ETEC 524: Reflection #6

The purpose of my podcast was to briefly introduce the Twitter based program, HootSuite. I use HootSuite at work to monitor the University's brand, provide customer service support and monitor student activity on Twitter. Currently, I host workshops throughout the year for staff within the division to get them set up on HootSuite. However, I am leaning towards making podcasts for staff to review if they need a refresher after the workshop. Especially using some of the more advance features the platform offers.

I also get requests for speaking on campus about digital identity and branding through social media and other web 2.0. A series of similar podcasts could benefit the students and provide a reference point for how employers may find them online and how it can impact their future.

I used Quicktime's "record screen" feature. Quicktime also has a feature to directly upload videos to YouTube. I did not do any editing on this specific podcast however I usually do and use iMovie for that. Thanks to the stock software on my Mac it is pretty simple and cheap, FREE! Yes, I plan to create more educational podcasts in the future.

You can view my channel on YouTube or even the channel I advise but is mostly student produced.

ETEC 524: Reflection #3

I created a Wiki to the Student Affairs and Enrollment Management Marketing and Media practicum/internship program. The Wiki is located here: www.meghannmm.pbworks.com


I decided to create this wiki to help facilitate progress, organization and communication. The course is set up to where the students have a lot of autonomy after the initial week of class where the projects and schedule are decided upon. I have created pages outlining my expectations of the student, a place for their schedule, a place for them to log their activity/tasks, resources, a place to post their completed work and a place to discuss their projects with other students in the program. Once I add some more details this will become a VERY practical resource for me and I believe that it will assist the students in staying on track during the semester since we don't see each other every day.


Some advantages of the wiki are that everyone can contribute! There is a centralized location for information to cut down on emails and keep everyone on the same page. Disadvantages could be unsolicited contributors or lack of contribution due to poor integration or lack of direction. I have been apart of wiki communities that never seem to flourish and others that are very active and self-sustaining. I despise the term "digital natives". However, as we enter an era of almost exclusive digital communication. With this in mind, Wikis have the ability to bring people together over a distance. As the idea of collaboration no longer means sitting in the same room, town, state, etc. wikis will serve a greater purpose in teamwork and community. The engagement can come from planning, reporting, discussion and other communications. Since wikis are not only text based but can be used with Voicethread chains or YouTube videos as well.


The eLearning tools wiki has some great tools listed. A few I would like to look into are:


DoInk- an animation tool for novices to create videos
YawnBuster- to host interactive presentations with built in polls, games and group exercises. May be a great work tool.
ClockingIT- a free project management tool!!! So excited to look into this. I always wonder where my day goes. ;)

ETEC 524: Reflection #2

I chose to look at the International Society for Technology in Education because the organization is more comprehensive and respected in the field than others I looked at. ISTE has a very thorough strategic plan outlining their values, mission and the organization's objectives. The focus of the organization is on advocacy, diversity, collaboration and advancing teaching through technology. The mission is, "ISTE advances excellence in learning and teaching through innovative and effective uses of technology." The vision is, "ISTE is globally recognized as the premier partner in advancing educational excellence through innovative learning, teaching, and leadership. We are a diverse worldwide community of educational leaders actively creating a world in which all learners can achieve their creative and intellectual potential."

My definition of educational technology is the facilitation of learning using hardware, software or other technological means to complete tasks and processes for one's advancement of knowledge. I chose this definition because it correlates the relationship between technology and education but does not constrain "educational technology" to a classroom or formal learning environment while still building a teacher/learner relationship in the delivery.

Below you will find my concept map demonstrating a relationship of various sources including my philosophy and definition of educational technology, in addition to language from ISTE's website and Rey Junco's article on The Effect of Twitter on College Student Engagement and Grades.

I really liked how this one separated out "technology" but I felt it was disconnected so I ran Wordle through again.

A snapshot of my brain in this course.

ETEC524: Reflection #1

Developing an educational philosophy forces me to define my beliefs along with the who, what and why of being involved in the field of educational technology. In short, it gives me a starting line. It will help me build up my interests and clarify my passions within ed tech. Hopefully, guiding me to select more meaningful topics on projects.

