Blog #3



The first model that I looked at was the ADDIE evaluation model.  There are five parts to this model.  The first is Analysis,  this is where the goals and objectives are set.  In this phase all the "what to do's" are written down.  Next is Design, this is where the plans are put into order.  This is where the objectives need to be in place in a sequence,  and a strategy needs to be developed about how to carry out the procedures/plans.  Development is the next section.  In this phase the designers create and develop the project using a variety of tools.  The Implementation phase is where all facets of the program is put into place and tested.  Also at this stage the facilitators are given their instructions and training.  Lastly, is the Evaluation phase.  In this section there are two evaluations taking place, formative and summative. The formative evaluations are taking place throughout the entire model, but the summative evaluation takes places at the end to make sure that each one of the objectives or goals have been met.

The other model that I reviewed was Merrill's First Principles of Instruction.  There are four parts to this design that is centered around problem solving learning.  They are:

1.  Activation of Prior Knowledge

2.  Demonstration of Skills

3.  Application of Skills

4.  Integration of Skills

This theory states specific principals:

Learning is facilitated when learners are engaged in solving real-world problems.
Learning is facilitated when existing knowledge is activated as a foundation for new knowledge.
Learning is facilitated when new knowledge is demonstrated to the learner.
Learning is facilitated when new knowledge is applied by the learner
Learning is facilitated when new knowledge is integrated into the learner's world.

Problem:  Merrill states that in order for students to obtain and become successful and complex problems they must first trying and successfully completing a simple problem.  When this happens the teacher/facilitator will then be able to build on those skills acquired so that the students will be able to accomplish completing more challenging problems. He also states that all problems should relate to the real world, and be relevant to the student.

Activation:  Merrill states in the principals that prior knowledge has to be activated in order for true learning to occur.  If prior knowledge is activated then it holds relevance that will sustain and expand new learning

Demonstration:  Merrill states that in order for true learning to occur then the facilitator must demonstrate the new information/knowledge that is to be gained, it is not to be shown or just explained.  He also discusses how it is important to make sure that the information is provided in a variety of ways, using media and other outlets.  It is also important to make sure that the demonstration is consistent with the goals.

Application:  Merrill states the importance of giving several opportunities for the learner to engage in different ways of solving the problem.  We would not expect someone to master a skill without several chances to practice and the same thought process needs to be addressed in the classroom.  Another important principal is to make sure that the teacher is there throughout the process to facilitate and guide the learner providing consistent feedback.  Above all else make sure that the learner is using the new knowledge or skills to solve the current problems, which align with student objectives/goals.

Integration:  Merrill states that in order for learning to truly occur the learner must be able to integrate their new knowledge or skill into their everyday life, this is how learning continues and is embedded.  They must find a way to demonstrate and and reflect upon their new found knowledge and skills. If there is a connection with new skills and everyday life then the knowledge will be sustained. 



I have and would use both of these models in my classroom to evaluate a project.  In the past I used these methods not even knowing what exactly they were, but I did follow the steps.  For example, when kids would work on an assignment we would look at the problem or what our goals were and set up our goals and objectives for that lesson (Problem/ Analysis).  We would then plan out how we were going to get to our end result.  We would put things in order and discuss the sequence of how we were going to solve that problem (Design).  During our discussion of activities I usually would try to activate prior knowledge.  I was always taught to have the students make connections in order for the learning to have meaning. (Activation). I would then model for the students what i wanted them to do.  We would walk through the process together to make sure that had complete understanding before they attempted the problem/project on their own (Demonstration). Next, the students would begin creating their projects or working on whatever new skill was being taught (Application, Development and Implementation).  After the project was done I would review using a summative assessment along with my observations and records of how the project went (Evaluation).  The integration section is where I usually fell short.  If I was to go back and use this model now I would have the students go home and use the skill or knowledge that they gained and then come back to the group to reflect on what was learned (Integration).


Reflect on what other questions that instructional design evaluation should address besides whether the instructional design leads to comparable amounts of learning and learner satisfaction as traditional methods. What else would be useful to know?

I would want to know if the goals and objectives were met and how specifically they were met?

Was the activity grade appropriate?

Did the goals and objectives meet the State Standards for that subject and grade?

