Types of Instructional Design & Performance Evaluation and Improvement

Assume that you are trying to teach learners how to calculate and compare the unit costs (e.g., price per ounce) of various sizes and/or brands of the same product. Select three of the theories of learning discussed in this chapter. For each of the three, describe the nature of the instructional activities that you would design if you were adhering to that theory as you were planning the instruction.

THEORY	COGNITIVE	SITUATED LEARNING	CONSTRUCTIVE
Description	An environment that involves “feedback” and is considerate of HOW information enters the mind and subsequent understanding and embedded learning. Learning occurs when information is received through “senses” and processed through short term memory while being “negotiated” into “long term” memory assisted by integration with “prior knowledge” and “doing”.	“Learning” is linked to a “situational” process that considers a learner’s personal development and learning in context of a “community” (the practices and understandings of…)	Learning that occurs “inside out”. Meaning that “the learner actively imposes organization and meaning on the surrounding environment and constructs knowledge as a result” (Driscoll 2012)
Application	Here, one would break down the task into smaller ones. First of all, what is an ounce?…what is the total of large units utilizing the measurement of an ounce? How can you multiply these amounts with the cost of one ounce? What is a resulting price? Cents vs. dollars? Can you apply this strategy amongst items of various sizes?  If you are presented with examples of calculations figured for you at the beginning, can you apply this knowledge in problems you construct?	Being that the problem presented described products that could be distributed by the “unit costs”, I have chosen  lemonade. If being sold in a lower income neighborhood, it may be sold for a reasonable price of which passers by may be willing to pay. If set up in a neighborhood of which people are influenced in purchasing by advertising and attractiveness of display, people may be willing to pay more for this considering both cost of product and “hype”. Children are going to “reflect” what happens in the environment of which they are “situated” when applying their own approach that indicates their engagement with their surroundings.	Learner approaches situation of calculating and comparing unit costs of object in context of learning situation. Figures amounts of items being sold according to individual cost. Measures choice of “figured” price of individual product in reflection of what desired to profit according to price of producing product.

What are some ways the ideas/concepts/principles discussed in this chapter could be applied in your professional work? Do you see opportunities where these ideas could help you or your students?

Regarding the concepts presented in Ch 14 and the idea of a “worker’s” individual performance being evaluated according to the overall effectiveness of an organization and its influence on the daily practice of an educator in the classroom is not one that immediately “sat” well with me.  I had to examine my immediate personal assessment in reflection of the HPI/HPT definition of “valued accomplishment” in reference to the overall success and viability of student achievement in context of the values and objectives established according to an organization (which the article prescribes) versus the individual (which I, as an educator, tend to focus on).

I did comment in my notes how our school system may benefit from a person in the position of a “Performance Consultant” (PC) to observe and reflect on the “Organizational Effectiveness” (OE) of our school as long as this was accepted as a “non-threatening” and “supportive” role in delivering what we, as an organization, have deemed as desired instructional design and resulting “performance” of our students in the pursuit of collective, identified learning objectives.  I reflected on the fact that the closest “current” person in this kind of “position” is most likely our principal, who, upon consideration, probably has a variety of other factors to consider on a daily basis that may preclude a practical focus on learning design.

Although I do value the idea of evaluating our “effectiveness” as an organization (in my situation, a small rural Michigan school district educating our community’s students), I hesitate in how this type of presented broad evaluation is productively executed in consideration of our community’s individual parameters, needs and objectives. The bottom line is we desire to apply local control according to what we know for our community. It is the idea of “one size fits all” and the overreaching idea that we, as educators,  and our students can all be accountable to it that unsettles me.

I believe that most educators are invested in what is “best” and “best practice” for their students within their environment and desire to be evaluated as such.

References

Reiser, R. and Dempsey, J. (2012). Trends and Issues in Instructional Design and Technology. 3rd ed. Boston: Pearson, Ch. 4 & 14

Podcasts

PODCASTS

These were two resources I discovered for podcasts. The Bam Network is specifically focused on education and is great.

http://www.bamradionetwork.com/index.php 

http://podgallery.org

I’ve known about Podcasts for a while but have never listened to one. I don’t know why, because I have found them to be pretty fabulous! I’m glad I finally “took the plunge”.

Following are two of the podcasts that I listened to. One is a brief talk from Diane Ravitch, of whom I am a big fan, on Standardized Testing. The other caught my attention as its focus is on the education of the “Whole” child and the idea that education can be a factor in “leveling the playing field” for students.

Diane Ravitch on Standardized Testing:    March 7, 2013     3:00

https://itunes.apple.com/us/podcast/standardized-testing-boycott/id376904486?i=135389461&mt=2

Students over tested. Designed that a portion will always score in the bottom half. Argument is that it will improve performance but this isn't always so. Seattle teachers said they weren't going to do it. Closing schools and paying millions for tests. Address this through united action among teachers and parents who opt out. Policy makers totally out of touch.

