Section 7

Distributed learning according to the text is “any educational or training experience that uses a variety of means, including technology, to enable learning.  Here are five different types of distributed learning.

• Hybrid classes: With hybrid classes they not only get convenience but they also get the interaction with their peers.  You can not always have them both done in one class but to switch it up is great. 
• Virtual classes:  These classes are fully online, whether they are interactive and have videos or if it is all print for the students to read.
• Free distributed learning:  This is where the students can get an education for free online.  Sometimes districts may have to pay something but for the students it is free.
• Skills-based training:  The students learn the skills that go along with the activity they are doing at that time.  This type of training is great for the work place, because it reduces turnover and constant supervision.
• Knowledge based learning: Being able to use what you learned right then and there.  I think being taught something and then being to practice it right then helps out a lot.  I know it does for me.

In my science class there is a mixture between reusability and poor reusability.  The class had a syllabus that is reused but the projects and the activities are always changing and not the same/reusable.  I believe that reusability is not always a good thing because teachers get into a rut and it becomes mundane.  The changes make the class interesting and more engaging.

There are all types of different media instructions on the internet these days.  If you do not know how to do something then you can look it up on the internet and they have pictures with or without words to help you.

Wikipedia says that nanotechnology is the study of manipulating matter on an atomic and molecular scale.  Nanotechnology can be used to improve the school by making computers cheaper therefore being able to by more.  Students love technology these days and being able to bring it into the school makes the students more eager to learn.

I have always been a fan of the straight and narrow road.  I like knowing where I am going and tend to have blind sights on when I am trying to get somewhere.  I like using the correct and precise language, research experiments, etc.

This has been a great class and I enjoyed submitting assignments on a blog.  This was a first for me with school or just for social purposes.  I have learned a lot this semester.

Session 6

1.      Director of Education and Test Preparation

Nature of Position

·         The objective of this position is to plan and execute test preparation and professional development courses for financial professionals, including scheduling, hiring faculty, as well as developing new certificate programs

Requirements

• Master's degree preferred, Bachelor’s degree or equivalent and a minimum of four years relevant experience
• CFA candidate or CFA charter holder a plus
• Knowledge and experience in instructional design and online learning
• Demonstrated experience with business development, market research, developing and managing events and programs, business planning, contract management, project management, and team leadership Skills:
• Superior written communication and interpersonal skills essential
• Instructional design and online course development
• Computer literate.
• Strong PC knowledge with Word, PowerPoint and MS Excel required

2.      Education Technology Specialist

Nature of Position

·         Reporting to the VP, Education and Training for American Arbitration Association University (AAAU), is responsible for: (1) developing, producing, and maintaining eLearning solutions, (2) supporting the development and production of traditional learning solutions, and (3) maintaining the content of AAAU’s learning. management system (LMS) and www.aaauonline.org website

Requirements

• BA or BS degree in education technology, instructional design, or equivalent degree. Experience in designing, developing and implementing interactive e-learning courses using such tools (or similar) as Adobe Captivate, Flash, Raptivity, and Camtasia, but especially experience with rapid eLearning development tools such as Articulate Professional – Presenter, Engage, Quizmaker, Video Encoder 2.
• Experience with instructional design methodologies and adult learning principles.
• Experience with using Learning Management Systems (LMS) for eLearning distribution.
• Understanding and experience with SCORM/AICC standards and concrete programming experience producing AICC/SCORM compliant e-learning content.
• Must possess a creative approach to eLearning design that engages target audiences in learning.
• Proficient with incorporating graphics, animations, digital audio, video, other multimedia elements & interactivity to support teaching and learning.
• Ability to work independently and also collaboratively in a team environment.
• Internet systems or website management experience a plus.

3.      Educational Services Consultant

Nature of Position

·         Coordinating targeted marketing of FMI educational services.

·         Direct selling of FMI customized training and development services for contractors.

·         Organizing & executing field sales trips to targeted contractors

·         Identifying training opportunities and convert them to customized training solutions

·         Managing the design, development and delivery of custom training programs.

·         Coordinating FMI professional training resources for appropriate assignments.

·         Coordinating external independent training resources for appropriate assignments.

·         Accelerating industry exposure through trade associations and attending other industry events.

