gain the years of experience necessary for this position.

• Remember that the field of instructional/educational technology is not just focused on education, but on business and industry as well. Look at the resources provided on page 258 in chapter 25 and select one of these links and complete the self assessment. What did you learn about yourself from the assessment? 

I used the ASTD career navigation tool and took the assessment for an entry-level specialist. According to the assessment I need to work on delivering training methods as well as interpersonal skills. I know that I need to collaborate more with my coworkers and I have been doing more of that this year with the teachers at the campus that I work at. This assessment has shown me that I have improved, but I still need to continue to grow in this area. I also learned that I need to improve my skills at delivering training methods which I have not had adequate experience with, but as time goes by I will work to improve.

• Chapter 26 lists several websites for professional organizations and websites for professional publications. Visit 2-3 websites for professional organizations and 2-3 websites for the professional publications and address the following:
• Professional organizations:

Educational Research Association of Singapore

Mission: ERAS aims to promote the practice and utilization of educational research with a view to enhancing the quality of education; promote and facilitate collaborative research efforts; improve the training and facilities for educational personnel; promote critical discussion of problems, methods, presentation and use of educational research; disseminate educational research findings; and facilitate closer ties with the international research community.

Cost of membership: Ordinary $50 per year, Corporate $150 per year, Life $300 per year, Associate $10 per year

Publications: Newsletters, and published conferences, such as “Empowering Educators as Researchers: Exploring Ideas and Enhancing Practices”

Conferences and meetings: The following are links to their ERAS conferences that were published in book forms, but conference information is not available online information must be requested. ERAS Conference 2006 , ERAS Conference 2004 , ERAS Conference 2003 , ERA Conference 1998, ERA Conference 1996

Opportunities for professional development:

Workshops, seminars, and annual conferences

• Professional organizations:

International Society for Technology in Education

Mission: ISTE’s advocacy efforts extend beyond giving technology to students. The impact of our work is to ensure that technology empowers educators to help more students achieve their full potential.  

Cost of membership: United States Members: Premium Membership: $215, Standard Membership: $95, Retired Educator Membership: $59, Student Membership: $39, Non- U.S. Members: Premium Membership: $290, Standard Membership: $120, Retired Educator Membership:  $84 , Online: $49

Publications: ISTE books, Journal of Research on Technology in Education, Journal of Digital Learning in Teacher Education, and ISTE Learning and Leading magazine   

Conferences and meetings: The conference is known as the annual world's premier educational technology event.

Opportunities for professional development: Webinars and National Education Technology Standards (NETS) resources.

• Professional organizations:

South African Institute of Distance Education

Mission: to increasing equitable and meaningful access to knowledge, skills and learning through the adoption of open learning principles and distance education methods.

Cost of membership: I did not find a cost for membership, but the conference costs $250.

Publications: Newsletter, and annual list of publications is posted, such as “What is a Learning Centred Learning Centre”, as well as a database to search available resources.

Conferences and meetings: Distance Education and Training in Africa conferences is held annually and a pre-conference is held by TESSA program.

Opportunities for professional development: Educational studies, and Teacher Education Series are available.

• Professional publications:

Educational Technology, Research and Development

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

Submission guidelines:  The Research Section assigns highest priority in reviewing manuscripts to rigorous original quantitative, qualitative, or mixed methods studies on topics relating to applications of technology or instructional design in educational settings. This section features well documented articles on the practical aspects of research as well as applied theory in educational practice and provides a comprehensive source of current research information in instructional technology.  Manuscripts undergo a blind review process involving a panel of three reviewers with initial outcomes usually provided within two months

Is this a peer reviewed journal? This journal is peer reviewed.

Is the journal online?  This journal has an electronic version.

• Professional publications:

Educational Technology and Society

Focus/Goals of the journal: Educational Technology & Society seeks academic articles on the issues affecting the developers of educational systems and educators who implement and manage such systems.

Submission guidelines: The articles should be original, unpublished, and not in consideration for publication elsewhere at the time of submission to Educational Technology & Society and four months thereafter.  

Is this a peer reviewed journal? Yes, this is a peer reviewed journal.

Is the journal online?  Yes, this journal is online.

• Professional publications:

Educational Technology Review

Focus/Goals of the journal: This journal is meant to exchange information between disciplines, educational levels, and information technologies. The purpose of this exchange should result in the growth of ideas and practical solutions that can contribute toward the improvement of education and learning through information technology.

Submission guidelines:  Material must be original, scientifically accurate, and in good form editorially. The manuscript should be informative, summarizing the basic facts and conclusions, and maintaining a coherence and unity of thought.

Is this a peer reviewed journal? No, this journal is not peer reviewed.

Is the journal online?  The articles are available in an online publication.

• How is the journal and organization useful to you and your career? Were you aware of the organizations/journals that you researched? 

These journal and organizations are useful to my career as a teacher because they provide multiple resources to assist in integrating technology in the classroom. Technology is becoming more and more prominent in the classrooms and these resources help with ideas for implementation of the technology. I was unaware of all of these organizations and journals until now, and I am going to keep these links because I know I will be going back to these resources for ideas and assistance to implement more technology into my lessons.

• Chapter 27 looks at competencies for instructional design and technology professionals. If you were responsible for identifying the domains, competencies, and performance statements for a performance technologist, what would they include and why?  The domains for a performance technologist would include design, development, and utilization. Performance technologist must be able to design instructional systems, assists users with problems and demonstrate effective solutions, and utilize systems. The competencies would be able to communicate in oral and written forms, apply basic research, maintain networks, communicate effectively, and use performance analysis, use technology to enhance training functions, apply leadership skills, and implement knowledge management solutions. The performance statements would be that the performance technologists must be able to train and assist workers with the use of technology, troubleshoot problems, keep up to date with the latest technologies and systematic processes, and effectively manage and maintain resources for their teams.