Whole Child Podcast: Leveling and Raising the Playing Field    April 4, 2013   31:08

http://podgallery.org/whole-child-podcast-changing/

Addressing a child's needs: hunger, health….many schools address this, but some schools have gone further. In Milwaukee, WI, students' social, economic and academic needs are addressed. (received 2013 Whole Child Award) 

Reducing barriers and expanding opportunities.

Milwaukee High School-Why aren't students acheiving? Factors: attendance (why weren't they coming?) Student health (65% free or reduced) limited access to doctor and dentists. Built a school based health center. Took five years to organize and build it. Once got them to school look at how taught. Offer opportunities to volunteer so view self as not impoverished by an important viable part of society. Offering the opportunity to serve others. Work with different community agencies  (doctors, dentists, counselors) who donate time and service.

Social justice of concern as addresses specific needs of students from their African American and Latino communities. Training on how to provide "equity": what does it look like in the school and classrooms?

Strong focus on Professional Development. Collaboration….what is working and why? Teachers have a say so on what P/D would look like based on needs. Instructional Leadership team meet once a week discussing needs of students and how to meet them. Identified common problems and communicated to brainstorm potential solutions. Programs "born" out of these open and honest dialogues. New instructional models allowing teachers to look at own practice in non-threatening way and work together teacher to teacher in development. Observe each other….helped develop a level of respect for each other. Teachers become leaders. Common lesson planning, common pacing, looking at data and growing and improving. Teamwork, trust, relationships, empowerment, willingness to take risks that creates a learning environment that encourages student success while leveling the playing field. WANT kids to be successful and want them to learn and are committed to that.

"The staff at Milwaukee High believes that there is more to education than just to teach a student to read, write and thinking critically. The physical and emotional well being of the student must be nurtured as a part of teaching and learning. When the WHOLE child is educated at Milwaukee High we are guaranteeing that we will produce a graduate ready to participate as an acting contributing community member."

Taking care of kids along with educating them. Creating a place where students feel safe. Help eliminate barriers so students can focus on school. How do they know they have succeeded? Considering attendance through examination of data and talking with families to problem solve. Celebrating student success (70% across the board is actively celebrated). Kids walking out not only with sense of accomplishment but also with a sense of direction.

Social Bookmarking

SOCIAL BOOKMARKING

WOW…..I’ve already gotten to work adding bookmarks to my Delicious account and am pretty happy to have come across it! I’ve installed my tab on my internet page and it is really easy to add links. I am “tagging” my links to organize them as I go and have created a couple of Tag Bundles. I have added many resources for the TAB Choice approach to education that will be great to have in one place and to share with colleagues. I just gave a presentation this week and created a slide with linked resources that I can now include on the Delicious site to refer to those teachers interested in resources.  I can use this to organize art websites I would like my students and parents to know about and link it into my Weebly webpage for school. 

https://delicious.com/lisavpc

The Evolving Definition of Instructional Design and the Role of Technology In It

What I have summated from our reading as a definition of instructional design that has evolved from the beginning of the 1900s until now can be described as a systematic process that includes the design and development of learning practice that facilitates learning and improves performance while providing opportunities to create, utilize what learned and manage what is being learned. Both the focus on systematic processes and use of technological resources are integral to the field. The use of media in this process is to provide a way for both better instruction, but, of more emphasis, EFFECTIVE learning.

I noted the continuing impact of the empirical approach strongly evident in today’s overreaching data driven educational system. Data is collected regarding effectiveness and materials and procedures are revised according to weaknesses identified through data; hence, the continued “testing” both daily/weekly/monthly and standardized testing our students are exposed to. I am concerned about the confluence of this practice with the influence of a more Constructivist approach which values individual development within the authentic experience of applying skills in context. I think a balance is still to be found.

It’s been so long that I completed my undergrad, that reading B.F. Skinner’s concept of behaviorism and the impact on the programmed instruction movement brought me back to my instructional design classes in my Education program. The idea of what is accepted as good lesson design including that which analyzes a task, creates appropriate objectives based on desired student outcome and criterion referenced assessment that measures achievement based on individual’s behavior is so embedded in me as an educator that I rarely have reflected on the origin of this as of late.  It’s interesting to reflect on how this still seems to be applicable instructional design within the 21st century immersion in technology. The question is how to most effectively use this technology as not just a vehicle in HOW instruction is presented but as how it can impact and transform student learning in becoming more effective.

