Section 7: New Directions for Instructional Design and Technology

The last section of your textbook discusses the concepts of distributed learning, reusability, rich media and the future of instructional design. Focus on the following for your post:

• From Chapter 28 locate 5 examples of distributed learning.
• Academic distributed learning
• A Spanish class in North Texas cooperating with an ESL class in a Texas/Mexico border town to help each other reach their respective learning goals
• Distributed learning based at physical locations
• Wal-Mart Associate training – mainly computerized, but also some hands-on, some videos, and some hard-copy text; though from corporate headquarters, all information is downloaded saved to local servers from which learners access the courses as needed
• Skills-based training
• The Biology Project: Biochemistry, Bill Grimes and Rick Hallick, University of Arizona
  Offers tutorials and interactive quizzes covering basic chemistry, metabolism, enzymes, and molecular structure (part of The Biology Project)
• The Work Ethic Site, Professor Hill, The University of Georgia
  Designed for educators and human resource professionals, this Web site provides a central resource for materials related to the work ethic, work competencies, and employability skills.
• Leisure time distributed learning
• Online gaming, especially multiplayer games and virtual reality worlds like Second Life

• 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.
• There was a “research” class that I took many years ago. It was billed as the perfect research design class for liberal arts and fine arts majors. However, once I was in the class, it turned out to be focused only on researching Mexican and South American literature in Spanish. This did not bother me because that was what I wanted to study, anyway. But, there were several students in the class who were looking for research theory and research design techniques. Because that was what the course was supposed to have been, and was the basis of what we were doing, it seems to me it would have been a lot better to have used the research design curriculum with emphasis on the designing of research projects and just had the literature as one option for a research choice. If the course had been set up with such a design, nearly all the materials and resources that would have been used could have been re-used by other professors teaching similar courses in other departments or even at other universities without having to make major changes to those materials and resources. As it was set up, this particular professor could not even re-use the materials and resources for a different semester without having to make major revisions and changes to nearly all materials and finding different resources.

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

 

• This visual from Florida’s Driver Handbook use simplified images, and basic colors to represent vehicles in the process of parallel parking. Functionally, the arrows and the directions of the wheels of the parking vehicle at various stages in the parallel parking process demonstrate very well the things that a driver needs to do at different points in the process.
• 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.  
• One thing I think is not far in the future and would be a great improvement over several current options is a wrist-worn computer/video player. I was recently reading about a prototype of just such a device that is planned to be the equivalent or superior of current smart phones. If this device becomes a viable, marketed product, it would be a very great benefit in helping to make many everyday activities more convenient, and easier to accomplish. One example: this device was touted as having the ability to connect to any email system and display messages in a 3-D projected display above your wrist, or read messages to the user. Because this device can be voice-controlled and is locked and unlocked via fingerprint recognition, it would make it possible to “read” emails while commuting because the user could have the device read the subject lines and senders, then give voice commands to tell the device to read desired messages aloud so that there would be no need to remove attention from driving.

• 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?

Broad and Inclusive: While the tried and true might sound like a sure-bet, being open to new ideas and new directions is what allows for real innovation. Like the old adage says, “If you keep doing what you’ve always done, you’ll keep getting what you’ve always gotten.” So, I lean more toward the “Broad and Inclusive” view of the direction of technology and instructional development. After all, Bill Gates and Steve Jobs did not follow established and tested methods in creating their empires, yet they have each produced some of the most definitive and iconic advances in computer technology and software within the last 30 years.

For the Future

 

Section 6: Getting an IDT Position and Succeeding at It

I. 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?  I have almost all required skills, but not necessarily the years of experience, for each of these jobs.

 

1.    Professional Development Trainer – Ingersoll Rand – Tyler, TX
    § Major responsibilities:

• Schedule and deliver “classroom-style”, “in-field”, and mobile (web-based or conference call) training sessions
• Effective delivery of business courses, sales courses, product courses, and other branded training programs
• Exceptional facilitation skills and effective presentation skills focusing on interactive learning through a variety of exercises, discussion groups and role-plays
• Routine summarization of course evaluation data on all programs delivered and address the feedback/comments from participants to enhance, redirect, or revamp programs if necessary
• Ensure high quality training through ongoing evaluation and maintenance of training materials 

§   Key competencies:

• Proven experience facilitating training workshops and meetings
• Strong presentation skills
• Strong understanding of Adult Learning Principles and Instructional Design
• Excellent verbal and written communication skills - able to understand and effectively communicate complex subjects

2.    Learning Resources Training Manager – Ingersoll Rand – Tyler, TX
§ Major responsibilities:

• Manage a team of Trainers
• Respond to training requests, schedule and oversee the implementation of training programs.
• Provide leadership, support to team members including assess skills and develop trainers
• Market Learning Resources capabilities to internal audiences, distribution and dealers.
• Provide administration and reporting on training functions
• Manage relationships with Training Allies
• Must be able to facilitate training, meetings and events.

