ETEC 561: Section 7- New Directions for Instructional Design and Technology

Reusability 
While completing my MBA I had the pleasure of completing a few accounting courses (notice the tone). When I logged into the course using an online LMS I noticed very few materials. We were to acquire the text, complete quizzes and exams via a third party website and listen to MP3 pre-recorded lectures. I considered this one of the most un-reusable courses I've ever completed. It should be noted that this course was a foundation course for more advanced accounting concepts. The result was two assets which were limited in learning functionality since the MP3 recordings were a one-way communication tool with no "bookmarks" and a lengthy text book that was not integrated clearly into the tasks which were being asked of the learners. I would have preferred that the audio had been coupled with a visual (I'm deaf, visual clues are a major PLUS) aid that allowed for tracking the audio and providing context.

The learning component was executed through a third party broken down by chapter which allowed the learners to focus on one section at a time and allowed for possible reusability since the material was reviewable with the correct answers once the assignment was completed. Oftentimes I printed the results out and kept them on file for future accounting courses. I would have loved some informational objects referencing formulas, forms, tables and processes to be used in "real life". Upon completion of the course I was underwhelmed by the amount of materials I could "take away" with me.



Rich Media
Rich media allows users to relate learning subjects or topics to visual or audio context points. I've provided two versions of a How-To for the popular educational tool, Voicethread. The video was originally created for another course and the PDF version was created just for this blog post. Both of these examples are graphic representationals of Voicethread. As the text states studies show that the surface features of photos and text and video have similar results in learning. Learners with physical or learning disabilities may have a stronger preference or need than other learners.

Below is an image of the PDF. Click the image to download the PDF document.

Nanotechnology
I would love to see nanotechnology technology expand to GPS. As the text mentions Warwick used nanotechnology to implement a series of tasks. I dislike getting lost as the next person and having to use an external device is cumbersome. Walking around in Manhattan with my smartphone or while driving is clumsy. The idea of determining my destiny through a thought or nervous system action is more appealing. While images of "big brother" and Minority Report come into play imagine how many lives could also be saved. From those who are kidnapped, lost in the mountains, etc. They may even be able to detect/report the conditions of the human body (body temperature, distress, alive/deceased, etc.).

The Future of ID
I was in high school when I knew I was a "designer" and "teacher" by nature with no inclination as to what instructional design is/was. I think there are amateurs and professionals in the field in combination with best practices and mastery of research and theory. Are you only an ID professional if you have a degree in the field? I would have to disagree because through history we know that access to education is not mutually exclusive to ability or knowledge level. We would be at a loss of some great products and businesses if this was true. Are ideal candidates individuals with a working knowledge of theory, research and skill? Of course! I would love a basketball player who can dribble, dunk and do a crossover layup. As individuals in the job market it is important not only to embrace all aspects of the field and education but to emphasize how we are versatile and understand the blueprint of instructional design and learning processes. As budget dollars become tighter and under a more watchful eye assessment is the buzzword of ID and our actions on the university level. Having a "proper" education helps me as a designer or manager understand how to evaluate and measure effectiveness to justify the position, the work and the need for an education in theory and research.


Closing notes:
This is the last blog for the ETEC 561 course. Check back in January for more on social media, educational technology and student affairs awesomeness. Have a safe holiday season and new year!

ETEC 561: Section 6- Getting an IDT Position and Succeeding at It

Applying for Current Position Openings

My professional journey in instructional design/ educational technology tends to be unique since I have never worked for academics divisions and make my home in student affairs. Fortunately, most ID/EdTech job descriptions do not require individuals to be subject matter experts in anything but technology, yay!

I scoured the internet and found some postings that caught my eye which I would be interested in if I was in job searching mode. Luckily, I love my current position and I am very fortunate to have written my own job description, read more about that here.

       Job Posting 1: Director of Educational Technology at The Bishop's School in La Jolla, California. This position is great for graduates of the master's program in educational technology listing an education requirement of a bachelor's degree. Job duties involve providing support and guidance to the faculty in regards to the use of technology in the classroom and academic instruction. This posting does not have a salary listing but the school is private with about 800 student so it should be adequate for the cost of living in the San Diego area.

      Job Posting 2: Coordinator of Technology Development and Training at Maricopa Community Colleges in Mesa, Arizona. This position is a good mid-level position in educational technology for individuals who have experience hosting workshops with adult learners. Personally, I would need more practical experience hosting training sessions in some of the programs the description specifies. The salary range is adequate for starting off and working with several campuses would be a plus for me so I'm not stuck in an office all day and there is a change of pace throughout the day. Basic job duties would include supporting instructors in delivering classroom instruction via the use of technology on multiple campuses for the community college system.

     Job Posting 3 (aka dream job!): Director of the Center for Teaching and Learning at Oregon State University. This is definitely why I am pursuing my PhD in ID and Curriculum upon completing this program! In addition to a PhD some other requirements are experience delivering faculty development programs, teaching in higher education and the ability to form partnerships. The position asks that the director supervise 8 professional staff members, the center's budget, provide leadership and collaboration and actively design programs.

Self Assessment

Career One Stop Skills Profiler Self-Assessment allows you to identify your skill competency in several areas and then cross reference your assessment with the skill set typically required for an occupational field of choice. I completed my assessment using the "Technical Directors/Managers" occupation and the results yielded that I was average or above average in competencies typically required of the job. As a result I decided to go back and re-enter my self-assessment of the skill sets to be more modest in reflection. I know that if I was truly average or above average in the field I would indeed be a director/manager. This also helps me accurately reflect my skill set on my resume.

Professional Organizations & Publications
The following organizations have been a major influence in my decision to redirect my professional goals and become incorporated in the amazing field of educational technology. The organization's websites and publications are a staple to my continual professional development.

