Tuesday, July 4, 2017

Week 5: New Directions & Current Issues in Instructional Design and Technology


1.    Section VIII addresses new directions and emerging technologies for IDT. Select three of the following and reflect on how you might apply them in your current or future position in the IDT field:

  • distributed or e-learning environments
  • reusable design or learning objects
  • networks or Web 2.0 technologies
  • rich media
  • digital games or simulations
  • virtual worlds

What learning goals or objectives could the technologies you selected help learners foster? Could the technology facilitate attainment of that learning goal better than traditional instruction? Why or why not?

·        Distributed or e-Learning Environments –

e-Learning environments allow educators to create “authentic, contextualized tasks as they occur in real-world problems (elemental outcomes)” for their students to solve which mirror situations they will one day experience in the business world; a vast departure from the “decontextualized synthetic learning environments” which many of us have experienced all too often first hand.  Many institutions of higher learning are now gravitating towards e-learning environments because of its versatility, flexibility, convenience, and ease of accessibility.  Because of e-learning, students are now able to interact with one-another effortlessly over vastly different geographic locations in either real time (synchronously) or asynchronously (at different times), whichever best fits their schedule.  Once again it comes down to ease of use, due in no small part to the powerful/prevalent technologies currently available.  According to Dr. Mickey Shachar, Dean of the College of Health and Human Services at Trident University, in his  article entitled Twenty Years of Research on the Academic Performance Differences Between Traditional and Distance Learning: Summative Meta-Analysis and Trend Examination published in the Journal of Online Learning and Teaching (JOLT), we have entered an age in which, “combined with instructional design research and the rich laboratory of e-learning in higher education and corporate training today,” we are now able to offer students a “highly effective learning environment which has proven to be every bit as effective as prior learning modalities and approaches.  These e-learning experiences are so much more than the “sage-on-the-stage” instructional models which I grew up with and am guilty of using through much of my early years of classroom lessons.  They allow us an opportunity to more fully interact with course material, to think outside of the box, and to better demonstrate our creativity. 

"Imagination governs the world." – Napoleon

An example of an e-learning environment which I have had the opportunity to experience first hand is the learning management system (LMS) called Modular Object-Oriented Dynamic Learning Environment or Moodle for short.  Moodle is an open-source learning platform which allows me to deliver content to my pupils in either a stand-alone delivery or in conjunction with my face-to-face instruction (blended learning).  I employ this LMS to deliver assignment files, collect homework, as well as, a tool to administer quizzes, tests, etc...  Each assignment file includes a library of content including a digital copy of our textbook and assignment, instructional PowerPoints, pertinent videos, practice activities, a link to our online gradebook program, and even a news forum with information on upcoming events, unit timelines, and important testing dates.  This open source course management system (CMS) affords me the opportunity to make my coursework accessible to my learners at their convenience while also helping to establish/promote a richly collaborative learning community centered around their course material by employing a powerful set of learner-centric tools in its implementation.  As an added bonus, this flexible online resource repository can also be installed by students on their home computers, operating equally as well on Windows as it does on Mac products, providing them with a safe and secure personalized learning environment available around the clock, 24/7.  This application provides both the teacher and student accountability and control over the learning process with no more excuses for late or missing work which the student “turned in” but the instructor cannot locate, hopefully leading to better time-management skills for the learner.  Students also receive instant feedback on their tests and quizzes while grades are immediately recorded upon their completion which also lessons the teacher’s (my) workload.  With over 90 million users worldwide, Moodle is the number one most widely used learning platform on the planet and with good reason.           
 

