Section 5 of your textbook focuses on trends and issues where instructional designers are likely to become employed to include business and industry, the military, the medical field, P-12 education, and higher education. This week's posting will focus primarily on military and education; however, I encourage you to read the chapter in the medical field as it's important to be aware of changes going on outside of education.
- Chapter 18 discusses instructional design in business and industry. Give an example of rapid prototyping and discuss how this could be used in education.
Increasing the effectiveness and efficiency of planning must be completed in less time these days, the instruction must be delivered quicker with a minimal loss of instructional time, and the lesson should result in improved performance by the students. Rapid prototyping involves the development of a lesson design to be used in the first days of teaching a new objective. It should assist the teacher in analysis, design, development, and the evaluation for instructional improvement. All teachers say they need more time, so they need to work smarter in development new lessons.
With the new STAAR test, teachers will have to make adjustments and changes to their current instruction to meet the needs of their students. Teachers will have to adjust their current lessons to teach the new objectives to meet the needs of their students.
- Chapter 19 discusses instructional design opportunities in military education and training environments. I had the opportunity to work two summers in Orlando on a faculty fellowship in the advanced distributed learning lab (ADL) discussed in the book and saw firsthand some of the constraints placed on some of the tools that could be used for learning. Pretend you are hired as a consultant for the military. They want to use technology in its training, but electronic access is not always available. Using the Full Spectrum diagram, what alternatives could you suggest for a successful program?
The training product must meet the military requirements as well as an individual’s needs. I would use a blended solution that would provide team-based sessions and laboratory assignments. I would have the computer software and as an alternative I would offer podcasts on an iPod with visual materials. podocast is a web 2.0 tool to create podcasts. http://www.go2web20.net/app/?a=podomatic
They would not have to rely on electronic access since it is not always available. Using the Full-Spectrum diagram, I would use more scaffolding under skill leveling. I realize there are things in the military I cannot change such as the Rank/Capability and Environment on the diagram. I would realize that skill levels vary, so my emphasis on individual achievement. The skill levels of each participate is varied so I would use training models. The participates could skip any of the modules and repeat those that are needed. I think I would have the training in the work environment because it is a familiar setting; however, it could be done in any of the places shown on the diagram at their convenience.
- Chapter 21 looks at radical educational change in P-12 settings. I visited the Chugach School District in Alaska and know Richard DeLorenzo very well. I can assure you that this change can occur in our schools. Review the Step-Up-To-Excellence methodology and the GSTE. Outline a staff development activity that will introduce both methodologies to your colleagues.
Introduction – Our school district will be undergoing some changes. We need your help in deciding what these changes will be. I will be introducing you to two different methodologies. Piecemeal change has proven to be inadequate in P -12 schools.
Guidance System for Transforming Education This is a process model for assist with general change. GSTE offers a facilitator that is taking part in the district-wide change, the process guidelines.
§ Begin process – Initiate Systematic Change Effort
· Form a support committee
¨ Assess need for change
Ø Negotiate an agreement
§ Develop Starter Team
· With the Superintent form a start team
¨ Team should understand the design, mental models the systematic change process, dialogue, and small-group – form a consensus
Ø Develop an agreement
§ Determine resources needed
· Develop a budget
§ Develop District – Wide Framework and Capacity for Change
· Expand the Start Team to a Leadership
¨ Facilitator’s role changes to an advisor
¨ Leadership team develops a framework and broadens the Stakeholders’ participation
Ø Identify changes in the community’s educational needs
Ø Develop a mission, vision, and core values for an idea school system
¨ Develop a change process strategy
§ Create Ideal Designs for a New Educational System
· Leadership Team reaches out the buildings and conducts workshop on the framework
· Creation of building- level designs and broaden the stakeholders involvement
· Design team creates a design for the administrative system
· Leadership team supports and monitors design team
§ Create Ideal Designs for a New Educational System
· Design team creates building-level
· Carry out implementation plan, evaluations, and revision
· Evolve the idea designs
Systematic change is a must in meeting our students’ needs in the informational age. When addressing change a ecological system change is needed while addressing three key areas 1) core and supporting work, 2) the internal “social architecture”, 3) the district’s association with its exterior surroundings.