ISTE: International Society for Technology in Education
The ISTE mission is: ISTE advances excellence in learning and teaching through innovative and effective uses of technology".ISTE hosts two large conferences a year including their annual conference and a leadership conference. Membership pricing is available at different intervals with the standard membership in the U.S. costing $99 per year. There are various opportunities for online professional development including a graduate certificate program. ISTE has several publications including journals, research and white papers on various topics within the field. The three journals are Journal of Research on Technology in Education, Journal of Digital Learning in Teacher Education and Journal for Computing Teachers. The JRTE is a peer reviewed journal with approximately 15% acceptance rate of submissions received. JDLTE and JCT are article based journals that have their own guidelines. The journals are available online with a subscription.

EDUCAUSE
EDUCAUSE is a nonprofit association whose mission is to advance higher education by promoting the intelligent use of information technology." EDUCAUSE has several conferences, workshops and seminars that are held on national and regional levels throughout the year a full listing is available online. Professional development is available in the form of web based materials, fellowship opportunities, career center and through volunteer opportunities. EDUCAUSE has a quarterly journal which features a combination of peer reviewed articles, opinions and insights. Publication guidelines encourages the submitter to be conscience of their audience, create mobile friendly publications and use alternative methods of communicating thoughts. Publications are available online and included in the membership fee. EDUCAUSE membership is typically per institution or corporation with a number of delegates depending on the membership package purchased. Pricing is generally based on the number of full time employees at the institution or corporation with some consideration for multiple-campus institutions, community colleges and non-profit organizations. 

ID and Technology Competencies

This is a hard one! My colleagues and I constantly fib over what competencies should be required. For example, what does a social media expert do? There are "experts" it's only been around for less than a decade?!?@!?

However, in line with the text and general technology positions there are some basic competencies including:

• the ability to manage projects with a team of professionals, budget and timeline
• choosing or recommending appropriate projects for the task goal
• determining, performing and analyzing assessment measures 
• developing integration and training strategies
• demonstrate clear communication and visual aids through various mediums
• active in the professional community as a contributor and observer

These competencies are very basic and integral to performing well in a technology field. Without the ability master the above it will become difficult to integrate learning theories, stay abreast of current trends and modify/edit existing ID models. 

Wrap-Up
Personally I am a professional development JUNKY. I love conferences, presenting, reading and participating in online communities within the field. Unfortunately due to hard times in education I will have to forgo conferences this year and follow Twitter back channels and live streams of the festivities but I won't be alone!

Here's a peek into ISTE...

ETEC 561: Section 5- Trends and Issues in Various Settings

Rapid Prototyping for Education

Rapid Prototyping is designing an ID program or software using a "live" version. For example, Apple's new voice assistant program, Siri, is a rapid prototype or in "beta" as some might say. As people use it and provide data designers and developers are able to make adjustments with the model. The alternative is mapping out a software and imagining a wide range of potential bugs and glitches. Many web 2.0 products are released in beta as rapid prototypes once a foundation is laid. The result is real world feedback with real world fixes. In education rapid prototyping would be ideal because of the hands-on feedback and interaction with subject matter experts and endless testers. For example, an ID team could release a role-playing game where currency is math solutions. Working in beta would allow the team to make adjustments to the user experience, correct glitches and receive active feedback from instructors and students. The advantages would come in phases of saving money by creating a homegrown solution, increased collaboration between designers and subject matter experts, and immediate feedback from students on usability and design. The challenge is hiring a developer or designer within K-12 for a district or school to help create such prototypes. Often times are options are limited to working with vendors and their "finished" products selling the assurance of customization.

On-the-Go Education and Training ID

While on base or in the classroom training can be performed with electronic means and place an emphasis on design theory and train-the-trainer materials with the subject matter experts. This will help prepare master instructors for teaching in the field during deployment since the mechanics of the subject are likely familiar to them. In addition quick guides that are printed can be provided for in the field training. They would need to be brief, with visuals and lightweight. Instructors would need to be prepared for hands-on training as well. For example training a squad on a new firearm or piece of radio equipment will require hands-on training from the instructors previous knowledge about the subject in addition to employing the use of training design theory. A printed pocket guide could provide specific commands and instructional photos for the radio training to reference at a later date.

Introducing Change

Change is one of my favorite things. In fact if there isn't enough change I get skittish. This is also where I get to implore all of the great PR and MBA skills I've accumulated. When introducing the ideas of GSTE and SUTE the underlying principle is readying the staff for change and integrating said change. To preview this topic among professionals I would start with individuals outlining the number one item they would change about the system. Then in small groups have them create a strategy to integrate each of their items simultaneously. Some groups would be asked to share their integration strategies and then we would look at the prescribed methodologies.


Professional Development on Campus

At North Carolina Central University we have a department called the Center for University Teaching and Learning which is a part of the academics division working closely with faculty and the distance education teams. CUTL offers instructional technology equipment available for reservation, on-demand training videos, monthly workshops and consultations. Programs range from learning theories to the how-to's of VoiceThread and Twitter.

At the University of North Carolina at Chapel Hill the department is referred to as the Center for Faculty Excellence. The CFE is a part of academic and the main library on campus. CFE offers a range of services including consultations and information regarding leadership, e-learning, teaching, mentoring and research. Workshops and seminars are held up to twice a week in various topics from classroom management, teaching portfolios, evaluating student learning and time management.

North Carolina State University's Office of Faculty Development is located within the academics division and offers a number of workshops, seminars, consultations, mentoring and recognition for faculty members. Workshop topics range from assessment to technology to academic integrity. Many of the past workshops have been archived here and are available for viewing along with additional materials.


As always... chuckles...