Did the activity provide for a valuable learning experience?

How are the learners going to be able to use this new knowledge or skills in everyday life?

What were the positive and negative aspects of the lesson and how could the lesson be improved?

How will the students interact with each other, if at all, for the lesson?  Groups, Individuals, or Partners

Chapter's 12 & 13 focus on project management and how to manage projects when resources are scarce. You have been assigned to develop a series of professional development sessions focusing on technology use in the classroom for teachers during a time of economic decline. How will you use Situational Leadership to facilitate this project and manage scarce resources?

This is a problem that I currently face.  I have tried to show the teachers on several occasions on how to use new technology that is either inexpensive or free.  I have showed them resources that we currently have and it is quite a challenge to get them to participate.  It is very hard for me to get new resources because of the very slim resources.  There are 4 phases in Situational Leadership:

1.  The first part of the phase is giving detailed instructions about what the new program is.  At this point the leader is in complete control of the project.  They are to give information so that the teachers are aware and become familiar with what is being taught.

2.  The next phase is partial leader and partial teacher directed.  This is where the leader starts to clarify some of the questions that the group may have.  They begin working with the product, but still need some direction and guidance.  This is what they call the "Buy in" part of the phase.

3.  Again, the third phase is still partial leader and teacher directed.  Only this time the teachers will take more of the reigns.  The leader now will reward the team for efforts.

4.  Phase four is were the leader steps back and lets the group become the leaders, where they are working very closely with the product and the leader is there strictly to supervise.



When reviewing the resources at your campus, the first thing that the leader needs to accomplish is what resources will be valuable to your campus.  Finding these things out is done through constant communication with your team.  If the leader wants the "buy in" for what ever product is being used then you have to make sure that you collaborate with those on your campus to make sure the products will be used, they are age/grade appropriate, easily accessible, and they will meet the needs of the students and staff.

Blog #2

First off, I will say that this was all very confusing for me.  As I was reading I felt like I was reading in circles, so please be patient with me as I try to work through all of these terms and theories. 

Epistemology is defined as, " the branch of philosophy concerned with the nature of knowledge and understanding - their foundations assumptions, and validity (Pg. 54).  With that said the theories and models discussed are the Positivist/ Objectivist and the Relativist/Constructivist.   The Positivist theory states that there is an absolute truth.  So basically no matter how the learner looks at it and thinks or believes, there is one truth and the learner is to accept that.  This design is set up so that the teacher is the main focus of the classroom and the learner is to accept what information is given.  On the other hand you have the Relativist approach.  In this design the learner is the center and the teacher is the facilitator.  The teacher will give information and the learner is to take that information and guide their learning to find their own truths. 

The Contextualism approach falls somewhere in the middle of the other designs.  It tells the learner that they are in control of their own knowledge and understanding.  It does relate to the relativist model in that sense, where the teacher is simply a guide to the student.  They are there to help provide information and the learner is to take all of that information and make their own truth.  It is also similar to the positivist model because there is one truth, but it is based on the evidence that surrounds that learner.  So what might be the truth at what point in time might change based on the contexts that surround that same learner at a later time.  As for the behaviorist and constructivist approaches, they apply the same type of thinking as the positivist and relativist approaches.  The behaviorist approach relies on controlling the outcome of the learner.  There is one truth and the learner must believe, the teacher is their to control the classroom and give the information and the student is to take in what information is given and believe fully in what is said.  The constructivist approach in the classroom is where the teacher is giving tools and information to the students, but those students are to take that information and find their own beliefs and truths.

When looking at ways of problems solving the behaviorist approach of problem solving and facilitating that process would simply be to tell them the way to do the problem, show them the steps, and have them answer it.  The other way to solve problems would be the constructivist approach.  They would explain the problem and then the students would be allowed to creatively approach the problem that best works for them.  They would be allowed to use a variety of approaches, tools and resources that helps them address the problem at hand.

I would have to say in looking at these different models I would say that when I was in the classroom I would take more of the constructivist and collectivist approach.  I loved having kids experiment with many different tools and resources to solve problems.  There are so many different ways to come up with one idea and no one way is the best.  It is best to give students a chance to explore their creativity and ideas using team collaboration and a variety of out of the box ideas.