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There are many awesome uses for blogging. The main use for blogging to me is to create community and affirm ones identity. How great is it to find people like you? It is a pretty awesome feeling to know you're not alone. In reference to Downes' article I do not believe we have met the potential of blogging. As I write this I think of how I'd much rather do a video then read all of these words! A step further and I think, why am I still typing and not filming? I think in the field of educational blogs we are still viewing the blogging industry as one dimensional in many cases. Groups like RSA and Ted have began to push the boundaries of spreading ideas via video blogs. Other groups like HigherEd Live and Break Drink hosts real-time web shows, they're also recorded for later viewing, that allow for interaction beyond text. We have to change the culture to encourage individuals to push the boundaries of blogging for education.
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In November's article regarding changes in educational technology it stood out to me that he emphasized the need to teach students to be resourceful, to think critically about validating online materials and to use a combination of logic and investigative skills. I completely agree! I tell people all the time, the number one thing I ever learned was to be resourceful. I'm not sure when or how I learned this skill but has paid off. Being able to find and figure out sometimes goes further than knowing.
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Below you will find my work-in-progress educational technology philosophy. You can find the text copy here.

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 4: Human Performance Technology

Human Performance Improvement

The idea of HPI gets me in nerdy-giddy mode for several reasons starting with I feel like my MBA might be worth the two years I invested in it, two it reaffirms my LOVE for centralized processes, and three I steadies my belief that bringing together brilliant minds, money and four walls is not enough. Professionals endure years of education preaching the best in business management, human resources, learning systems and human development theories however the emergence and melding of these is often without the "bottom's" input. For example, in the workplace the current gap is a lack of motivation, innovation and general will to exceed expectations. In other words everyone is just brushing their teeth without flossing and mouthwash. 

The possible solutions can range from evaluating staff for possible dismissal to re-organizational design to team building and incentives. My recommendation for this specific gap is to focus on the individuals and have the intervention effect each individual on a macro level. The bottom line is that people like to feel special and acknowledged. (I find this particularly true with Millennials, ask Facebook.) As a result time should be spent by supervisors to have "life chats" with employees creating an informal environment where the employee is less guarded to reveal their position's challenges, offer criticisms, discuss career goals and how the supervisor can support or coach the specific employee. I find with student employees they value this time and later reflect/act on the conversations. This action addresses more than just a "we listen, we care" mission but the time can be used to develop an evolving "safe space" for employees to communicate the next bug fix for software XYZ that may normally be out of their job scope, receive professional development or talk about the direction of the company. In the end it's not just investing the time but developing the time into something meaningful for the individual. 


If you have time (about 10 minutes) the following is a video discussing what motivates us!

Electronic Performance Support Systems

This term was coined by Gloria Gery who also provides the most comprehensive definition of EPSS, in my opinion: "an integrated electronic environment that is available to and easily accessible by each employee and is structured to provide immediate, individualized on-line access to the full range of information, software, guidance, advice and assistance, data, images, tools, and assessment and monitoring systems to permit job performance with minimal support and intervention by others." 

In comparison with other definitions Gery's creates an EPSS that offers a range or collection of solutions and troubleshooting abilities. To me this is the difference between a software package and a management system. The ability to merge the applications and streamline tasks is the big ticket. I feel as if other definitions would qualify Microsoft Office as an EPSS. 

I think the potential of EPSS and their success are minimal today but are poised to be the bread and butter in the future. I am inclined to agree with the text in terms of why EPSS is not as prevalent in business today. The first being that people are not informed of the existence of EPSS and the second that potential buyers believe it is too expensive or an unnecessary cost. In addition to these issues, as a technology buyer and consultant I often run into EPSS designers who have not studied their potential buyers, do not have content experts or cannot keep up with initial client demands. This goes for those who are 3rd party or have a homegrown EPSS. Just like email vs. postal mail a culture change takes time. I believe as the younger workforce emerges into decision making roles you will see EPSS become more prominent because it will be a basic expectation of operations. The idea of doing business with 4+ software/management systems or having to wait for Paul to "fix" something is not only inconvenient but downright silly. (Especially if YouTube can show me in less than 5 minutes.

Knowledge Management

At my current workplace we have a great, by design, public knowledge repository. Some challenges we face are a lack of contributors, editors and users. Possible blended learning solutions include having each area/department designate a contributor and editor to manage their portion of the knowledge database with a regular update schedule. To train the designee in the classroom with the basics on how to use the system (add, delete, edit and navigate). Additionally, posing the designee to be an advocate of the system to use it regularly and reference it in their work outside of training. This could potentially encourage other area/department members to utilize the source as well leading the designee in a teaching role. The designee's role is ever changing with their knowledge of the system and familiarity expanding without extensive classes or training.  

