Current Issues in IDT

Professional Ethics

One of the tenets of professional ethics involves diversity of opinion. The text states, "It is important to keep in mind that the journey to reach a learning goal may have many paths to the final destination. An example of this concept is the obligation to create a learning situation that allows for an open discussion of various ideas that may differ from those held by the instructor" (Page 343, emphasis mine). A lot of the courses I work on are from the Sociology department. These courses attract a wide variety of opinions, especially from non-sociology majors who haven't been exposed to the subject matter before. We encourage instructors to give students meaty discussion questions to spark a debate, but to stay in the background as much as possible so as not to sway students' opinions--a lot of kids will automatically assume the instructor's opinion on a subject is the "right" one. Allowing for a variety of different opinions is an important part of my job, and one I will continue to focus on going forward.

Diversity and Accessibility

My professional ethics entry touched on diversity, so I'll focus on accessibility here. Accessibility is an important thing to my team. I've heard of a couple lawsuits against universities for not making their courses accessible enough,  so it's going to be a point of emphasis for us going forward. One of the measures we're taking to help in this area is to provide closed captioning for video content. We're working with a company called 3Play, who specializes in captioning and transcriptions. Outsourcing it is fairly cost effective, and makes our content far more accessible. We're also using the WAVE toolbar in our browsers to measure how accessible each course is.

The Changing Nature of Design

The chapter talks about incorporating more art and design in the field of instructional design, as opposed to regarding it as strictly a science or process. Something we're looking at is improving the experience of learners, which the chapter also touches on (Page 361). Similar to how user-experience designers at web-development companies, we're working on ways to streamline menus and make the online course environment simpler, easier to navigate, and better looking. We're planning to experiment with WordPress, which allows us to create a much more pleasing experience than our learning management system.

Works Cited

Reiser, Robert V.; Dempsey, John V. (2011-03-14). Trends and Issues in Instructional Design and Technology (3rd Edition) (Page 343). Pearson HE, Inc.. Kindle Edition.

New Directions in IDT: Using Rich Media Wisely

Rich media (graphics, video, audio, and so on) adds several dimensions to learning that can engage several different types of learners. Visual learners may understand a topic better if it's explained on video. An audio explanation can help students who miss the face-to-face lecture setting. In an online setting, which I develop for, a video by an instructor is often the only time they will hear the instructor's voice the entire semester. However, it's very possible that these bells and whistles can actually get in the way of good instruction. The text describes it thusly: "Rich media will benefit learners only to the extent that its capabilities are harnessed in ways that support human learning processes" (Page 310).

Resources

1. Richmedia video series. These videos give a concise and engaging overview of what rich media is, and how it can be used in education. The series covers topics such as the sensory effects that media have, and ways it can be used effectively and wisely. It's worth noting that they make good use of rich media in explaining what it is.
2. CustomizingThe University Experience with a Rich Media Delivery System. I'll state right off the bat that this video is created by Adobe, meaning it's geared toward people who use their software. Luckily for me, I have access to it through my job, but I realize that isn't necessarily the case for everybody. Now that that's out of the way, it provides a look at how this powerful software company is addressing the specific needs of educational institutions. For instance, it shows ideas for using Adobe Connect for synchronous course sessions, facilitating chat rooms, as well as a video archive students can view later. Other tips on things like closed captioning and making content accessible are very useful for any designer using rich media in a course.

Works Cited

Reiser, Robert V.; Dempsey, John V. (2011-03-14). Trends and Issues in Instructional Design and Technology (3rd Edition). Pearson HE, Inc.. Kindle Edition.

Global Trends: IDT in Japan

Country

In Japan, IDT is a fairly new phenomenon--it never really took hold until human resource professionals started to look at e-learning for corporate training. At first, it was merely about making learning materials look more professional online. Gradually, it evolved into "the systematic process for bringing about effective results in education and training" (Page 240). IDT has been growing since then, although it has not grown as rapidly as in other countries such as the United States. Japanese businesses seem to have higher internal bars to clear in terms of linking performance results with the company's bottom line (Page 240).

Japanese schools have been much more receptive to IDT. As schools have integrated technology into the curriculum, opportunities for using IDT principles have increased. The Japanese government has offered training for teachers to learn about using IT in their instruction, and resources have sprung up online that will help build skills and impart strategies (Page 240). However, like the US, these measures are not mandatory, and some teachers are not so interested in using technology. In this way, there is the risk of a digital divide among some teachers, and consequently, their students (Page 242).

