P-12 Educational Change & Google Maps (EDT-5410, Wk. 9)

P-12 Educational Change

This chapter hit home with me on several points. As an integral member of our district’s planning committee, I see changes implemented at the building level (and some at the district level) that end in failure because there is not system-wide buy-in or available funding to sustain the initiative.

Specifically, “if a significant change is made in one part of a system that part will usually become incompatible with other parts of the system and the system will work to change that part back to what it was before”. (Reiser, Dempsey, 2007 p210). We have 20+ school buildings in our district and over the years several have been awarded Federal Magnet School grants which have funded themed initiatives at the building level. At one point, one of our elementary schools (as a result of a Magnet grant) had six student-use computers in each classroom. Alas, the grant ran out along with the funding and when the district recently deployed elementary classroom student-use computers, each K-6 classroom got one xTenda workgroup that accommodates four students. As you can see, the “system” worked “to change that part back to what it was before”. I have seen the expiration of Magnet funding result in reduction in staff positions as well. While the Magnet programs themselves have been beneficial overall, the lack of commitment by the district to sustain these programs through needed funds has been a disappointment. We also have a paradigm of site-based decision making which has resulted in notable inequity in many areas.

The concept of ecological systemic change is one that I wholeheartedly agree with! We have administrators that have been in their positions for years and they continue to do the same old thing the same old way; obviously, we are not making much forward progress. New programs are imposed on the individual buildings (AYP, Reading First, Read 180, etc.), with no accountability for success at the administration level. I sincerely hope that our new Superintendent is well read and experienced in the ecological systemic change process…we need it! The enormity of the ecological systemic change process is quite daunting, especially considering the level of buy-in required for success. But, I think that buy-in could be achieved if administration would put all new “adaptations” on hold during the formative and planning stages, so that staff would be able to make the necessary commitment of time and resources.

Google Maps

A couple ideas I had for integrating Google Maps into a lesson are: 1) a scavenger hunt; students would locate and pinpoint/notate specific locations like Civil War battle locations; 2) students could map the migratory patterns of animals, or birds; or, 3) students could identify places where they’ve been on vacation (or want to go).


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ID/IDT Methods in Business & Industry (EDT5410, Wk. 8)

Many years ago I worked for a large manufacturing company in the manufacturing engineering department. Within the department, we had industrial engineers who in my opinion were actually HPI/HPT specialists. They spent much of their time on the manufacturing floor performing time studies; watching people work. Through their first-hand observations, they were able to work with individuals, managers, and departments to redesign processes resulting in higher performance, reduced injury, increased profits, etc.

In essence, I do this everyday in my job; as people call the Helpdesk for assistance with some type of system or technology, I analyze their “process” and “retrain” them so that they can be more effective/efficient with their use of technology. By monitoring the type and frequency of help requests (analysis), I become aware of knowledge gaps and take the necessary steps to initiate some type of training intervention (design/development). Once training is delivered, I can evaluate its success and the transfer of knowledge by again monitoring the type and frequency of Helpdesk calls (evaluation).

The annual required blood borne pathogens (BBP) training is an incontrovertible example of IDT in the workforce; no longer must employees gather for scheduled sessions with a trainer. Training is delivered via a web-based interface; the individual progresses through the informational material then takes a short quiz. If an acceptable test score is achieved, the employee’s information is updated in the BBP training database, otherwise the individual can work through the information again until mastery is accomplished.

KPS uses this BBP re/training method; the advantages of this web-based model include: ability of the employee to complete the training as time permits; elimination of the necessity of group meetings and trainers; and minimization of cost of consumable materials.

EDT5410 Reflections

I have been challenged by the tasks, and validated by the reading. Since I am not a certified teacher, prior to this class I had not made a concrete connection between what I do and instructional design/technology; but the correlation unconditionally exists.

I would prefer the course to include scheduled “lecture/chat” time. In previous courses that I’ve taken online, a chat/lecture session was conducted by the instructor with an open chat window for students to interact and ask questions. The students could hear the instructor, see whatever examples s/he displayed, type questions, see the questions/comments typed by other students and interact with each other all the way around. This session was not mandatory, but I found it to be very helpful and as students we had some excellent “dialogue” during these sessions.

I feel that I have hastily grasped the technology-related task aspects of the course, but not mastered them; I would like to have spent a little more time with each. Perhaps a week to investigate and perform comparative analysis between service providers and discuss our findings collectively, then a week to create/implement the service would have resulted in a more complete and functional understanding of the application. For example, if we had done comparative analysis on the different blog providers prior to selecting one, we could have known that some necessitated an established account as a requisite to posting comments, or that some do not allow “enclosures” for podcasts. I will need to do much more independent research, trial and error before I can effectively integrate the technologies that we’ve addressed to date. I have some great ideas on how I could use these technologies in my job, but not the expertise to do it…yet…I’ll get there!

I think, as students, we need to make a more concerted effort to ensure that everyone receives at least one response to their blog weekly. This is very doable if we all post our new blog in a timely manner.

Overall, I am thoroughly enjoying the course, challenged by the tasks, and intrigued by the text. The reference links for the weekly assignments have been very applicable and helpful.

I’m a sponge…I love to learn, if I could make a living taking college courses, I would!

Podcasting and Development & Evolution of HPT/HPI (EDT5410, Wk. 7)

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 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.