·        Networks or Web 2.0 Technologies –  

Web 2.0 technologies allow for meaningful student interactions and collaborations, helping to foster a sense of community within the classroom.  From blogs to wikis, podcasts, and even social networking sites; these technologies allow students to connect and interact with person’s from around the world, many of whom they would have never otherwise met.  Many, but not all, Web 2.0 tools are not only easy to use but also integrate built-in flexibility which is essential if it’s going to be useful in an educational setting.  Interactive chatrooms can be utilized alongside with classroom instruction allowing students to ask questions either in-chat or in-person depending on their personal preference.  This can be especially beneficial for students whom are ESL, SPED, or simply uncomfortable speaking in front of the class; allowing them to participate more fully and on a more equal level with their peers and affording them the opportunity to receive answers to otherwise unspoken questions.  Using Skype or Google Hangout to video-chat can give students the opportunity to communicate directly with experts, on-site and in the field, making the learning objective come alive, making it significant to the student.  ePorfolios allow students to track their learning and accomplishments offering not only a snapshot of what knowledge they currently hold but also their progression within a field of study.  ePorfolios serve as an avenue of self-reflection and growth for individuals, especially within the field of education, allowing them to make connections, within their learning, over time.  By effectively implementing Web 2.0 Tools within our instruction, we address individual needs and foster independence with the added benefit of an increased level of sophistication in both our student’s understanding of content and their generated work.  Overall, the quality of education is improved, student performance goes up, and parents/administrators are happy, it’s a win, win, win.    
 
“Tell me and I forget, teach me and I may remember, involve me and I learn.”
Benjamin Franklin

 

·        Digital Games or Simulations – Kahoot!

Kahoot! enables anyone to design, create, and play their own learning game and is a fun learning experience available in any language and available on any device.  Kahoot! can be applied across all subject areas, with any age group, as a way to introduce and reinforce knowledge, and/or a tool to “gamify” curricular reviews or even pre-tests.  Kahoot! actively engages the learner to interact with TEKS-based information in a way that a regular classroom’s pencil and paper activity simply cannot.  Students are given a unique opportunity to recognize gaps in their own knowledge, recap what they have learned, while also building confidence in an exciting and interactive way.  The kids are learning while having fun, this should be the goal of every classroom.  A rubric for this Web 2.0 Tool is provided below.

Kahoot!
 