Requirements

• At least 5-10 years of proven relationship sales, marketing and networking experience.
• Strong written and verbal communication skills.
• Proactive listening, questioning and telephone skills.
• Strong computer skills, including proficiency in Word, Excel, Outlook and PowerPoint.
• Strong organizational and planning skills.
• Ability to manage and prioritize multiple prospects, proposals and projects.
• Ability to work independently in order to meet established deadlines.
• Construction industry experience is preferred but not required.
• MBA preferred.
• Comfortable with 80% domestic travel.
• Candidate must live in/near or be willing to relocate to Denver, CO.

 

I found out that I have managerial skills, apparently I possess a lot of the skills that managers need to be successful.

• Professional organization: American Educational Research Association

·         Mission: As an elaboration of its general research mission, AERA commits itself:

to promote diversity and inclusiveness in AERA; that is, that all AERA members and participants in its activities have open access and opportunity (e.g., as officers or other leadership roles in SIGs, Divisions, or AERA-wide; in publishing, in Annual Meeting participation, or in AERA-sponsored activity);

to promote social justice principles and policies in the conduct of education research; that is, in funding of research and training;

to promote activities (e.g., through the work of the Organization of Institutional Affiliates, in AERA's education and training programs) that foster a diverse community of education researchers; and

to disseminate and promote the use of research knowledge and stimulate interest in research on social justice issues related to education.

• Cost of membership: Regular - $150, Graduate Student - $40
• Publications: Educational Researcher, American Educational Research Journal, Journal of Educational and Behavior Statistics, Education Evaluation and Policy Analysis, and Review of Research in Education
• Conferences and meetings: Annual AERA Meeting
• Opportunities for professional development: Many career fields
• Professional organization: Academy of Human Resource Development

·         Mission: To develop a community of interest recognized as a global human resource development center of excellence that promotes ethical research and practice.

To influence and encourage the creation and systematic study of theories, processes, and techniques that advance human resource development.

To foster research-practice linkages.

To disseminate knowledge of human resource development theories, processes, and techniques.

To encourage the incorporation of research results into HRD degree and professional development programs.

To provide fellowship for individuals with scholarly and professional interests in human resource development.

• Cost of membership: $135 a year
• Publications: Advances in Developing Human Resources, Human Resource Development International, Human Resource Development Quarterly, and Human Resource Development Review
• Conferences and meetings: Brunch with AHRD Conference, 13^th International Conference on Human Resource Development Research and Practice across Europe, 2012 International Asia and Mena Conference, and 2013 AHRD International Conference in the Americas
• Opportunities for professional development: Attending conferences and subscribing to journals
• Professional publication: American Journal of Distance Education
• Focus/Goals of the journal: the internationally recognized journal of research and scholarship in the field of American distance education established with the mission of disseminating information about research and scholarship in the Americas. Distance education explores topics central to teaching-learning relationships where the actors are geographically separated and communication takes place through technologies such as audio and video broadcasts, teleconferences and recordings, printed study guides, and multimedia systems. The principal technology of current research interest is the Internet, and subfields of distance education such as online learning, e-learning, distributed learning, asynchronous learning, and blended learning are of particular interest to the journal.
• Submission guidelines: Submit your article by mail to the address on the webpage
• Is this a peer reviewed journal? Yes it is, all research articles in this journal have undergone rigorous review, based on initial editor screening and refereeing by two anonymous referees.
• Is the journal online?  Yes it is, audio and video broadcasts, teleconferences and recordings, printed study guides, and multimedia systems
• Professional publication: The International Review of Research In Open and Distance Learning

·         Focus/Goals of the journal: The International Review of Research in Open and Distance Learning (www.irrodl.org) is a refereed, open access e-journal that disseminates original research, theory, and best practice in open and distance learning worldwide. IRRODL is available free-of-charge to anyone with access to the Internet.

·         Submission guidelines: Submission topics must relate to open or distance learning and may be placed in the Research Articles section or a Notes section. Research articles, including all references, tables, and figures, should be 3,500-5,000 words and should not exceed 7,000 words. Submissions that significantly exceed this limit will not be accepted for review. Tables and figures are encouraged, and they should be placed within the text, not at the end.

• Is this a peer reviewed journal? Yes it is
• Is the journal online? Yes it is
• How is the journal and organization useful to you and your career? Were you aware of the organizations/journals that you researched? 

It is useful to stay up to date on what is going on in the educational world and technology world.  It is easy to access because it is on the internet and accessible almost anywhere.  I was not aware of all the different websites, organizations, and publications.

