Who Am I?

I was asked the following questions by my professor: What have been your experiences that make you who you are? How does this influence who you are as an instructional designer? What is your current identity as an instructional designer?

In that I am a student in the University of North Texas Computer Education and Cognitive Systems masters degree program, the question I ask myself is: Will I ever have a job with “Instructional Designer” in the title? Who knows? I am comfortable with the ambiguity of answering a question with a question since I use and apply what I’m learning every day. More efficiently and effectively than I ever did before beginning this course of study. This sums up what I’m thinking about influence and identity:

I may not have gone where I intended to go, but I think I have ended up where I intended to be.  ~Douglas Adams

Teaching and learning with technology is expanding at an extremely rapid pace. I am confident that with my masters degree I will not only have a set of tools and a bag of tricks but I will also have the independent, critical thinking skills necessary to evaluate tools, processes and systems. This will allow me to be open to a larger variety of opportunities in a variety of learning environments.

Postscript

My thoughts on the question Karl Kapp asked last week: A Degree in ID Needed?

Yes, a degree in Instructional Design (ID) has measurable value.  I find all the debate on this issue evidence of the “tipping point” that the field of ID finds itself. Look at how computer science and engineering, in terms of ICT, networking, security has evolved. Yes, you can still find technician type jobs in these areas but an advanced degree allows many individuals to progress at a faster rate. I see instructional design as an evolving field of study as well as profession where, yes, more and more having the appropriate degree is not just an advantage to getting (or keeping!) a job but absolutely advantageous in terms of understanding, analyzing and applying a theoretical and research foundation to Instructional Design systems.

The fact is with so many things in life, a degree is not required in order to declare your self an Instructional Designer. I don’t know that I even want to label myself as an Instructional Designer. The advantage of this masters degree, though, is the opportunity to think deeply and be challenged to consistently apply not only a broad but a deep level of ID knowledge and skills to create effective, efficient and engaging learning environments. It does this within an accelerated, rigorous and much more focused manner than I’d ever be able to accomplish on my own.

Project 1/2 Notes

Notes from group meeting Saturday, February 12, 2011

Action Items

Lakita

By 2/15 7:30 pm Group Meeting

• Use 4 survey questions that were created by group and survey the graphic designers on Monday 2/14 to collect data. Ready to report to group on 2/15 and in a report form to present to class on 2/16.
• Determine fonts and colors that will be used for project.
• Upload to dropbox any images, graphics, etc that will be used in project. This includes the Review page screen shots, logos, etc.

By 2/22?

• Meet with department director to determine content for Design page.
• If a video interview of “best practices” is going to be used on Design page, script it out and determine action steps.
• Have a rough draft script of “Worst Case Scenario” so that group can determine action steps for storyboarding and filming.

Steve

By 2/15 7:30 pm Group Meeting

• Create wikispaces site and a basic wireframe for group to look over. Complete any edits to wireframe (NOT completed project) to present to class on 2/16
• Read over the latest design document BSGdesignEDIT3-sjw.docx. Make notes on anything that is not clear or questions you have.
• Search for some images – question marks, clocks ticking, etc. – that can be used. Lakita suggested use www.veer.com

By 2/22?

• Update wikispace with appropriate fonts, colors, images, etc.

Ann

By 2/15 7:30 pm Group Meeting

• Update design document to be version 4. Include the following:
  • Accept track changes from 2/10 class meeting
  • Clarify in that the purpose of the tutorial is a reminder of best practices, not an introduction to best practices. There is a manual being development for new employees. This tutorial is to be used by graphic designers that have been on the job 6+ months. Note that this was clarified this with department director that this is their direction.
  • Tighten up language in Goals & Objectives as well as Learning Activities.
• Create these notes, send them out along with meeting invitation (gotomeeting) to group.

By 2/22?

• Help Steve as needed in terms of working with wikispaces.
• Set up protections on wikispaces so the site is locked, etc.
• Find a couple of appropriate “how to” links on what is/ how to use wikispaces.
• Create example of SWOT analysis, evaluation tools, etc.
• Update design document to version 5.

Proposal

We will work on this as our project 1 and 2 for CECS 5440.