Informal Learning GOLD= #SAchat

One of my biggest sources of informal learning is #SAchat. This community is very important to me as I continue my journey working in higher education and student affairs. The purpose of #SAchat started as a structured weekly chat over a voted on topic via Twitter. You can visit the webpage to learn about the idea behind #SAchat and the week's topic. During the other hours and days of the week there are on going discussions using the hashtag to contribute to the body of knowledge within the profession or ask the community a question. This experience was very unique to me and has become my online home. It is a highly active community where I just lurked at first but as I learned the social etiquette I became more engaged and involved. #SAchat and one of it's spin-offs, #SAtech, offer in-real-life social opportunities at conferences by hosting Tweetups. My current role is both contributor and listener. There is a moderator for the structured chat however there is no designated "leader" or "instructor" for the premise of #SAchat. The idea is to decentralize learning and allow the community to guide the community (how occupy of us!). Though, by observing #SAchat you can quickly identify heavy hitters easily. 

For a chuckle...blending learning at its finest!

ETEC561: Section 3- Evaluating, implementing, and managing instructional program and projects

Evaluation using the Logic Model

The logic model allows program planners to categorize the technology into situation, input, output, outcomes and evaluation study sections which specific goals. The noted advantage of the logic model is to measure the impact on large scale issues such as decreasing teenage pregnancy rates, increasing retention, etc.

The situation is determined by identifying the overall "problem", which the tool intends to reveal, so programmers are able to identify research, relevance and a starting point for the end of the evaluation process. Inputs are identified as the resources which were invested to complete the program, tangible or intangible. Outcomes are identified through the program resources that are provided to the learner, previously determined learning outcomes and quantitative/qualitative data regarding the participants. Outcomes can be divided into short-, medium- and long-term for a comprehensive assessment of the program. The last component, evaluation plan, assesses all of the planning phases by looking for indicators to confirm the input and output goals and to measure the learning outcomes indicated. 

As an instructor I would use this model because it has a comprehensive evaluation model to look at each phase of planning versus just outcomes. It puts more accountability on the programming team. This would be a great tool to use with media production students to evaluate their message, the invested resources, the product, and what the intention of the program is and was that message received. Often times students are focused on the creation of the product and lose sight of the message and its impact.

Source: Paul F. McCawley, Associate Director, University of Idaho Extension

Google+ Hangout = Love at first sight

I've recently starting using Hangout to conduct committee meetings, mentor/mentee life chats, social hangouts and for academic purposes. The relative advantage is that I get to see people face-to-face in real time. The ability to make "physical" personal connections is wildly underestimated in a world of Facebook, Twitter and blogs. The compatibility of Hangout comes from meeting my need to physically see people since I'm deaf and read lips. With the click of a button Hangout detects if a computer has a microphone and web cam attached or built in and then allows you to enter the room. Up to nine people can join one Hangout session so it's a great collaborative tool for small groups, committees and meetings. Last but not least Hangout is FREE and if you're not sure whether its for you Google has made some videos to show off. Enjoy!

Introducing new technology via situational leadership

According to Reiser & Dempsey (2007) developing a situational leadership style should be unique to one's personal character, style, and adaptive over time and with various audiences. Theoretically, I have several professional development sessions lined up to explore technology use. As a part my preparation and to assess the educator's prior knowledge I would either send out a pre-test prior to the first session or spend time at the beginning of the first session giving a pre-test. This would allow me to tailor my leadership style to the participants needs. For example, if the attendees had little background knowledge of the planned topics I would make my instructions very brief, specific and allow for breaks to prevent the feeling of being overwhelmed. However, if the pre-test assessment indicated a higher level of technology literacy I may be able to introduce technology concepts that build upon basic skills, break the attendees up into small group and assign a task involving integration, or allow group and individuals to present on technology integration. Ideally the first scenario would also experience the collaborative instruction experience before the end of the series however, it may not be as in depth.

For chuckles...