Incorporating Various Media Types (EDT5410, Wk. 6)

Toledo Zoo, September 2, 2007

We had a great time visiting the zoo with our daughter! We watched this baby monkey for almost a half hour; s/he had just awoken from a nap and was full of playfulness.

I used the surpressed flash mode on my camera and got great photos through glass.

The baby giraffe had been sleeping in the grass and Mom and Dad were up close near the water, but as soon as baby started to stir from napping, Mom and Dad both quickly went to his/her side. As with all good parents, they are ever vigilent and watchful.

Did you know that if a Giraffe gets a "kink"/misallignment of the vertibrae in its neck (as humans often do) it can be fatal?



I use Picasa by Google to manage my photos on my computer and by simpling selecting a photo (or more than one) and clicking on the BlogThis option I was directed to my Blogger login page. Once logged in, I selected my desired layout and viola, I was in the blog edit mode.

Since I love kittens and cats, I chose the following video from YouTube.

And, last but not least...a map indicating the Toledo Zoo from maps.google.com

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Once I realized that Blogger has an "Edit HTML" tab that I must select BEFORE pasting the HTML code from the source page, embedding various media types was a snap.

Tip for beginners (myself included): to ward off frustration, save your blog between each step; that way if something doesn't come out just right, you can go back to the previous version. Also, preview you blog before publishing it.

And, now I'm taking Michael VanPutten's challenge and embedding a game! Mini golf anyone!?!



Play Games at AddictingGames

Influence of the Internet and the World Wide Web in Educational Settings (EDT 5410, Wk. 6)

In the K-12 environment the extent to which the Internet and Web have a positive impact on learning is directly related to quality and continual professional development for teachers. It is unrealistic to expect teachers to self-learn the advantageous aspects of the Internet for classroom use and then to integrate its use into their curriculum and lesson plans. Teachers also have to be willing to learn new tools and change their methods of delivery; too often new adaptations are thrown at unwilling teachers only to be abandoned after a short time (this wastes everyone’s time, and precious funding). Additionally, administrators and curriculum leaders must understand the value of integration of the Internet and Web; if they don’t, resistance will come in many forms.

In higher education the Internet and Web can be very powerful tools; tools that can save the college or university a significant amount of money. Once instructors learn on on-line delivery process and software and courses are developed, considerable time and money can be saved through on-line course of delivery. And, what better resource exists for research purposes? I believe the higher education arena presents the scenario with the most potential for positive (major) impact, especially with on-line course delivery. On-line and distance education programs require a certain higher level of self-discipline and motivation in the learner as there is no instructor “physically” present to oversee activities and monitor progress. To date, I feel the biggest challenge to this method has been acceptance by the business world, and society at large; many do not place as much value on distance education as they do on traditional coursework; I believe that this opinion will change with time.

We’ve already seen that the Internet and Web have had a significant impact in business, government, and military settings; especially for delivery of training.

I think eventually the Internet and Web will (and already is) greatly impact all aspects of our lives, and I am dismayed at the slow pace at which education seems to be responding to the Internet’s value.

On-Line Photo Sharing / CH 2 ID Concepts (EDT5410, Wk. 5)

Photo Sharing Ideas and Concerns

My first concern with on-line photo sharing services is protecting the identity of students (name, location, age, and image). If access to the account is to be kept private or limited to school staff, students and parents that eliminates some of the threat to student privacy; additionally, photo releases would need to be on file for each student in the event that a class photo or event were posted. As with any web based activity, teachers and parents must be ever vigilant in their efforts to protect students form inappropriate and/or illicit material; this can best be achieved through carefully structured lessons and directions/rules, as well as good (and constant) classroom management during on-line activities.

At first my thoughts regarding photo sharing as a classroom activity or lesson found little value; however, as I read what others have done I realized that there are some really creative ways in which to use a photo sharing service in the classroom. For example, a photo field trip…the teacher assigns a search word (or words) for the activity and student search photos with that tag; then write about what they found, how they felt it applied to the subject matter, etc. I thought photo sharing would be a great way for students who are traveling to keep in touch with the class; they could post their photos for the class to discuss. Another great way to integrate photo sharing into a literature lesson would be to select a poem or short story then have students find photos to go along with it; or use photos in conjunction with Google Maps to create visual depictions of historic buildings or places. (Richardson, 2006)

NOTE: Flickr link in the bottom left corner of the blog, at the page level.

Chapter 2 Thoughts

I have found that the process that I use to build training sessions follows very closely the ADDIE process of analysis, design, development, implementation, and evaluation, which has been very validating for me. Specifically the fact that the instructional design process is iterative and self-correcting (Reiser and Dempsey, 2007); I often find myself changing my delivery or activities in response to the group.

The current paradigm of learner centered instructional design may, on the surface seem to be a new concept, but I think really good educators have been employing methods to support this model all along by providing one-on-one assistance to struggling learners, and preparing more advanced activities for those who are excelling. I think the trend in the business world toward embracing instructional design methodology in their efforts to strengthen the skills of employees is excellent, and hopefully will lead to an American workforce that can compete with global competitors. Both business and educational entities could learn from each other; schools have centuries of experience in educational design and delivery, while business deems a team work approach valuable…yes, often grade level teams work together to prepare lessons, but business takes it to another level with subject matter experts, instructional designers, project managers, and production personnel. Actually, teachers typically have to fill all of those roles.