• By March 1 all written content and static images will be in place.
• Videos and slideshows will be complete by March 11.
• Implementation/ Launch no later than Monday, March 14.
• Assessment and Evaluation will take place week of March 21-25
• Final report to class March 31.

Factors that Impact Quality of E-Teaching/Learning Technologies in Higher Education

Summary of an Experimental Study

Reference: Daukilas, S., Kaciniene, I., Vaisnoriene, D., & Vascila, V. (2008). Factors that Impact Quality of E-Teaching/Learning Technologies in Higher Education. Quality of Higher Education, 5132-151. Retrieved from EBSCOhost.

Principle: The study analyzed factors that impact the quality of online learning in higher education.

Research Question and/or Hypothesis: Two research questions 1) What are the variables that impact the understanding of what quality online learning involves. 2) What are the motivation factors that enhance the quality of online learning.

Design: An analysis of current research to create a proposed list of variables as well as definitions of key words. Quanitative research was conducted by administering a questionnaire survey. Qualitative and quantitative analysis incorporated the use of SPSS 13.00 for Windows and MS Excel 2003.

Population and/or Sample: In 2007/08 students and faculty from 4 universities in Lithuania received questionnaires. 590 responses were received from students. In addition, 79 teachers, across the spectrum of assistants, lectors to professors, were included in the study.

Random Sample?: This was cross-discipline and appears to be a random sample.

Independent Variables: Individuals involved in study had a variety of level of experience with online learning as well as access to online learning.

Dependent Variable: The choices of most appropriate technologies were detailed by program area for students and also by job classification and age for faculty.

Procedures: Collect data from students then from teachers. Cross analyze to understand how different conditions can help ensure quality online learning strategies.

Results: Text and graphs show students ranking of most appropriate technology changes by program area differs. It showed though, overall, “students consider technologies where real interaction dominates (verbal and interactive teaching/learning technologies) to be most appropriate.” Teachers responses were very different based on age as well as position with full professors the least willing, by far, least involved in online learning.

Comments: It was interesting to see that the results of this study from Lithuania validates my personal experience interacting with students and faculty at a U.S. community college. It brought up some important points, in particular in regards to faculty but it can be applicable to the adult student, as well, that two factors are closely intertwined and yet very distinct: That of generational adoption of new technology and that of typical personality/ learning needs of different program areas.

Team Sally Beauty

Assignment: Talk specifically about how you established rules for behaving within your group. Were this specifically discussed? Did you reference past work? Did you talk about problems with previous group work? How did you establish the way in which you would communicate and interact regarding your project?

—————————————————————————————

One of the first rules of group work is be on time and be prepared! Since I was in Phoenix last Thursday and could not find a way to gracefully leave the meeting I was in, I was late to our online class that night. As a result, topics and teams had already been chosen. Fortunately, that’s not a problem since, first of all, that’s not the kind of thing that bothers me too much but also there is the advantage of having been in the program long enough to know most everyone to some degree.

When we split off to our own group, there was some deafening silence which meant no decisions which was not good because I had a very short amount of time before I needed to be back in another meeting in Phoenix. I started by asking Lakita if she’d like to be the leader since she’s the one that works for Sally Beauty and suggested to Stephen that if he’d choose the role of technical or writer, I’d be happy to step in as the other. Once we got the roles agreed upon we then strategized the best time and place to meet. It was decided we would meet via skype tomorrow night. I expect that we will have some discussion at that time on rules of engagement, etc.

My eLearning PLN

I was asked to share online resources as they relate to instructional design. I skimmed through my emails to see what newsletters I get emailed to me and you know what? I really don’t like getting email newsletters anymore than I like getting printed, snail-mailed newsletters. Ugh. It all ends up as clutter. I try to remember to subscribe to blogs and newsletters through my google reader, which allows me to have them all waiting for me in one place rather than lanquishing in my literal and/or virtual inbox. My iPad has quickly beecome my preferred place to read and watch EVERYTHING so I access my google reader rss feed through the River of News app.

I’ll list some recommended url’s at the end of this post but my number one recommendation is USE TWITTER:  If you really want to tell us what kind of sandwich you ate today, go ahead, but for me twitter has become an indispensable part of my Personal Learning Network. I use twitter as a way to stay connected with colleagues from around the country as well, to get ideas from leaders in the industry as well as to search for resources for all these papers I’m writing as part of this master’s degree program. The Chronicle of Higher Education published this article about how educators are using twitter in October, 2010.