Resources

1. Japan: Educating students tothink independently in confronting the challenges of modern society. This video from the Pearson Foundation looks at the evolution of schooling in Japan. Japanese schools are stereotyped as very rigid, and that they discourage creativity and individuality. In the 1980s, new economic realities necessitated changes in the Japanese school structure. This video discusses many of those changes, as well as a new philosophy valuing creative thinking and independence.
2. The Overseas HumanResources and Industry Development Association (HIDA). This organization works to provide HR development through training and expertise. The organization serves developing countries, but is based in Japan, and thus offers a look in how ID is practiced in Japan.

Works Cited

Reiser, Robert V.; Dempsey, John V. (2011-03-14). Trends and Issues in Instructional Design and Technology (3rd Edition). Pearson HE, Inc.. Kindle Edition.

IDT Trend: University Setting

Trend

The setting I most closely identify with is the University setting. I work for UNC-Chapel Hill at the Friday Center for Continuing Education. We administer all of the University's online undergraduate courses. A very large part of my job is to work with faculty and grad-student instructors to prepare each course for a new semester.

Universities are moving more and more content online. Whereas before, professors could simply type up a lecture and slap it on a website, colleges are now realizing the importance of good design in order to engage their students and improve retention. Due to higher levels of subject-matter specialization, and the fact that instructional technology is becoming more and more sophisticated, ID at a university level is transitioning to a model in which the instructional designer builds the course, and faculty serves as subject-matter experts.

Resources

1. FacultyFocus: Instructional Design. This blog examines ID principles, trends, and developments with a University audience in mind. Entries address cutting edge topics such as gamification, and how it can providelearners tangible milestones and expectations of learning; as well as the anatomyof successful group projects.
2. BallState University: Instructional Design and Faculty Support for Online Teaching. This resource from Ball State is a working model of the sort of ID support a university can offer its faculty. I'm using this site in my job as a starting point for training new faculty in online pedagogy. It gives a comprehensive resource on how faculty can get up and running online, and offers help from instructional designers whenever they need it.

Games in Education

Describe the Instructional Technology Trend.

Games are an effective way to develop students' problem-solving and critical-thinking skills. They present several attributes in their favor, including: They provide an environment in which students can try new things without fear of getting a bad grade; a well-designed game that's fun can keep students engaged for longer than a traditional lesson; games are designed to force players to master a skill, then have them call upon that skill later in order to progress and learn additional skills players will need later.  

How do you think this trend is going to impact learning/education?

Today's generation of teachers grew up playing video games. It's only natural they would want to find ways to incorporate gaming into their teaching. The ubiquity of technology has made game-based learning more feasible than at any other time in history. I think there's a lot of overlap between game-based learning and mobile learning, taking advantage of phones and touchscreens. If there's one thing that Angry Birds has shown us, it's that a game doesn't need to have an enormous budget, or be overly complicated, to be fun to play. A game can be simple and still exercise students' problem-solving capabilities.

As an instructional technologist, what do you need to do to keep up with this trend?

First and foremost, I think I would need to play as many games as I can, both educational and noneducational. I'd play the educational games to see how other educators are incorporating content into the game environment, and I'd play noneducational games to see what games are the most fun, then try to see if there would be any ways to create something similar in an educational context.

Provide two resources for reading that provide more information on this trend and explain why these readings stood out to you.

• Digital game-based learning: This article is produced by LEARN NC, a K-12 educational outreach group I used to work for. This is actually one of the first articles I ever read on game-based learning (note that the sources it cites are fairly old). That said, I think it mostly still holds up, and it covers areas such as using games for special-needs students. I found it a very good starting point for further research.
• The GameIT Handbook: Pretty much what it sounds like, this is a handbook for using games in the classroom. It covers everything from a basic introduction to game-based learning, to what the future holds for educational games.

A Video from the web about the trend

http://www.ted.com/talks/gabe_zichermann_how_games_make_kids_smarter

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Social Media in Education

Describe the Instructional Technology Trend.