Criteria
Rating
Evaluation
Content (TEKS)
4 out of 4
Has in-depth content across all core subjects. Includes interventions and extensions on all grade levels. Provides level appropriate assessments pertaining to each content area.
Kahoot! enables anyone to design, create, and play their own learning game and is a fun learning experience available in any language and available on any device.  Kahoot! can be applied across all subject areas, with any age group, as a way to introduce and reinforce knowledge, and/or a tool to “gamify” curricular reviews.  Kahoot! actively engages the learner to interact with TEKS-based information in a way that a regular classroom’s pencil and paper activity simply cannot.  Students are given a unique opportunity to recognize gaps in their own knowledge, recap what they have learned, while also building confidence in an exciting and interactive way.  The kids are learning while having fun, this should be the goal of every classroom.
Depth
4 out of 4
Meaningful engagement allows for students to collaborate with peers and/or teacher.
Kahoot! allows both students and teachers to research topics and collaborate/share knowledge through the creation of Kahoot! games, called “kahoots” .  These highly engaging “kahoots” can be used to introduce new topics, called Blind kahoots, which places focuses on content which the learner has no previous knowledge, boosting their motivation, placing them in an active questioning mode, and firing up their inquisitive natures.  Ghost kahoots challenge learners to try and beat their previous scores which appear as ghosts on the scoreboard.  This creates a fun way to reinforce key facts through repetition as well as allowing the learner to see how much they’ve learned throughout the term.   By using screen sharing or live streaming tools, students are even able to challenge players from other classrooms, schools, or even countries  through Connected kahoots.  This program can also be utilized to initiate/lead classroom discussions or debates and are even capable of teaching novice “Kahoot!ers” how to design and develop their own learning games, a process referred to as “Learners to Leaders.”   However this tool is used, it not only provides immediate feedback to the students on their knowledge of a selected topic but also generates volumes of data for teachers as a formative assessment.
User Friendly
3 out of 4
Technology is easy to navigate. Help is available and clear, and tools and features are conveniently located.
With a little practice, the technology is easily navigated.  You don’t have to have an account to play and the service is free.  Teachers and students simply create a free account at http://www.getkahoot.com, choose which type of Kahoot to create, type in a name for the kahoot and click Go.  From this point on, the question and answer choices are entered, images/videos can be inserted to support/supplement the text, and then from the “Settings” tab users choose their audience by selecting a language and privacy settings.  Clicking “Play” launches the kahoot which players can then access at http://kahoot.it by entering the Game-pin number (assigned by the program when launched), creating a nickname, and waiting for the teacher to start the game.  Overall this is a very user friendly and intuitive tool although initially, it can take some practice to properly embed images, diagrams, charts, animations, and/or videos into the questions.  Step-by-step directions are provided every step of the way for users along with links to instructional videos and tutorials on every aspect of the game.
Differentiation
4 out of 4
Technology offers over five age appropriate options for differentiation for mainstream students and special populations.
This technology offers an almost unlimited amount of differentiation for mainstream and special population students because of the incredible online database of Kahoot! activities from around the world, stored and accessible on the main website.  Also, in the highly unlikely event that a kahoot based on a desired topic cannot be found, the instructor has the ability to create and share one of their own design, tailored specifically to the needs of their students.
Progress Monitoring
4 out of 4
The technology offers several ways for the teacher to monitor the progress of the class and individual students including completion rate, assignment score, gaps, and areas for reteaching.
   Teachers are able to use this free, game-based formative assessment tool get an instant “snapshot” of the classes’ knowledge level and overall understanding of the subject through a bar graph which displays how many students chose the correct answer, as well as each of the wrong answers, which serves as an excellent point of discussion for reteaching.  The program also has a “Reshow Image” button which displays the question’s embedded image to aid in concept discussions.  Results of each quiz can be downloaded, via spreadsheet, providing a benchmark to check learning progress when assessing students later.
   Students receive feedback on their personal device (computer, tablet, phone, etc…) which informs them if they got the correct answer or not, the number of points awarded for their answer, total points, and their overall ranking within the class.  Personal feedback is sent to each participant at the conclusion of the activity detailing their correct/incorrect answers, how long it took them, and their class rank.
Finished Product
4 out of 4
The technology will allow students to create a finished product such as a piece of text, video, or multimedia presentation which exhibits the student's' level of understanding.
Kahoot! not only allows students to take part in fun, high-interest learning games but also gives them the ability to create their own.  Working in small groups, students research their topic collecting relevant data, pictures, animations, videos, etc… after which they combine this information into original questions and answers.  Students gain a much deeper understanding of the material than previously possible through traditional “sit-and-get” lectures and “paper-and-pencil” assignments.  Not only are they tasked with developing their own questions and supplying correct answers, they must now also consider some of the possible misconceptions individuals might have about the subject matter and incorporate this into the creation of some “good, plausible wrong answers.”  The students take on the role of educator, empowering them to take an active role in their own learning. 
 "The best way to learn is to teach." (Frank Oppenheimer)
Learning Goals Are Met
4 out of 4
The entire learning goal was able to be met with this learning tool.
As stated earlier under the criteria for depth of this tool, it is entirely possible to introduce a new topic through Blind kahoots, discuss the curriculum through teacher gathered/generated kahoots, reinforce/review learning through Ghost and Connected kahoots, and then have students demonstrate their learning through the creation of their own original kahoots.  
Collaboration Features
3 out of 4
Students can collaborate freely but it is difficult for teachers to monitor and view collaborations.
Kahoot! pedagogy encourages students to collaborate on research, gathering relevant content and building their knowledge base on a specific topic, in the creation of their own kahoots, a process referred to as “From Learners to Leaders.”  Although students can and should be monitored within the classroom environment, while working in study groups or even at home, the teacher has no ability to monitor and/or directly view these collaborations.
Security
1 out of 4
No moderation of postings
Even though there is a “Young Student” account option, and even though there is an available option to mark submissions as private when subject matter is of a mature nature, with submissions coming in from people all around the globe, there is always a possibility that some “sensitive content” may be included in a public Kahoot.  It is strongly recommended that an educator launch and play-through any material before sharing it with their classroom.
Accessibility
4 out of 4
Students can access technology fully while at school
Kahoot! can be accessed anywhere there is a stable network connection and, if the signal is lost due to a slow network, Kahoot! will automatically attempt to reestablish the link.  The maximum number of players whom can join the same game is 4,000 but for numbers of this enormity, tremendous bandwidth is required.