§ Key competencies:

• Excellent relationship management skills required
• Ability to influence others is critical to the success of this position
• Proven experience facilitating training workshops and meetings
• Excellent communication skills including strong presentation skills, the ability to understand and effectively communicate complex subjects; strong presentation and writing skills
• Strong understanding of Adult Learning Principles, Learning Metrics and Instructional Design
• Outstanding organizational skills and ability to focus on details and excellent time management skills
• Ability to effectively handle resistance and conflict, both individually and within a group
• Effective at delivering and receiving feedback, both positive and for improvement

3.    Learning Resources Leadership Development Trainer – Ingersoll Rand – Tyler, TX

§ Major Responsibilities:

• Work location is flexible - Telecommuting is allowed*
• Key project manager who will plan and implement Leadership Development and business training initiatives and programs.
• Contributes to the design of programs and processes and works with Learning Resources teams to translate business needs into high-impact learning that builds leadership and management capability.
• Strong consulting and interpersonal skills to evaluate learning needs and recommend appropriate solutions
• Proficient in variety of training mediums included web-based and blended approaches.
• Project planning including learning needs analysis, communication strategy, training plans, and measurement of results.
• Identify gaps in existing curriculum and develop strategies to address the gaps
• Facilitates instructor led learning (an pilot, train-the-trainer sessions)and to build bench strength
• Strong knowledge of learning metrics

§ Key competencies:

• Strong leadership development background
• Excellent relationship management skills, business acumen and analytical skills. Ability to influence others is critical to the success of this position
• Proven experience facilitating leadership workshops and meetings
• Excellent communication skills including strong presentation skills, the ability to understand and effectively communicate complex subjects; strong presentation and writing skills
• Strong understanding of Adult Learning Principles, Learning Metrics and Instructional Design
• Outstanding organizational and time management skills
• Must be able to work effectively as a team member
• Ability to meet deadlines with a high degree of accuracy. Will be required to manage multiple projects simultaneously and prioritize work to meet deadlines.
• Regular user of MS Word, MS Outlook, MS PowerPoint, and LMS system(s)

II. 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 took the Skills Profiler self-assessment at Career OneStop. What I learned is that I am sorely underutilized and underpaid. I underrated my skills in taking this assessment and found that I am Above Average in nearly every skill area. I also discovered that if it were not for so many employers being afraid to hire someone that they see as overqualified, I should be able to have any career I desire.

III. 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:
1. ISTE.org
Mission: advancing learning and teaching through innovative and effective uses of technology in PK-12 and teacher education
Cost of Membership: Premium Membership: $215; Standard Membership: $95; Retired Educator Membership: $59; Student Membership: $39
Publications: books, Learning & Leading with Technology, Journal of Research on Technology in Education, Journal of Digital Learning in Teacher Education
Conferences & Meetings: annual conference and exposition, formerly the National Educational Computing Conference (NECC), is the world's premier educational technology event
Opportunities for Professional Development: Cutting-edge professional development services, grounded in the NETS, and dedicated to improving teaching and learning in today’s PK–12 and higher education classrooms.

2. ASTD.org
Mission: Empower professionals to develop knowledge and skills successfully.
Cost of Membership: 12-month individual $199; 12-month Student $59Publications: T&D Magazine; books; research reports; InfolineConferences & Meetings: ASTD 2011 International Conference & Exposition; Telling Ain't Training Conference; Telling Ain't Training Conference; The Learning Transfer ConferenceOpportunities for Professional Development: With over 30 Education Programs to attend at locations across the US, bring on-site to your organization, or access online from the convenience of your computer, let ASTD be your resource for world-class professional development.
Professional publications:Contemporary issues in technology and teacher education
Focus/Goals of the journal: latest issues and trends in education
Submission guidelines: http://site.aace.org/publish/?fuseaction=Authors.BeginSubmissionCITE  

Is this a peer reviewed journal? Yes
Is the journal online? Yes

eLearn Magazine
Focus/Goals of the journal: We strive to be the leading source of high-quality information on technology for corporate training and higher education.
Submission guidelines: http://www.elearnmag.org/subpage.cfm?page=writers_guidelines  Is this a peer reviewed journal? Not peer reviewed, but welcomes commentary from readers
Is the journal online? Yes

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

I had heard of many of these but was not actually aware of what their goals and purposes are. I would think that most of these organizations and publications would be highly useful to a professional in the Instructional Design and Technology field. It is highly unlikely that we would ever be able to attend all, or even most of the professional developments and conferences available. However, we would be able to read the publications and attend some of the available conferences. It would also provide us with resources for training others.  The advocacy that these organizations provide can be invaluable in promoting the growth and development of our industry.

V.    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?

I would include all of the competencies discussed, but also add: 1) flexibility: because this is a business of constant change and frequent last-minute adjustments; 

2) ability to relax and de-stress successfully: because it does not matter how successful you are as a professional, if you cannot find time for yourself as a human being, you will inevitably burn out and not be able to function well, at all in any capacity.