Using Rich Media Wisely (EDT-5410, Wk. 13)

The information in this chapter reminded me that the way that people learn is a key component to successful instructional design; not simply their individual learning “style”, but how the brain and memory work during the learning process. I pulled out my psychology book and brushed up on memory and learning, which helped make more sense of this chapter. Now I need to dig into which instructional methods (practice exercises, feedback, analogies, visuals, etc.) stimulate which cognitive process (paying attention to relevant material, mentally organizing it, correlating it to past experience, etc.) and integrate these methods at key points into my instructional design.

I am actually relieved to learn that complex graphics and extreme realism are not necessary, and can actually hinder learning; I am not skilled in the use or creation of those graphics, and now realize that I don’t need to be (whew!). Additionally, our district need not invest largely in complex software when simple screen captures with text may suffice…bells and whistles are great, but not always necessary.

I often use diagrams in my training presentations and narrate them, but realize that I should also add text notations, especially for review purposes after the session. Adding text notations may increase the number of slides required to cover the same material, but it might also make the delivery easier without me having to rely on speaker notes (everything in one place, so to speak).

Proper incorporation of instructional methods is the difference between a mere presentation and a training session…even if PowerPoint is the “paper” on which it is created.

The importance of establishing students’ prior subject knowledge as input to the instructional design process was made clear in this chapter. Since my training audiences consist of adults, it is very difficult to determine their prior knowledge level; this makes planning challenging. It is also harder to adjust my delivery based on audience input when there is a wide knowledge gap amongst the group; the risk is losing the beginners or boring the able. I try to establish how much each person knows about the topic by posing specific questions during class introductions; sometimes this helps, sometimes it doesn’t.

Review of freeware

Google Docs: The glory of this application is the anywhere, anytime accessibility of your documents. If you forget your flash drive, you’re covered as long as you have Web access (and your docs are uploaded of course). Also, the compatibility of various file formats is great. The ability to track changes for group collaboration is nice too; as is the group presentation capability.

I think Google Docs would be a great tool for students, especially those who don’t have home computers; they could go to any computer (i.e. the library, a friends house, etc.) and work on their assignments…and they wouldn’t have to stay after school!

And what about the network implications; might the use of Google Docs ease network storage constraints?

On the negative side; upon uploading an existing document to Google Docs, I lost some of the formatting (specifically the hanging indent). I purposely chose a document with a medium complexity of formatting as a test, and Google Docs failed. I found naming a document that I created within Google Docs cumbersome; there is a save option, but I couldn’t figure out how to give it a name.

Picnik Photo Editor: I think this application is really great! It offers a lot of compatibility with programs I already use (like Picasa2). The “create” feature lets you add text boxes with several font choices and you can add shapes, borders, and other cool effects. It was really easy to get started using this application; you can have a free account, or a “premium” account for $24.95/yr. The premium account offers more fonts and cool stuff, but for starters, the free membership seems sufficient.

Phixr Photo Editor: This application was easy to use, but had considerably fewer options that Picnik.

FWIW (even though we weren’t supposed to review it)…Our district began deploying OpenOffice as opposed to Microsoft Office on student-use computers almost three years ago. While cost was a consideration for that decision, we also feel that students should be learning the concepts, not the product. OpenOffice works well on the student-use computers and we have saved roughly $27,000.00.

Competencies for ID & T Professionals & Website Creation (EDT-5410, Wk. 11)

Reflection on Chapter 27
My strengths, as relate to ID & T are: my ability to communicate effectively, both verbally and in writing; my customer service oriented comportment; needs assessment; planning (A-type personality…can’t escape planning!); and delivery. I am a life-long learner, so the research and continual improvement of professional knowledge is enjoyable to me. I have be

My foremost weakness pertaining to ID & T is design; as defined in Chapter 1, ADDIE, which states, “writing objectives in measurable terms.” When I earned my IT Project Management Certification the instant feedback from the computer-based test indicated that my weakest area was scope definition, which relates directly to writing objectives in measurable terms. I may understand the desired project outcomes, or learning objectives, but have difficulty transferring that into specific measurable segments. As I read about the ID process, these two areas manifested a direct correlation to one another. I have yet to pinpoint why this is difficult for me, especially considering the fact that I can compose other effective written communications in many other forms. I’m open to input here. I figure once I identify the obstacle I’ll be able to conquer it.

“Knowledge management solutions”, now there’s a mystery! Perhaps that’s a fancy term for some type of tracking program for training/skills of employees? Further research and discovery is definitely needed in this realm; I certainly cannot master a “competency” if I don’t understand what it is!

I would like to learn how to develop computer-based instruction; not at the programming/technical level, but more specifically how to transfer seminar-style training into CBT. Have any of you every tried the Video Professor program? It’s really quite comprehensive and effective, and is an example of what I’m referring to.

Website
As I am not a classroom teacher, my website will focus on technology and its infusion across different facets of daily life. I hope to have areas or entire pages dedicated to technology use for business (home or other), fun, and educational purposes.

Google pages made this surprisingly easy; I was able to link the second page to the first and back, as well as from the website to the blog and back. Now I just need to get more creative and add content and interest.

Link: http://bksmalla.googlepages.com/home (also in the upper left corner above my photo).

ID in Business, P-12 & Higher Ed (EDT-5410 Wk. 10)

It seems to me that the primary commonality of the ID function in business, P-12, and higher education is in its role as change agent. The ID observes the current situation and makes suggestions for change which may include preparing actual process details. The ID, ideally, is part of a team which typically includes one or more: subject matter expert (SME), instructor, content designer, and media or programming specialist as warranted by the actual application.

The ID is the resident expert in the field of change and delivery, not necessarily the subject being addressed. In the educational environment, the teacher is the SME but may not have strong delivery skills that reach all levels of learners in their classroom; an ID can help in this area. The IDs expertise in learning theory and change facilitation is directed toward successful delivery of the teacher’s subject matter expertise.

My current working environment (K-12 school district) could (and needs to) learn the aspects of ecological systemic change. Not to sound redundant from my last post, but we repeatedly impose new programs in select areas or grades without considering the effect on the district as a whole, or the eventual impact on that particular school or grade level. Spend money on new programs – implement on a limited basis – nurse it along for a year or two – move on to something new, or worse go back to the way things were before the new program; it’s a vicious, costly cycle. Taking the ID approach with a whole district viewpoint would be much more effective and less costly in the long run…look before you leap.

Screencast
I found this screencasting task very frustrating, and I am not very happy with the end result. I published both as a web and blog and only the web media had the necessary html code to embed in the blog, and I’m not happy with the “cut off” view. But, with only a week to figure this out, and no instruction other than cursory tutorials, this is the best I can do at this time.