 
All three of these technologies help learners to meet their specific learning goals and course objectives just as well if not better than traditional instruction.  There is a genuine desire, the students want to use technology and, in doing so, become more self-sufficient in their learning.  It’s up to us as educators to seek out and make certain that we receive appropriate training in these technologies to insure that we properly administer/facilitate them within our classroom’s instructional design.


 
2.  Section IX focuses on issues related to instructional design, rather than new technologies: professional ethics, diversity and accessibility, the nature of design, and providing instructional guidance. For each of the technologies you selected above, discuss what ethical issues using the technology might present. Does the technology enhance accessibility and accommodate diverse learning needs? How and/or can you design instruction using that technology? How much guidance would instruction with that technology require? What kinds of guidance would be necessary?
 
·        Distributed or e-Learning Environments –
 
My number one ethical issue associated with this realm of technology is the concern of copyright infringement.  In the article “The Definition of Educational Technology” they make mention of the AECT Code of Ethics, discussing the matter of “giving accurate credit to the work and published ideas.  This now has me wondering about copyright issues and how they apply to asynchronous learning environments like the one I currently find myself participating in.  How does an instructor manage possible copyright issues in this type of environment which is always in a state of flux in regards to source materials and even student generated work and ideas?  Where can one turn to find information on the implementation of “best practices” to aid in the pursuit of well informed, thought out, professionally sound choices?  In working with on-line resources, an instructor must be mindful of any and all existing licensing agreements, fair-use policies, and copyright laws.  One should also take into account their school district’s guidelines and filtering policies.  The school district technology department can also provide assistance in helping to establish the viability and compatibility of online resources, their help can prove to be an invaluable aid in the selection of online resources.  If managed properly, e-learning environments can become an efficient and invaluable tool in the facilitation of knowledge, used to reach a large and diverse population of learners from across the globe.
 
With Moodle, the LMS I discussed earlier in this post, this technology not only enhances a student’s accessibility to course content but is also flexible enough to individualize assignments in the accommodation of a wide array of diverse learning needs.  This technology is specifically designed to assist the instructor in the design and delivery of course material in a user-friendly and efficient manner.  There is a fair amount of instruction involved for a new teacher in learning to customize and implement this application, but, once the initial training is complete, they find themselves up-to-speed rather quickly, at least I did.  Students however, need very little guidance before they are familiar enough with the program to successfully navigate it and are off and running.

 

·        Networks or Web 2.0 Technologies – 
 
These technologies can and do enhance a student’s accessibility to course content while also aiding them to visualize difficult concepts in a manner which can simply not be accomplished in the classroom with a chalkboard, whiteboard, or overhead projector.  The same risk of plagiarism and copyright issues however are also present with this technology and great care should be exercised in insuring that all parties, teachers and students alike, make every effort to give credit where credit is due and extensively cite all sources used.  Teachers need to be actively engaged with their students while implementing 2.0 technologies to insure that they stay on task and are not exploring topics which are off-topic and/or inappropriate.  An AUP (Acceptable Use Policy) must be discussed, agreed to, and signed by all individuals who will be accessing the internet at school, as well as the parent(s) of all students, to help insure the proper use of all Web 2.0 technologies.  Any digressions on the student’s part must be addressed immediately and consequences administered swiftly, usually involving the removal of a student’s access for an agreed upon amount of time with reinstatement of internet privileges only after a meeting is held consisting of the student, parent(s), teacher and an administrator.  By offering students several avenues through which to conduct and/or report on their studies, we are meeting the varying needs and experience levels of our learners, addressing cultural differences, and help to insure that we meet the interest of all participants.  In this, our students are the driving force of instruction; they become the go-to source of information on the different types of media they have used in their research instead of relying solely on the teacher.  This makes the learning experience becomes more personal for the students, they are engaged and the information has special meaning to/for the pupil, it becomes real instead of rote, and they have been set on the path to becoming life-log learners.

