Section 7: New directions for Instructional Design and Technology

Chapter 28: Distributed Learning and the Field of Instructional Design
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According to wikipedia.com:

Virtual education refers to instruction in a learning environment where teacher and student are separated by time or space, or both, and the teacher provides course content through course management applications, multimedia resources, the Internet, videoconferencing, etc. Students receive the content and communicate with the teacher via the same technologies.

My reflection: Virtual classes are a great alternative to traditional classrooms, provided that the virtual institution and/or individual providing the education is qualified and legitimate.

Corporate distributed learning often includes an intranet for employees of a corporation. (Trends and Issues p291)

My reflection: This chapter mentions how this type of learning saves corporations time and money because they don't need ot send employees to disteant trainings. In addition, I believe it is also a relief for those employees who don't wish to travel for days of training and leave their family behind.

Distributed resource support:

Distributed learning is not just a new term to replace the other 'DL,' distance learning. Rather, it comes from the concept of distributed resources. (http://technologysource.org/extra/20/definition/2/)

My reflection: If distributed learning is going ot be successful and productive, quality resource support is vital and defines the quality of learning that is taking place.

 

Skill-based training:

Educational programs designed to ensure that students attain pre-specified levels of competence in a

given field or training activity. Emphasis is on achievement or specified objectives.

(http://www.scribd.com/doc/19778435/Definition-of-Competency-Based-Education)

My reflection: I believe this is a great way to make learning student-centered and productive. The progression of lessons is dependent upon skills mastered, which is the ultimate goal of any training program.

 

Free distributed learning: Although I did not come across a formal definition for this term, I did f ind examples of it. There are free websites such as dictionary.com and wikipedia.com that provide a quick way to look up infamiliar terms, people, events, etc. YouTube provides the learner opportunities to search free videos that instruct, explain, and/or model concepts as well. Nationaltechcenter.org offers free webinars to assist in designing learning tools for all studnents.

My reflection: I personally depend a lot on free distributed learning resources such as the ones above and many others. I use them to self-educate and surely many others do as well. It has disadvantages, such as the lack of a lesson plan or access to a reliable instructor, but that can also become a learning experience: don't trust everything you read and stick to reliable websites.

Chapter 29: Reusability and Reusable Design

I have always struggled with science and history. I think back to those courses in college and feel that maybe some reusability could have helped me as a student and now as a teacher. 
(justkiddingcartoons.com)

 

For example, my biology classes were a challenge because I am a highly visual learner and cells are...invisible without a microscope, which is not something we used for every class session. I think if the lessons incorporated some kind of process to understanding the “invisible” cell, then maybe I could have used that to my advantage. Instead it was mostly notetaking and reading chapters with occassional quick peeks through a microscope lens (not much time for Q&A) that was the basis for every quiz and test.

I think that maybe a reflection journal, chapter outlines, diagram discussions, etc. could have helped me prepare for the exams by reusing those methods to take better notes for the next chapter we'd cover and be better prepared for the upcoming exams, most importantly “visualize” the cell and all its functions.

Graphic organizers are always reusable, and as a teacher I make it a point to share them with my students so that they too can find reusability and benefit in their future learning endeavors.

Chapter 30: Using Rich Media Wisely

On a previous blog, I embedded a YouTube video that really is a great example of both surface and functional features that is effective in supporting learning. 

 

Surface: The fact that it is a video is already a plus, but this high speed version really makes it appealing to someone like me that is seeing rapid and 3-D prototyping for the first time.

Functional: Before I saw this video, my husband explained to me what rapid prototyping was, but I still couldn't picture it. (Again, I'm very visual.) After I saw the video, it was very clear to me what rapid prototyping is all about and how it works. even decided that I would search for the nearest 3-D printer available so that it can be part of a fieldtrip experience.

I also found googlemaps that I believe has effective surface and functional features.

Surface: Although it is a still picture, google maps give you a virtual tour of any place you want to go. I tried embedding the map of Washington D.C., but I was not available for embedding. (I hope I don't get a visit from U.S. Secret Service.) So instead I traveled to New York. Although I've been there twice, it was very brief.   
Functional: I hope to go back some day and google maps is a great tool to plan a trip anywhere.

Chapter 31: Emerging Instructional Technologies: The Near Future

I'm already impressed with all the technology we live with. Nanotechnology, once again, falls into my “I need to see it to get it” challenge. I looked up information on it and some YouTube videos that helped me understand what it is, but applying it to improve a specific job or task I am familiar with is especially a tough concept for me to visualize. After much thinking an deliberating (with myself and my ideas), I thought about driving.
(destinationknowlton.com)

I drive a lot and thereis much I end up doing on the road: Brainstorming, making calls (texting only when I park), eating, listening to music, etc. I think that multi-tasking while driving can be improved with nanotechnology.

For one thing, hands-free calling can be done with cell phones today, but what if we could have a cell-phone chip that could be inserted in our car so that we don't need to even use our actual cell phone in the car. We would use voice activation, and since the chip comes from our cell phone, it has all the contacts and call history stored, as well as any other tools or apps, including internet access. Maybe a built-in screen could also be included in the car—not to be used by the driver while he/she is driving, but passengers can.  With nanotechnology, we could even add more to this chip, like satellite TV, data storage, and video chats.  This chip can also store movies and other videos that can be seen on a screen for rear passengers.  In short, a tiny chip that can fit more "stuff" and travel with me in my car would certainly improve my driving experience.

Chapter 32: The Future of Instructional Design (Point/Counterpoint)

I am usually very precautious and and concerned about accepting new ideas, but I am flexible enough to consider well-founded and intended information. Therefore, when I first read this question, I was sure my answer would be “Strait and Narrow Road”. However, after reading through Table 32.1, I have to go with “Broad and Inclusive Road”.
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I see that both paths have many similarities. I was afraid that “broad” meant too inclusive. However, under “Membership”, it states that this road has “semiopen boundaries” with “quality check”. I feel this is very important so that the purpose of instructional design and technology can be valid and well-respected. If the idea of “anything goes” seems to be part of our profession, I don't believe it will thrive as a reliable and valuable asset to any institution.

Also, the “risks” involved are reasonable. I believe the same risks were taken when technology itself was given the chance to prove it's value in our home, education, careers, and recreation: our lives. Thanks to that risk-taking attitude with towards technology in education, I am able to take this course and work towards my Master's Degree—otherwise I would not have been able to schedule classes that I physically had to attend.

Finally, the “potential benefit” of “finding innovations” really appeals to me. I myself like to think of ways to be innovative. As an educator, when an innovative concept is introduced to me, I always think to myself, “Why didn't I think of that?”, and I am wager to share with others. I also like to expand on something innovative or not that I have learned. I believe we all deserve that chance to offer our creativity, talents, and expertise for the benefit of anyone willing to give us that opportunity.

 

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Technology is power that comes with great responsibility, just like superheroes.