Podcasting
One of my favorite sites for technology in education is The Fischbowl; you simply must check out the Did You Know?/Shift Happens, which is a look at the past and What If? presentations. The both really make you stop and think about your perceptions, actions, and social and moral responsibilities. Here's the link http://thefischbowl.blogspot.com/2006/11/2020-vision.html
I have heard Alan November speak twice at different conferences and think he is absolutely inspiring; he (alone) was worth the cost of the conference both times. He is a technology in education visionary and gives excellent real-world scenarios and methods that can be implemented almost immediately. I've subscribed to his Building Learning Communities Podcast and am excited to dig in. http://www.novemberlearning.com/ (Also in my blog's link section below).
And...hopefully, this link will take you to my very first (very short and simple) podcast.
http://ourmedia.org/user/143012
Development and Evolution of HPT/HPI
I truncated the vision of HPI as stated in the book to one that is short but powerful…achieve through people; I think those three words are very potent. Think about it…achieve through people; isn’t that the ultimate bottom line in any business/work environment from a management perspective? What are we (teachers/parents/society) trying to achieve through students? Could it be the securing of our place in a global society, in history?
The emphasis placed on transference of learning to the workplace is crucial. As adults, this concept is self-explanatory; when applied to students in the classroom, I believe the transference is in topic mastery and preparedness for the next phase, project or grade level…ultimately, to becoming a contributing member of society. Careful planning of lessons and activities that build on prior learning are one way to verify transference of learning; if a student passes a test at completion of a session, but later cannot apply what s/he “learned” to the next phase, the initial learning was not transferred successfully.
Consider, “outcomes, accomplishments valued by the system” in the context of students and learning; perhaps their “accomplishments” would be their ability to contribute to society, and society would be the “system” meting out approval.
It is important to understand not only individual learning styles, but individual motivators (both extrinsic and intrinsic); specifically, why are some students motivated to learn the material that is presented in a certain manner when others are not? Understanding behavioral motivation can be useful in teaching/training and empower the instructor to effectively connect with each learner. An example of differing behavioral motivators is offering a choice of rewards for meeting expectations; one student might choose quiet reading time, while another might choose computer time…different motivators.
The emphasis placed on transference of learning to the workplace is crucial. As adults, this concept is self-explanatory; when applied to students in the classroom, I believe the transference is in topic mastery and preparedness for the next phase, project or grade level…ultimately, to becoming a contributing member of society. Careful planning of lessons and activities that build on prior learning are one way to verify transference of learning; if a student passes a test at completion of a session, but later cannot apply what s/he “learned” to the next phase, the initial learning was not transferred successfully.
Consider, “outcomes, accomplishments valued by the system” in the context of students and learning; perhaps their “accomplishments” would be their ability to contribute to society, and society would be the “system” meting out approval.
It is important to understand not only individual learning styles, but individual motivators (both extrinsic and intrinsic); specifically, why are some students motivated to learn the material that is presented in a certain manner when others are not? Understanding behavioral motivation can be useful in teaching/training and empower the instructor to effectively connect with each learner. An example of differing behavioral motivators is offering a choice of rewards for meeting expectations; one student might choose quiet reading time, while another might choose computer time…different motivators.
The HPT model illustrated in figure 14.2 (Reiser, Dempsey, 2007, p141) closely follows the instructional design model of ADDIE…analysis, design, development, implementation, evaluation (Reiser, Dempsey, 2007, p11). These similarities of design/model signify the correlation between the two fields of IDT and HPT and imply interchangeability of many of their practices.
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