 

·        Digital Games or Simulations – Kahoot! 



This digital game is accessible through any smart phone, tablet, or computer.  So long as the student has the 6 digit game PIN number they can join and participate in any class Kahoot!  This technology offers an almost unlimited amount of differentiation for mainstream and special population students because of the incredible online database of Kahoot! activities from around the world, stored and accessible on the main website.  Also, in the highly unlikely event that a kahoot based on a desired topic cannot be found, the instructor has the ability to create and share one of their own designs, tailored specifically to the needs of their students.  The only possible problem that I can envision in the implementation of this activity is in accommodating a student with a disability which would not allow them to properly interact with the game through conventional means.  So long as an appropriate console and/or device was made available to the student, allowing them to successfully participate in the activity, I can see no other road blocks to its implementation. 

As mentioned previously, Kahoot! enables anyone to design, create, and play their own learning game and is a fun learning experience available in any language and available on any device.  Kahoot! can be applied across all subject areas, with any age group, as a way to introduce and reinforce knowledge, and/or a tool to “gamify” curricular reviews or even pre-tests.  There is a fair amount of instruction involved for a new teacher in learning to customize and implement this application, but, once the initial training is complete, they find themselves up-to-speed rather quickly, at least I did.  Students however, need very little guidance as it is very user friendly.  Before long, they are familiar enough with the program to successfully navigate it and are off and running, enjoying themselves, while being meaningfully engaged with their learning.  Taking advantage of our student’s love of technology, games are an appealing, interactive way for students to learn in a world where attention spans are lessoning by the minute.  Games also decrease much of the “ho-hum, why bother” attitudes many students have towards review activities.  Games are familiar, games are fun, and with the implementation of games like Kahoot!, students find themselves having a good time without even realizing that they are learning in the process. 
 

 
  
Resources:

Dempsey, J.V., & Reiser, R. A. (2012). Trends and Issues in Instructional Design and Technology (3rd ed.). Boston, MA: Pearson Education, Inc.  
 
Shachar, M., & Neumann, Y. (2010). Twenty Years of Research on the Academic Performance Differences Between Traditional and Distance Learning: Summative Meta-Analysis and Trend Examination. Journal of Online Learning and Teaching (JOLT). Vol. 6, No. 2 (June 2010).
 
The Definition of Educational Technology by the Association for Educational Communications and Technology (AECT) Definition and Terminology Committee (n.d.). Retrieved July 3, 2017, from http://ocw.metu.edu.tr/file.php/118/molenda_definition.pdf

 

Wednesday, June 28, 2017

Week 4: Trends & Issues in IDT


Part A: Chapters in Section V identify trends and issues in IDT in various contexts:

 
  1). Business & Industry

  2). Military

  3). Health Care Education

  4). Pk-12 Education

  5). Post-Secondary Education

 
            Select at least 3 of these 5 contexts and compare/contrast the IDT trends and issues. Then explain how they are similar or different from the IDT trends and issues in the context in which you work.



Context

Compare

Contrast

 
 

The Military & P-12 Education

 

 

 

 

 

 

 

 

 

The Military & P-12 Education

  
Students are given tasks to practice and repeat which are spiraled throughout the curriculum to insure rote memorization and the ability to apply these skills sets on demand, automatically, and with little mental effort.
Both use a collaborative approach to IDT, working in teams to come up with designs for learning and solutions.

The military as well as P-12 education are both responsible for fashioning successful interactions with individuals from a multitude of diverse backgrounds, nationalities, and cultures; while overcoming different learning styles and language barriers.

Both are tasked with deciding how to make use of new and emerging technologies with funding restrictions looming over them.

Like most school districts the military is comprised of many branches and logistically, it can be challenging to configure and implement an IDT program which works well for everyone and takes into account all of their varying interests/needs.

Compromises must be made in order to insure a successful roll-out.

Each has a focus on development of life-long learners by creating cooperative, hands-on learning experiences for their trainees/students.

Both are invested in the recruitment and retaining of quality personal, especially those who are highly trained, skilled individuals.

  The military context is global in nature whereas P-12 education is, for the most part, locally operated and community based.