ETEC 561: Section 2- Theories & Models of Learning and Instruction

When reviewing the learning theories explained by Reiser & Dempsey there are several ways to introduce new learning concepts to learners. Two of these theories are Behavioral Learning Theory, introduced by B.F. Skinner, and Cognitive Load Theory. With a learning goal of identifying and reciting the English alphabet one could reference CLT some techniques to be used could include: teaching individual letters apart from the entire alphabet, leave some letters out of the alphabet for the learner to identify, associating letters with images (i.e. A is for apple) and verbal cues. By utilizing BLT the instruction of the alphabet may include a pre-examination to determine prior knowledge which may direct the focus on specific letters, an emphasis of observation on the learner (i.e. one-on-one instruction), immediate positive reinforcement when an answer or objective is achieved (i.e. "Way to go!", "That's correct!") and post-instruction exam. It is important to note that the instructional techniques from CLT could be integrated into the style of BLT to 1) teach the material and 2) reinforce and assess the progress of the learner after instruction. 

sources: "Gagne's 9 Events of Instruction" and Reiser & Dempsey, 2002

Above is an overview of the First Principles instructional method and Gagne's Nine Points of Instruction along with descriptions of the elements or competencies located in the First Principles as a guide. See the video below for a brief example of Gagne's model in action.

Reverting back to the example of alphabet learning goal mentioned earlier we will now look at the application of the First Principles to this same goal. The problem centered principle would call for introducing the alphabet as a whole, it's future significance to writing and reading and to tackle the alphabet at once not as individual letters to keep context of the subject. The activation principle reinforces the core of the goal to recall and identify the alphabet along with examining the prior knowledge of the learner regarding the topic in order to build upon this goal for reading, writing and spelling purposes. The demonstration principle allows instructors to relate the goal to visuals or media to increase comprehension. For example, relating a bear to the letter "B" and a narration for pronunciations and applications of the letter "B". The application principle  allows the learner to demonstrate their knowledge of the alphabet via writing of the alphabet or verbally in preparation for the "test" or final observation used for assessment. The integration principle for the alphabet goal allows learners to share their new knowledge regarding the alphabet by reciting the alphabet, create a visual of a specific letter to be displayed and progress toward the spelling of the learner's name or other words. 

To meet the alphabet goals using the whole-task approach would require learners to focus on the letters, reinforce memorization techniques and the tracing/writing of letters. The alphabet goals lay the foundation for holistic approaches such as scaffolding where the achievement of the goals would lay the foundation to complete "higher level" skills through the teaching of each letter one by one (i.e. teaching A then teaching AB, then ABC, etc.). This would then refocus to place emphasis on the "whole-task" of the alphabet as a set of 26 letters and their collaborative efforts for reading and writing. 

If designing a course on typography I would capture the student's interest by displaying rich and colorful visuals and maintain their attention by integrating student image searches for unique typography to share with the class. Allowing the students to choose their own examples for examination in the course would allow them to have a personal investment and directly link pop culture with the relevance of typography and the identification of font characteristics and types. A grading rubric would set the expectation and show the student how they can attain the highest scores reinforcing their ability to succeed when XYZ are met. Students can apply their new knowledge by creating their own fonts, posters and other visuals for demonstration, competition and real world application. 

Engaging in design research allows instructors to understand the levels of effectiveness of the various theories discussed here. Without this body of knowledge there is no way to assess the work done with real learners in their various environments. Assessment is essential to the progression of these various theories and modifying education for the success of our learners.

ETEC 561: Section 1- Defining the Field

Defining instructional design (ID) has become an evolving process much like the subjects and mediums it strives to encompass. As a result definitions for ID began by describing the mediums which were used to deliver educational content. As time progressed the other side of the spectrum was a focus of definition, the subject learners and the learning pro0cess which took place during instruction. As a result in the late 1970s the Association for Educational Communication Technology (AECT) began to define ID as a process and the use of technology mediums for instruction (Resier & Dempsey, 2007). Leading in to the 1990s and millennium the ID definition included a combination of the learning process, the mediums/resources used, evaluation, measure of learning improvement and the evolution of the creation process.

When I discuss ID and educational technology with my university colleagues they are initially perplexed by what I am referring to. As I continue in my explanation I find that I lean towards defining ID as part creative development process, part expansion of learning to initiate a higher level of learning application and demonstration, part evaluation and assessment and part the utilization of tools to execute learning instruction and tasks. 

This applies to me and my position because I am not a "classroom" instructor. I work in student affairs and enrollment management. Often times it is my responsibility to educate our students prior to their arrival on campus, during the enrollment process and while students are enrolled. I love working in co-curricular education which allows me to engage with students in a passive manner while ensuring their success at the university. My position is fairly new and is evolving in itself so one day I may be studying marketing strategies for recruiting prospective students while the next day I may be working with health and counseling services to develop an educational module regarding alcohol and drugs or the orientation office to develop online modules. The definition I have provided helps me stay focused when beginning project management and working with content experts. 