Section 5

“Rapid prototyping involves the development of a working model of an instructional product that is used early in a project to assist in the analysis, design, development and evaluation of an instructional innovation” (Reiser & Dempsey 179).  An example of rapid prototyping is storyboarding.  Rapid Prototyping can be used in the education

al field by reducing cycle time without sacrificing product quality.  While the teacher is in the beginning stages of seeing if a new project or theme will work, they might make a prototype to see if and how it will all be put together.



As a military consultant one of their jobs is to do trainings and a use technology a lot however, sometimes you do not have electronic access, most times you do in today’s society but there are occasions you do not.  Another way you could present this training with technology, but no electronic access is going wireless, having online courses and videocasts for the military to take while they do not have any electricity.



The Step-Up-To-Excellence methodology (SUTE) is a process methodology designed to help change leaders in school districts create and sustain whole district improvement.  GSTE is Guidance System for Transforming Education, a process model for facilitating systemic change.  To show teachers both of them in a staff development meeting us could do a PowerPoint showing the differences in the two methods and then have the staff members split into two groups and have them come up with an example of SUTE methodology and GSTE model.

A good institution has support for its faculty and provides faculty development opportunities to grow and learn.  Here are three different universities that I looked at about faculty development.

University #1 UNT

• What are the different names used for faculty development? Professional Development or Leadership Development
• What division is it under? The Office of the Provost and Vice President for Academic Affairs
• What services does it offer? Workshops, conferences, and on-campus meetings
• How often are programs given and what specifically are they? ACE fellows, CLEAR, and Leadership Texas

University #2 Eastfield

• What are the different names used for faculty development? Professional Development, Staff Development
• What division is it under? Office of Organizational and Staff Development
• What services does it offer? Convocation, face-to-face, online
• How often are programs given and what specifically are they? Convocation, day/day of service, RAIN, EOP, FERPA

University #3 Texas A&M

• What are the different names used for faculty development? Professional Development
• What division is it under? The Office of the Dean of Faculties and Associate Provost
• What services does it offer?  Online and face-to-face training/development
• How often are programs given and what specifically are they?  DoF-CTE (6-8 workshops during the Fall and Spring semesters), Orientation, CTE, ITS

Section 4

Human Performance Improvement is defined with three different terms, vision, concept, and desire.  One of the performance problems that I see at my school is communication between management and the teachers.  I think a solution to this is to maybe put out a weekly reminders sheet, or a daily reminder sheet.  I think that the success of any good school is communication to make sure the teachers are doing what they need to do and making sure the students are on the same page.

Electronic Performance Support System (EPSS) according to Wikipedia is any computer software program or component that improves user performance.  Electronic performance support systems can help an organization to reduce the cost of training staff while increasing productivity and performance.  Dictionary.com states that EPSS is a system that provides electronic task guidance and support to the user at the moment of need.  EPSS can provide application help, reference information, guided instructions and/or tutorials, subject matter expert advise and hints on how to perform a task more efficiently.  The third source I looked at by techscribe said that an Electronic Performance Support System (EPSS) is one method of supplying online support to people who use computer systems.  I prefer the second definition from dictionary.com because of its detail and conciseness.  This definition also gave examples of how it can be used in the business world as well as the teaching field.  I do not think that EPSS has been widely used because it is so new and people have not caught on to it yet, as well as it takes some time to set them up, however, I believe once it becomes more known and they are set up it will become something that is used more and more.

        

In Pre-Kindergarten they take an assessment at the beginning, the middle, and the end of the year.  This is not a state test but a test set up by Primrose corporate.  The problem is that the way the questions are worded for the administrators to read verbatim is not the way that the teachers are told to teach the lessons.  There is a gap that needs to be filled somehow, either the wording of the test needs to be changed or the way the teachers teach so that students are not confused.  Using the blended learning system will help this gap close.

I have been exposed to several different types of informal learning, especially this semester having all online classes.  I have had to learn how to do blogs, plan my time accordingly so that assignments get done.  I have learned to use the virtual office, doc sharing and the dropbox.  These are different ways to turn in assignments when you are not face-to-face in a “normal classroom.

Section 3

One of the models that I found was the ASSURE Instruction model that was developed by  Heinich, Molenda, Russel, and Smaldino.  This model is an instructional model for planning a lesson and the technology that will enhance it. The ASSURE model contains six steps and the letters in ASSURE form an acronym.  ASSURE stands for Analyze the Learner, State Objective, Select Media or Materials, Use Media or Materials, Require Learner Participation, Evaluate and Revise.  This model is great for teacher to plan lessons with technology in it, the picture to the left is great for starting out and then it will eventually become second nature to incorporate the model without even thinking about it.