  Within the military, it is next to impossible to “bend the rules” while much more latitude is given to IDT roles within P-12 education.

The military must take into account within their design phase and allow for the fact that by the time many of these technologies are implemented in the field they will already be outdated.  Allowances must be made and in place to easily and effectively accommodate last minute changes in technology designs.

  Military education context does not have the luxury of making mistakes or accommodating for margins of error on the battlefield.  Because lives are on the line, this necessitates the need for a rigorous, quality instructional design.  When mistakes do occur they are studied and corrected to the fullest possible degree for use in future instruction because ineffective instruction can lead to catastrophic consequences in combat.

  While both utilize problem based learning approaches; the P-12 sector tends to focus more on drill and practice tutorial applications and even some COTS (Commercial Off-the-Shelf) game-based learning applications which are designed to help students visualize difficult concepts while also improving their engagement and critical thinking skills.

  Much of the technology used within a military context is job specific.

  While both rely mainly on external designers for IDT, the military must, on occasion, turn to “in-house” designers when matters of national security are involved.
 
 
Context
Compare
Contrast
 
Health Care & P-12 Education
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Health Care & P-12 Education
 
 
Both are, for the most part, locally operated and community based.
Students are given tasks to practice and repeat which are spiraled throughout the curriculum to insure rote memorization and the ability to apply these skills sets on demand, automatically, and with little mental effort.
Working in teams, both use a collaborative approach to IDT in coming up with their designs for learning and solutions.
Each has a focus on development of life-long learners by creating cooperative, hands-on learning experiences for their trainees/students.
Problem-based learning (PBL) is seen as a relevant and effective learning technique in both contexts.
The health care industry and P-12 education IDT’s are increasingly turning to social networking tools which allow their learners to work together outside of the classroom setting.
The regulations and standards in place for the health care industry are similar to the standard student objectives found in P-12 education.  Both are used as a guide.  In education they serve as a boundary to direct instruction while trainers in the health care field follow their regulations to insure that they are providing the most purposeful and up-to-date training possible for their staff.
Both rely primarily on external designers for IDT needs and requirements.
 
 
 
 
 
 
 
 
 
 
  The health care industry has a plethora of donors and corporations involved in providing funding for educational research enabling them to spare no expense on the incorporation of additional and newer technologies than P-12 might be able to.
  Health care education is a very varied and broad field encompassing not only hospitals and clinics but also many public, private, and non-profit organizations while P-12 has transitioned, over time, from observation, to basic information learning, to a more vigorous problem-based learning approach.
  Health care education context does not have the luxury of making mistakes or accommodating for margins of error in their service industry.  Because lives are on the line, this necessitates the need for a rigorous, quality instructional design.  When mistakes do occur they are studied and corrected to the fullest possible degree for use in future instruction because ineffective instruction can lead to serious injury or even death.
  Much of the technology used within the context of health care is job specific.
  The health care context is comprised of three IDT phases which rely heavily on science, sensory perception, and innovation, they are the:
·         Prescientific Phase
·         Scientific Phase
·         Post-Flexner Phase
Instructional design in the P-12 education system employs components found in the ADDIE model (Analyze, Design, Develop, Implement, and Evaluate) for technology integration. The three types of ID development are:
1.  Systems – Integrated learning systems which is used to create computer-assisted instruction (CAI), includes instructional software.
2.  Product – Computer based learning instruction providing drill & practice and tutorials, also including the use of some COTS educational games designed to help students visualize difficult concepts while also improving their engagement and critical thinking skills.
3.  Classroom – Integrated technology in lessons reflecting educational standards which help to insure memorable & meaningful learning for all students.   