If you’re new to twitter, an important feature for me is the use of lists. You’ll want to create your own but a good way to get started is to browse and/or follow other people’s lists. Here’s my Teaching-Technology list. I check out twitter once or twice a day either on the computer, on my phone but, again, my preferred way is on the iPad because my teaching-technology list is one of the nine “magazines” on my Flipboard.

Just in case I haven’t convinced you to give twitter a try, here’s a list of eLearning links (I found through twitter) that I have found to be useful:

• http://www.articulate.com/rapid-elearning/
• http://www.articulate.com/blog/
• http://www.kaplaneduneering.com/kappnotes/
• http://www.elearninglearning.com/instructional-design/
• http://www.edtechmag.com/higher/index.php
• http://thejournal.com/home.aspx
• http://eflclassroom.com/
• http://ilearntechnology.com
• http://edupln.com/

What sites have I missed? I look forward to hearing from you!

Our study habits are changing …

 

 

 

 

http://www.arcamax.com/zits/s-826837-345108

CECS 5210 Final Project

CTC Resources – Social Media & Mobile Devices in the Classroom. Click on photo to access site:

Group Work

Q: What does it mean to manage/regulate yourself (self-regulate) and others? How does it bring you towards goals? How important is communication in this process and what helps/impedes it?

Lessons Learned

Completing the 8^th of 12 graduate classes as I pursue a Master’s of Science in Computer Education and Cognitive Systems, it has all started to come together. I have been trying to pair one “writing” class with one “technical” class so I don’t get too overwhelmed in either area. With my decision to include Instructional Systems Design II as an elective to the Teaching and Learning with Technology track, I had no choice but to pair two “technical” classes this semester.

This semester I experienced all the (what I have come to know as normal) emotions of doubt, frustration, and confusion. First of all, the difference has been my new comfort level with these emotions because I’ve learned that it means I’m learning something new and that this cold sweat and loss of sleep will, indeed pass. Maintaining a full-time job, my other commitments and adding the role of graduate student is challenging me and stretching me in ways I never imagined.

Another change is that the structure of the discussion portion of this class has allowed the students to get to know each other on a much deeper and valuable sense. We have a common experience and an appreciation for each other’s viewpoints, as well as a willingness to problem solve amongst ourselves. It has really become apparent to me the importance of a graduate student being capable of being a self-guided learner as well as willing to put the time into not just learning a new topic but becoming an expert of the topic.

I’ve had a general understanding of the process of instructional design but going through CECS 5210 has really allowed me to focus and begin to internalize best practices. I’ve learned as much by sharing and reviewing projects with classmates as I have in creating my own. I look forward to moving right on to Instructional Systems Design II next semester.

Method of Loci/ Memory Palace …. Or, let’s go to the beach.

I taught fitness classes for older adults in the 1980′s and 1990′s in rural North Carolina. A lot of these people had worked all their lives on the line at the local denim plant, had a small tobacco farm at home to supplement income and were the epitome of conservative in politics, religion, and just about everything else. This relates to the questions asked in the intro of our discussion thread, “Should we encourage them to relax before engaging them (students) in learning activities?” and in another post here “Do you think that as we get older, we lose our ability to structure our own thinking in new ways?”

These were individuals that if I had ever used the term “Method of Loci” “Memory Palace” I am absolutely confidant that not only would I have lost all my clients I would have probably lost my job. What WAS important, though, was that these were individuals who absolutely needed to learn new concepts in terms of health and wellness. While meditation and guided imagery were consistent aspects of each class, they were incorporated in small, incremental steps and were not given labels other than being part of the warm up and cool down. I knew we were making progress when individuals would request “that breathing thing you do” or ask for that “we’re at the beach thing”.

If the instructor accepts not just responsibility of conveying information but also creating a positive and effective learning environment, being responsive to student’s different learning styles and readiness to learn is essential. At what age to do we stop learning? When we close ourselves off to new learning opportunities. When we’re open to new experiences we can go the beach, even if it’s just in our head as a way to slow our breathing, remember a place we always enjoyed and deepen our ability to relax and heal.

This slideshow requires JavaScript.