Social media in education uses tools like Twitter, YouTube, Facebook, chat rooms, and other manner of interactive, social tools to facilitate instruction and collaboration. By giving students an environment that lets them communicate with a minimum of friction, they are able to ask questions of themselves and the instructor, and to increase each other's understanding. By getting them more engaged, they are able to take more ownership of their own learning.

How do you think this trend is going to impact learning/education?

Social media has been one of the fastest-growing sectors of the internet in the last ten years. Millions of people are on sites such as Facebook, Instagram, and Twitter. Given that so many students (and teachers) are already using social media, I think a lot of its uses will be relatively seamless--by which I mean, social media is becoming so ingrained in daily routines of teachers and learners, they will begin to use it for regular communication, class discussions, study groups, collaboration, and several other uses. The use of social media nomenclature like hashtags is becoming more and more universal, which helps students and teachers classify ideas and content in real time.

Furthermore, companies are now adding social functionality such as synchronous chat to their applications to help facilitate group collaboration. I've done several projects in the EIST program that required the use of platforms like Google Docs, which features a chat window that enabled conversation between me and my group members.

Another use that bears mention is social media's use for disseminating information. This can include sharing photos, posting opinions, or creating videos. You can interact with students or other professionals via comments sections that keep the discussion going.

As an instructional technologist, what do you need to do to keep up with this trend?

I need to not only continue to use larger networks like Facebook and Twitter, but to also monitor emerging networks. For example, Ello purports itself to be a social network that puts a premium on protecting personal data. This would be very important for educators, as student privacy is a hot-button issue for many administrators and parents.

Provide two resources for reading that provide more information on this trend and explain why these readings stood out to you.

• Speaking Up in Class, Silently, Using Social Media: This New York Times article covers the benefits of using social media. Among them, the idea that some shy students may open up and contribute more online than they would face-to-face, even when it's for a face-to-face class.
• Emory University Social Media Professional Certificate: This is a real thing that exists, and it costs $2,500. I'm generally pro-social media in class, but I’m not sure how I feel about a professional certificate for social media. While the program is geared toward social media managers in the corporate world, the fact that a prestigious university is expending so many resources to teach about using social media gives me pause. I find myself questioning whether someone couldn't learn the same things just by experimenting with social media rather than spending $2,500.

A Video from the web about the trend

https://www.youtube.com/watch?v=UJiKT2cRLCc

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Learning Analytics

Describe the Instructional Technology Trend.

Learning analytics is the practice of making institutional and instructional decisions based on collected data. The data can involve things like student performance on certain subject areas, but can also include things like teacher performance, survey results, and so on.

How do you think this trend is going to impact learning/education?

Educators can create custom learning experiences for individual learners by carefully analyzing data and implementing the conclusions they make. For example, if students are struggling with a content area, educators can look at data on that particular area to find out exactly what instructional strategies are working and which ones aren't. If most of the class is missing the same question, the teacher can spend extra time on that area, revamp his or her instruction, and even analyze how relevant that area is in the first place.

Further, I think schools are going to make more and more staffing decisions with analytics in mind. If they're not doing so already, schools will begin setting up units of people who do nothing but analyze educational data. Strong data-analysis skills will be as valued on a principal's resume as his or her management skills.

As an instructional technologist, what do you need to do to keep up with this trend?

Obviously, a good way to keep tabs on this trend is to see how other schools are using data. Looking to peers is always a good way to make sure I'm staying current. However, if I wanted to innovate, I think it would be just as important to examine how other industries are using data. For example, there's a subculture in baseball revolving around something called sabermetrics, which uses advanced statistical analysis to decide which players to acquire and which to trade away. Baseball has used statistics for more than one hundred years. Sabermetrics changed baseball because it made a science of discerning which statistics to pay attention to; on-base percentage is more valuable than batting average, for instance. I think educators could follow that example and try to figure out which metrics are more important than others.

Provide two resources for reading that provide more information on this trend and explain why these readings stood out to you.

• Can Education Be ‘Moneyball’-ed?: If I'm going to invoke Moneyball, I should probably look at some of the hazards of implementing that philosophy in education. This piece from Time magazine looks some of the roadblocks to relying on statistical data. Among them, the lack of quality data on things like teacher performance.
• How Learning Analytics Are Being Used In Education: This article on Edudemic shows several examples of how different institutions use analytics. If schools are going to improve their use of analytics, they'll need to stay on the lookout for how others are making data work for them.

A Video from the web about the trend

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