Context
Compare
Contrast
 
Business, Industry & P-12 Education
 
 
 
 
 
 
 
 
Business, Industry & P-12 Education
 
Both employ instructional designers which will, more often than not, work on a physical or virtual team incorporating a list of objectives to be accomplished; as well as, an instructional sequence to be followed to achieve/maintain projected goals and projects.
  Each context has a set budget and time constraints which can play a key role in shaping IDT.
Cross-cultural issues play a role within business & industry as well as a P-12 educational context.  In business, these issues help to establish corporate design based on societal and learner cultural factors.  Within education, these issues play a key role in shaping ELA instruction, specifically for ESL students. 
   Both demonstrate an ongoing need for employee training in the hopes of producing a more knowledgeable workforce with improved on-the-job performance.  In industry this equates to improved sales and profit margins while in education this is demonstrated through increased student performance on state mandated standardized tests.
  The business & industry context is global in nature whereas P-12 education is, for the most part, locally operated and community based.
  All districts which receive federal funds for technology implementation within the school, for use by both students and teachers alike, are legally bound by No Child Left Behind (NCLB) regulations.  In the private sector, businesses are under no such limitations.  The competitive nature of industry is what drives innovation within this field.
  An instructional designer in the business world deals with technology-driven projects which, with a little luck and a lot of planning, may one day expand to fit a global market.
  Compared to other U.S. business and industry sectors, P-12 education is experiencing a huge gap in their technology integration. Many companies are placing high school graduates into positions that they feel that they are not being properly prepared for.  These employers argue that these students are not being taught the skills they need to be successful in a 21st century work environment. 
  Many industries are finding it more cost effective to move out of the country or, at the very least, outsource some if not all of their labor costs abroad.  In P-12 education we do not have this luxury and every effort must be made by districts to spend tax-payer funds wisely and in an economical manner.

 
How are business & Industry, military, and health care education, similar or different from the IDT trends and issues in the context in which you work?

In my current assignment as a middle school teacher, I can see many similarities between military, health care, business & industry, and P-12 education.  In all of these context, students/learners, teachers, and even instructional designers are all faced with navigating rapidly evolving technologies.  As the You Tube video entitled “Did you know 2014: Shift Happens” points out:

“We are currently preparing our students for jobs that don’t yet exist… Using technologies that haven’t been invented, in order to solve problems we don’t even know are problems yet.”

Thank goodness there’s no pressure!  Cultural diversity issues also seem to be a recurring theme throughout each of these educational fields, from cross-cultural instructional interventions in business design to making allowances in our lesson design for the diversity of students within our classrooms, our nation attempts to “address global changes to ensure economic stability, international competitiveness, and the welfare of its citizens” across all of these contexts.

          In the health care sector they mention that lack of time is a major consideration when it comes to choosing and implementing educational technologies within their program.  Over the years, I have experienced the same time constraints within my instructional design and although in my case no lives are actually at risk, sometimes it seems like there are.  Every year I am given more and more material to cover with my students before the STAAR test with very little if anything ever being taken away.  With less time to actually instruct my curriculum, trying to integrate all of the technology tools at my disposal is difficult and I find myself having to pick and choose between them at the cost of omitting some quality educational technology.
 

Part B: Chapters in Section VI discuss global trends and issues in IDT. As the world’s population grows exponentially, we face unprecedented challenges that have implications for learning. How and can we prepare our youth to address the problems of living in a world with 9 billion people when the earth’s resources cannot sustain that many? Does our current education system, curriculum, and instructional practices help learners foster the complex problem-solving skills necessary to tackle these issues? Are there methods and practices used in European and Asian countries that we should use here in the US? Why or why not?
 
             With the world’s population increasing at an alarming rate and the Earth’s resources being used at a staggering pace with no visible end in sight, we must prepare our youth to face these challenges creatively, armed with problem solving abilities which can be tailored to practically any setting.  Our current teaching models will not adequately prepare our youth to tackle this sustainability issue, but awareness of the problem is the first step to solving it.  To this end; we need to create a more hands-on, problem-based learning approach to instruction.  The days of the “sit-and-get,” lecture formatted, teacher centered instruction are over.  Our students need to be challenged, to get acquainted with current technologies increasing their overall effective technology literacy, and to work collaboratively to solve real-world problems and develop socially.  Beginning this process within the confines of the classroom, provides them a safe haven in which to observe, practice, and develop their skills, honing them for the day in which they join the work force with the necessary tools to be confident in their abilities as well as successful in their future careers.  Our survival as a species and the future of our planet are at stake, we have to get this one right.  Just like in health care services, lives are on the line and we don’t have the luxury of margin of error.          
 