The second model for evaluating instruction is the 4C-ID model which is an instructional design model by Van Merrienboer and others.  "4C" means "four components", "ID" means "Instructional Design".  This model can also be found in Merril's first principles of instruction.  According to Martin Ryder, the 4C-ID instructional model is characterized by four components:

(1) Learning Tasks,

(2) Supportive Information,

(3) Procedural Information

(4) Part-Task Practice.

The tasks are ordered by task difficulty and each task offers at the beginning a lot of scaffolding which is reduced as the learner progresses.  This model is good for the classroom because it has the idea of scaffolding which has always worked for me but this is a way of planning.

           I teach Pre-K at a daycare and technology is not a big thing there, they do not even do anything on the computers.  Technology innovation at Primrose is almost non existent.

I would use Situational Leadership in a professional development session focusing on technology use in the classroom by telling them that is not one right way to be a leader, just as there is not one way to use technology.  It is all based on the task at hand; going with the lesson that will be taught will depend on what technology will be used.  The Situational Leadership theory is very effective because it has a very independent approach to it, giving the teacher the ability to choose.

Section 2

I teach Pre-K at Primrose School of Rockwall, one of the goals we have for our kids is to be able to identify and write their alphabet.  To do this we like to use the theory that Skinner came up with, which is the Behavioral Learning Theory.  The students are shown in multiple ways what the letters look like as well as the motions of how the letters are made.  When the students are going through the process of learning the letters and writing them they are consistently given encouragement and praise.  The other theory that would be great to use for this goal would be the Situated Learning Theory. This theory is good for students when they see the relevance and importance of identifying and writing their alphabet.

            According to Wikipedia Gangne’s Nine Events of Instruction is what he calls “conditions of learning.”  He breaks these down into internal and external conditions. The internal conditions deal with previously learned capabilities of the learner. Or in other words, what the learner knows prior to the instruction.  The external conditions deal with the stimuli (a purly behaviorist term) that are presented externally to the learner.  For example, what instruction is provided to the learner.”  Identifying and writing all of the letters in the alphabet could also use all of the steps in the first principles of instruction by starting off with the problem center where the students are shown real world relevance and what the whole task is going to look like.  Then it’s the activation where they recall what they know and what the relevance is, the students look at the letters and recall where they have seen the letters and whose name has those letters.  It’s on to demonstration next where they look at examples; the students can look at their names and at their friend’s names to see what letters they have in them.  The forth step is application where the students get to practice themselves and practice, they write their names as they say the letters out loud.  The last step is integration where it leaves the students being able to use it in other areas.

Gangne’s Nine Events of Instruction	First Principles of Instruction	Compare and Contrast Gangne’s and First Principles
Gain Attention	Problem Centered (Let me do the whole task!)	They both get the attention of the students and a place to start the lesson/goal.
Informing the Learner of the Objective	Activation (Where do I start?)	First Principles is a step by step process that starts at the beginning and goes to the end.
Stimulating Recall of Prior Learning	Demonstration (Don’t just tell me, show me!)	They both have a part where they do a recall.
Presenting the Stimulus	Application (Let me do it!)
Providing Learning Guidance	Integration (Watch me!)
Eliciting Performance
Providing Feedback
Assessing Preformance
Enhancing Retention and Transfer

Whole task approach is where you make sure that the student gets the whole concept as well as understands the importance of it.  Scaffolding is helping them with everything and then slowing backing away/off.  With the goal of writing letters, I start by writing the letters and then the student traces them as they get better at that then I write it in highlighter and then they do it then I dot the letters and then they write it on their own.  Mathemagenic is where you make sure the students know what they need to know to advance to the next level.

            The first was Attention I think a good attention getter is always something technological because we are in such a technological world, starting out with a video or computer game would be good.  Then there is relevance which is important to students as well they will be more willing if they understand how it relates to them.  Confidence is important for students to succeed, getting the encouragement and praise will build this.  Lastly, there is satisfaction, which is very important for students to continue in the right direction, they get satisfaction from the confidence I think.

It is important to study design research so that you know the latest and are up to date.  Not all students are the same and they do not learn the same, it is important to reach all of your students and the way they learn best.  It is important to incorporate all the different learning styles in your lessons.