1. How do the definitions in the first chapter compare to your own definition of instructional or educational technology?  What experiences or other influences have shaped your definition? How has your definition changed from examining the definitions in the first chapter of this book?

 

As I read through the text I realized that much of what I thought was probably wrong.  In one section of the text it stated, "when asked to define the term instructional technology, will mention computers, videos, CD-ROMs, overhead and slide projectors..."  I fell into this category.  When I use to define educational technology I tended to state the differernt types of technology that were used instead of talking of the uses or process of technology, like the text stated.  I realize now that even though I knew that IT was using resources, the implementation and the instructional processes related to those resources I now know that I need to add that to my definition, as that is also an integral part of the definition itself.  Some of the experiences that have influced this definition is what I have been doing in the library and some of the lessons that I create using these different resources, whether it is hardware or software products.  I have now started to think about when I create lessons such as research projects and we use different resources, it is not just about using the resources that cause this to be considered IT, but it is how I created the lesson to facilitate the learning for those students, how they would use it, how the students and I would look at what they created and analyze how it could be changed to better suit the objectives that are being taught using those resources that we have discussed.

2. Next, think of a lesson or unit of instruction that you have developed. Or if you haven’t ever taught or developed instruction, think of one that you have received. How does that lesson adhere or fail to adhere to the six characteristics of instructional design? How would you redesign it to better adhere to the six characteristics.

 

One of the lessons that comes to mind is a research project that I had the students work on last year.  They were to find information regarding their topic using a variety of formats, print, online text, databases, etc.  They were then to create a glog to show the information that they had found.  When looking back at this lesson I do feel that I followed the six steps of Instructional design.  The activity was very learner centered because they were in charge of finding their research and presenting their ideas.  This was something that I was overseeing and modeled, but they took the lead on what the information was and how they were going to use that information.  Next I do feel as if it was goal oriented because at the beginning we all discussed what our objectives were and how we were going to meet those objectives.  This was project was meaningful to them because again they were able to take control of the topic and information.  This was something that related somehow to them.  They were able to choose from a variety of topics which I believe gave them a sense of autonomy knowing that this was something that related to them, or something that they were interested in.  Next, we had somewhat of a rubric that we created so they were able to measure what they were doing, if it was correct, and if they had met the goals previously discussed.  This project was definitely self correcting.  There were many steps to the process and it was an ongoing, and ever changing project.  This is where the rubric came into play a lot.  The discussions of how are you meeting your goals and objectives and then the students would be able to go back and reevaluate their project and make changes if necessary.  As far as the last characteristic is concerned, this is where I feel like I may have fallen short.  This was more of an individual project.  The students were to share their glog and have other students participate with the glog whether it was participating in the activities or simply reading the information that was gathered, but it was developed my individual students, not a group.  Next time I would try to have a group work on the project to apply different ideas from a variety of people.  It would have probably made the projects better to get a variety of ideas from people because usually when you have several people working on something they tend to bring new ways and ideas of doing something which makes the end result better.

3. In the 3^rd chapter, Reiser distinguishes instructional media from instructional design, excluding teachers, chalkboards, and textbooks from the definition of instructional media. Why? Would you consider teachers, chalkboards, and textbooks instructional media? Is the purpose of instructional design to incorporate media into instruction?

 

I would consider teachers, chalkboards and textbooks as instructional media.  I say this because to me instructional media is any type of resource that provide information and learning to a student.  So in this case all of these things do provide a wealth of information, and help in presenting that information to the students. It sates in the text, " Professionals in the field of instructional design and technology often use systematic instructional design parocedures and employ instructional media to accomplish their goals. "  With that said, yes the purpose of instructional design is to incorporate media into instruction.  In order to follow the goals of instructional design you have to implement the use of instructional media to improve the learning of students.

Hello Everyone,

I am actually like a couple of my other classmates and I am still waiting on my textbook to arrive as well.  Hopefully I should be receiving it in the next couple of days, so I will be posting about Chapter 1 then.  Stay tuned.

Welcome

Hello everyone!!!  I hope all is well with everyone in ETEC 561.  This is the blog that I have created for our class.  I hope everyone enjoys reading when we get started.  Good Luck!