Are there methods and practices used in European and Asian countries that we should use here in the US? Why or why not? 
The answer to this question is of course a resounding yes!  For instance, Germany’s innovative I-VET or Initial Vocational Education and Training model is an exceptional way to give their students exposure to real-world problems by having them apprentice 1 day out of every week, 20% of their instructional time, with a company of their choosing over a period of anywhere from 2 to 3½ years.  This hands-on, problem-based learning approach not provides them with practical experience but could also quite possibly lead to employment after graduation.  Although the text did not mention a grade level for this dual-system program, I would assume that it would be introduced either towards the end of middle school or the beginning of high school. 
           Across the globe in Japan, in April of 2009, the Ministry of Education, Culture, Sports, Science and Technology, or MEXT for short, introduced an initiative called the “School New Deal Plan” which is focused on increasing the use of information communication technologies (ICT) in school across the country.  This initiative is aimed at increasing their student’s scientific understanding of information, their skills in utilizing this information, while instilling a “participatory attitude” towards today’s information society.  They have introduced an “Integrated Study” curriculum for grades 3-12 while also advocating an “active learning” approach to instruction for their universities, as well as, grades K-12.  These programs are intended to promote and foster some of the 21st century skills these students will need in order to successfully navigate the global sea of unrest in these uncertain times.  The students are not the only focus of this initiative; current teachers in Japan are also being given opportunities by the government to attend training seminars in basic ICT-related skills and enhanced instructional models while those seeking certification are now required to take a two-credit hour course in “ICT basics” to receive their licensing. 

Two heads are better than one, three are better than two, and so on….  Just imagine the progress we can make in helping to manage some of the world’s most pressing issues by working together globally, the possibilities are simply endless; but then again, so are the consequences if we fail to act in time.     
 

Addendum:

           

Just yesterday I read an article which I thought should be included in this post even though it isn’t specifically aimed at a discussion of IDT.  But, in order to accomplish what they did, there had to be an enormous amount of instructional design and technology going on in the background in order to achieve this level of success.  The piece by Dominique Mosbergen was called Chinese Province Larger Than Texas Just Ran For An Entire Week On Only Renewable Energy and, like the title suggests, it’s an article about meeting the energy needs of the Qinghai province of China, population 5.8 million people, by using nothing but wind, solar, and hydroelectric power.  The results of this government sponsored “Fossil Fuel-Free Week” initiative are impressive even before you take into account that China is the number one contributor of global CO2 emissions.  They are single-handedly responsible for nearly one-third of the world’s total annual CO2 emissions from the burning of fossil fuels and cement manufacturing at a staggering 10,641,789 kt of CO2 per year.  In response to this crisis, China is positioning itself to become a global leader of green energy with plans to dedicate $360 billion to renewable energy infrastructures by the year 2020 which will drastically reduce its reliance on coal consumption and exceed their nation’s commitment to clean energy development, as stated and agreed upon, in the Paris climate agreement.  Although I’m not certain this is exactly what you had in mind when you asked us to discuss if there are any “methods and practices used in European and Asian countries that we should use here in the US,” I believe this model of efficiency should be strongly considered, researched, and modeled here in the United States who is by the way the number two contributor of annual global CO2 emissions at a whopping 5,172,338 kt of CO2 per year.         



REFERENCES:

Dempsey, J.V., & Reiser, R. A. (2012). Trends and Issues in Instructional Design and Technology (3rd ed.). Boston, MA: Pearson Education, Inc.  
 
Mosbergen, Dominique. (2017, June 29). Chinese Province Larger Than Texas Just Ran For AN Entire Week On Only Renewable Energy. Retrieved June 30, 2017, from http://www.huffingtonpost.com/entry/qinghai-china-renewables-week_us_5954d053e4b02734df3020c7

Pan, Anna. Did you Know 2014: Shift Happens. Dreamer Film Productions, [Video file] Retrieved June 27, 2017 from http://www.youtube.com