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.