Step – Up – To - Excellence This is a process methodology that is designed to help change leaders in a school district create and sustain improvement. It combines proven and effective tools for a school system’s improvement. SUTE is designed for an average district to step up to the next level of performance.
v Pre-launch preparation
Ø A team will be formed of the Superintendent, some school board members, and selected teachers
§ Its purpose will be to prepare the system to engage in systematic change
Ø Duties will then be passed on to the Strategic Leadership Team
§ These members will be selected by their peers in the buildings along with the Superintent
· This group will appoint and train a Transformation Coordinator who will provide leadership
§ The District Engagement Conference will involve more key educators
· This conference will create a framework that includes a new mission, vision, and a strategy plan
v Step 1 of the change
Ø Cluster Improvement Teams are formed
Ø This group will improve the district’s core and supporting work processes, district’s internal social architecture, and the district’s relationship with its environment
v Steps 2 – 4
Ø “create strategic alignment”
§ Everyone is working towards the same goal for the district
§ Accountability
§ Eliminates bureaucratic
Ø Step 5
§ Evaluations are made to measure the success of the efforts made to the education of children
§ Evaluation will be shared with the Stakeholders to demonstrate the district’s effectiveness
§ The data will also be used to sustain the district’s improvements
Change will take place if many community members, school district leaders, policymakers, funders, and researchers work together to make the necessary changes in transforming their school systems to meet the needs of the 21st century learner.
- Navigating through the ranks of a faculty member in higher education can be tricky. A good institution has support for its faculty and provides faculty development opportunities to grow and learn. Research three different university offices for faculty development. Answer the following questions for each office:
- What are the different names used for faculty development?
- What division is it under?
- What services does it offer?
- How often are programs given and what specifically are they?
| University Name | Lamar University | Texas State University | Texas A & M |
| What are the different names used for faculty development? | Teaching and Learning Enhancement | Professional Development | Faculty Professional Development Workshop DoF-CTE |
| What division is it under? | The Center for Teaching and Learning Enhancement | Office of Professional Development | The Office of the Dean of Faculties and Associate Provost |
| What services does it offer? | The idea of a faculty development center had been proposed as part of the Quality Enhancement Plan (QEP) developed by the QEP Development Committee. | The Office of Professional Development contributes to individual, organizational and community excellence through learning, quality improvement, and knowledge exchange. We are committed to integrity, learning, equity, creativity, accountability, and quality service guided by the quality principles of customer satisfaction, continuous improvement, employee empowerment, dynamic teamwork, visionary leadership, and decisions based on data. | *With a mission to enhance the practice of teaching to improve student learning, the Center for Teaching Excellence (CTE) offers a variety of professional development programs related to teaching based on research in teaching and learning and the needs of our institution and faculty. They include workshops, learning communities, one-on-one consulting, departmental consulting on curriculum design and peer review of teaching, faculty and graduate student teaching academies, and a two-day teaching conference. *The Instructional Technology Services (ITS), a department of Texas A&M Information Technology, offers instructional technology training that includes a range of workshop on instructional technologies for faculty, individual consulting with faculty, as well as an annual Instructional Technology Showcase and an annual Teaching with Technology Conference. |
| How often are programs given and what specially are they? | The calendar is available online and are frequent or upon request. ~ Syllabus and Course Design Consultation: Instructors can work with a CLTE consultant at any stage of designing a course, from defining the topic for a course to putting the finishing touches on the syllabus. ~ Teaching Documentation: The Center consults on the preparation of teaching statements, course portfolios, teaching portfolios, and other forms of documentation. ~Grant Consultation: Principal investigators can consult with the CTLE about educational components involved in grant proposals, including design, assessment, and evaluation. CFT consultants are well versed in current research and literature on best practices in university teaching. ~Technology Consultation: The CTLE can arrange for a technology specialist to work with instructors to explore potential technologies to support student learning and for successful integration of technology into their teaching. | The professional development calendar is posted online with monthly workshops. ~coordination of the monthly New Employee Orientation (NEO) program--part II NEO for all new employees and the annual New Faculty Orientation for all new faculty. ~ Health & Fitness workshops ~providing workshops on teambuilding, facilitation, and customer service as well as legal issues, operational instruction, personal and professional development | ~Teaching Naked: Embracing technology outside of the classroom and teaching change inside the classroom ~Goodbye Dr. Chips, or When Will College Professors Be Required to Teach No Courses? ~The Ivory Ceiling of Service Work |
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