The model is centered around four main ideas of identifying the learner and the environment they will be completing the task in (i.e. classroom, online, etc.), the criteria for assessment (goals & objectives), the development of the actual ID component (i.e. module) and the performance of the assessment measures. The fifth component, revisions, is to ensure that the ID does not become static in nature but dynamic to adjust as needed for the learner and instructor. To tie in with my ID definition this revised model emphasizes a learner centered approach focused on development and assessment. 

When analyzing the six characteristics of ID the revised model easily identifies these concepts. The learner is the center of the audience, goals/objectives and assessment ideas which help develop an appropriate ID for a user centered experience while incorporating the units for measure (characteristics 1-4). With a dynamic revision process built in the design allows itself to be self-correcting, flexible and adaptable to the learner's needs (characteristic 5). Additionally, the easy break-out and clear partitions of the revised model allow individuals or small teams to take on a component to allow for intense collaboration and cohesiveness (characteristic 6).  For example, the development component would likely require a graphic designer, content expert and media expert at a minimum.

The internet is the ultimate vehicle for information dissemination. The ability to communicate synchronously across cities, states and countries is amazing. With this in mind we can now combine all of the media types (tv, radio, etc.) into web based content. This allows learners and educators to capture content anywhere online and contribute content as well. 

My favorite example of educational technology in higher education at the moment is The Open University.  The focus is on open "source" education, sharing and collaboration of learning tools. In K-12 students are diving into multiple web 2.0 tools such as Glogster and completely online public schools such as Florida Virtual School. In the future I see students completing more "core" or basic materials at home for homework including tests and reviews using Moodle or another LMS. Class time would be used for group work, presentations and "workshop" style learning. Continuing/adult education is already being dramatically impacted by the internet and software to complete online courses. In the future I see online courses evolving into more interactive tasks that employ a learner centered experience versus a syllabus and lists of tasks.  Regardless of the age of the learner I believe strongly that technology will help instructors complete core education standards online and use classroom time to explore those "higher level of thinking" areas. For online education I would like to see it evolve into a more interactive experience with face-to-face time (Google+ Hangout, Skype, Voicethread).

New Job, Summer Conference wrap up & 2nd Masters start

Wow, it has been a while since I have blogged!

I've had a slight career change which has been awesome so far. I am now the new Social Media & Marketing Coordinator for the division of Student Affairs & Enrollment Management at North Carolina Central University. This is a big deal but not just for me but the institution as a whole. I am thankful for the opportunity to start and grow this area of the division at NCCU. I will expand on this position in a follow up post. If you have questions go ahead and comment and I will address them in that post. Thank you to all who have been supportive!

In June I attended the FREeLearning Conference hosted by the wonderful folks over at Appalachian State in Boone. This one day conference included wonderful talks/showcases from education pros about what is going on in education technology in NC. My favorite presentation was by a professor Shira Hedgepeth who is only  a few hours short of her JD talking about a Digital Imprint class she taught. It was amazing the amount of student development she obtained out of the course along with educating undergraduates on the importance of knowing your digital imprint and how to find information, computer forensic style. You can view her Prezi here. Teaching something like this is definitely on my radar.

This past weekend I attended #satechBOS hosted by the amazing NE folks at Boston University and Ed Cabellon. I also dropped in on the #edutweetup hosted which donated $1000 to the Kahn Academy from our entry fees. Yay! Ed was a fantastic moderator for the first Student Affairs unConference. I really enjoyed the organic flow of things and the amazing turnout including my fellow NC colleagues Tim Bounds from Duke and Kevin McClain of UNC-Greensboro. While I was in Boston I visited Harvard, MIT, Fenway, a cupcake shop and the Freedom Trail which were all essential to my technology immersion process. The major themes I gathered were social media examples & practices, accessibility of media and how to implement a media/communication strategy without the staff. It was eye opening for me to listen to what challenges the north east coast regions are facing in the areas of #satech. I look forward to meeting more folks at #NASPAtech in October.

Last but not least this fall I am excited to start my second masters at Texas A&M University-Commerce in Educational Technology and Leadership. Classes start August 29th so stay tuned...