Considering the Application Question on page 28 in our book, teachers struggle to effectively (and innovatively) incorporate technological resources into instruction because of a few reasons, reasons I have witnessed in my own school setting and have personally experienced.  First and foremost is a teacher’s hesitancy (and sometimes flat out refusal) to incorporate new technologies. Many teachers have been using methods, many found to be effective over the years, and are resistant to incorporating something of which they have no experience with. It’s challenging to envision how successful a new technology can be when one has nothing to compare to. Why would a teacher “trade” what he or she knows to have “worked” for a new approach that, seemingly, has little experience being “test-proofed” in the field? This is where effective, committed, realistic training needs to be provided by districts; NOT one shot workshops that present a new method, but quality, long term training that supports teachers and successful implementation. Of course, this costs money on top of the investment in the actual technology for teachers and students. If these new changes in how technology can transform and impact the way instruction is delivered and successfully impact student learning are going to happen, an investment in teacher support and learning needs to be committed to along with the investment in the actual technology.

While witnessing the “technological transformation” currently being encouraged in my district, I have carefully listened and watched the teachers as they are being influenced in transforming their classrooms into more project-based, collaborative environments in which technology is used in a variety of ways. Honestly, different ideas, strategies and technological applications appear to be thrown out piecemeal during this process leaving many teachers frustrated, unsure and left with diminishing confidence. In my estimation, many of our teachers cannot “envision” what our principal is encouraging. I have suggested we view videos of schools that embrace project based learning that embeds technology and collaboration. We could even take a field trip in order to illustrate an idea of this vision! It would also help to have an outline (task analysis!!) of skills our principal would like to develop in teachers that is presented and, subsequently developed formatively. The teachers could have more of an idea of what is being expected of them and be able to track personal achievement and what areas they are comfortable with and what areas they need more support in. This is all reflective of how we are influenced to design instruction in our classrooms; it only makes sense that we are provided instruction in a similar fashion to ensure more success.

Bogota, Colombia

The following map features Bogota and its neighborhoods that we had the opportunity to explore when adopting our two children.
View Bogotá Neighborhoods in a larger map

What's A Pickle?!

Ok...Back to my kids! This is a "go to" video whenever our family needs a laugh! Makes me giggle every time. This is what 5 1/2 hours in a van can do to a 5 1/2 year old!

Static Image

This is a piece I put together using the iPad app Pic Stitch by Big Blue Chip. I am a Mama Artist who usually takes (and posts) a lot of photos of her kids, but, this time, Mama is center stage :)

Me

Book Arts album on Photobucket

Book Arts album on Photobucket

Feedly, Wiki and Other Imaginative Uses of Web 2.0

I’ve always liked the idea of a blog, and the setup has been real simple, but after setting one up, I have been terrible in keeping up with it. I enjoy reading blogs that embrace my interests. I like the immediacy and “personal nature” of them and how they connect like-minded people with information that is relative to personal interest. Our adoption community uses blogs to document travel experiences, and they connect us to others. They are an endless source of fantastic information we share with one another and have grown our community tremendously!

I was really excited to use Feedly! I have a bazillion bookmarks and this allows me to organize them in one place! But approaching it all at once (especially if you don’t check for a while) can appear overwhelming and time-consuming. This is how I feel about Twitter; I just can’t keep up with it. So, we will see how it goes….I am hopeful! The set up was simple, I simply cut and pasted my URLs into “add content” and really liked how I could organize my feeds into categories. I have a question in if I “subscribe” to a blog, will it automatically show up in my feed?

Although I frequently reference Wikipedia, I wasn’t completely familiar with the idea the any user can edit a Wiki. After setting up my Wiki, it is a tad disconcerting that anyone reading it could make a change. I envision that Wiki for my personal use would be handy when working with a group, but as a source of information that I put together, it is strange to think someone could change it. I guess this is the difference between the ideas of Web 1.0 that considers the web more a “publishing” platform and Web 2.0 considering it driven by the user.

Dale’s Cone is a range of learning experiences that encompass first hand, observational and symbolic experiences. Feedly and blogs often link users to observational experiences that are more “iconic” while depending on a user’s ability to comprehend the many symbols that represent ideas plentiful on and inherent to the Web.  To gain and productively use available information for these resources, a user would need to be fluent in working back and forth between both their observational and symbolic experiences.

As mentioned in the short tutorial for Wiki, this platform could be used to facilitate and streamline group work, allowing each group member to made additions or changes on his or her own time that can be easily communicated with the group. RSS feeds can be used as we are using in class, linking our classmates’ blogs in one category allowing us to quickly view all at once to keep up with recent postings. I like the way the feeds can be organized into categories and imagine that a teacher could suggest different sites for students and have them organize them appropriately for easy reference when needed. A teacher could assign a project in a certain content area( or across content areas) utilizing several web sources organized into a category specific RSS feed for students to use as reference as needed. Class assignments and progress could be regularly maintained on a blog or website that could be linked in an RSS feed that a student could check regularly. It’s a great way to link a lot of information that is referenceable as needed and at different times.