EDT500SasciaH

Assignments 

Mpas of Jamaica
11/13/12  

Notebook Interactive Games

Notebook - What's My Angle 
11/06/12  

Mid-Atlantic States
10/09/12 

Content Analysis
09/24/12

5 Minute Example of Screencast-O-Matic
09/17/12

Online Survey Form 
09/17/12

https://docs.google.com/spreadsheet/viewform?formkey=dE5maVZNNlN6NUdHa0J3ZENyS2hmZEE6MQ

Taking Learning Seriously
09/11/12

After reviewing the different pathologies, my first thought had been that amnesia or inertia would describe me. However after reviewing both pathologies, I am more convinced that amnesia more suitably depicts me. Inertia pathology allows you to have memory of the knowledge but it is not truly useful to the person nor does it allow that person to have the ability to critically think and utilize the information within his or her memory. Unfortunately this does not apply to me because I am the opposite of the inertia pathology. Throughout my years of studying and attending school, I have noticed that I have retained information within my memory classes that I have taken or skills that I have gained over the years. I have experienced situations where a question is asked and I may not have the answer immediately but after a bit of critical thinking and reviewing the problem, I am able to present a solution based on previous knowledge within my memory. This is why I think the amnesia pathology affects me more.

During my years of study I can say that there are some courses that I have taken of which I remember few if any, details with regards to the course itself. An example of this would be the cobalt course I completed in college. I had completed and passed the course but I have no recollection of what cobalt is other than it is an old legacy programming code. However, any course that had topics of interest for me I can remember details or methodologies of the course. For instance, if it is a math question, I have the ability to recall the process of answering the question. An example of this would be when my 16-year-old cousin ask me to help him with an algebra problem. Even though I have not solved an algebra problem in over 16 years, I could still review his work and realize where he made errors in his equation and point them out to him. I think amnesia pathology for me becomes more evident based on my experiences. I think as one ages some knowledge is forgotten.

Technology can be a helpful resource for each of these pathologies. The goal is to ensure that each learner who is categorized within one of these pathologies can learn and utilize the information that is being presented to him or her within a course. For amnesia, the goal is to ensure that the learner will remember the information. You can present information in many different formats using technology but if has to be in a logical manner and one that will applies to the different learning styles of individuals. Here the use of technology can be in the format of websites, blogs, reference materials and videos to deliver the information to the learners. Technology has made many advancements over the years that can help to minimize the number of amnesia pathology in learners. Technology allows for information to readily accessible to learners through numerous types of formats.

Fantasia pathology would be a challenge in terms of changing someone’s understanding and misconceptions. However, technology can be a useful tool in helping teachers deal with this pathology. The goal is to ensure the learner has a better understanding of what the information is rather than misconceptions surrounding it. Here we can use technology to further explain the information being delivered along with supporting facts of the topic in formats such as online videos, websites, collaborative online environments and even social media. Technology can demonstrate the topic in detail and help to engage a discussion of the topic in the classroom. This discussion can also continue online about the topic outside of the classroom and help to further examine and explore the topic. Consequently, learners categorized into this pathology would have the ability to better understand the information being presented to them, thus minimizing misinterpretations of the material. It is difficult to change what someone has learned in the past but if technology can be used to change the learner’s perception of the information they learned before, this will help in the delivery of the new information to them. Thus, the ultimate goal is to have the learner obtain a better understanding of the information without it being misunderstood.

In dealing with inertia pathology the goal is not only for the information to be retained in memory but for the learner to be able to utilize it even though it has been in a dormant state within the learner’s memory. Technology enables the learner to become a critical thinker and problem-solver when presented with information.  Here again the learner’s learning style affects how technology can be used. Each learner has a different learning style and can use technology to find the best means to understand the information mentioned. Technology can be used to illustrate to learners a topic in many different ways to promote the notion of thinking critically, actively, collaboratively and in a communal manner. Within this pathology if technology is used, the learner has many resources to utilize to ensure active learning and thinking even when presented with limited information or facts regarding a topic. 

Instructional System Design
09/11/12

After reviewing all of the instructional design models, the ADDIE model would be most useful to me as a trainer. This model allows me to implement the five different stages while making improvements in each stage on an as needed basis of feedback and responses I receive throughout the design process. The ADDIE model presents the most effective and efficient model for me to use within different learning environments such as classroom, online and video conference learning sessions for adults in a business environment. This model is also very helpful in areas where there are limited resources in terms of staff to develop content and deliver training. The cyclical nature of this model allows for continual changes, the reduction of errors and missed information because of the formative assessments that are done at the end of each phase. If an area has not met the required specifications for that phase, I can re-evaluate that phase to ensure the requirements are met before progressing onto the next phase. The ADDIE model allows for the maximization of time while producing a quality course.

The only other design that could be implemented within my working environment would be the Kemp’s Instructional Design Model. The Kemp’s model would be effective because of its continuous design workflow and it can be applied to multiple learning environments that also include blended learning. At times in my environment, it is a requirement for me to work within all stages of designing a course, a benefit this model provides. However, the Kemp’s model may not be fully effective in an environment that has limited staff and resources such as my working environment which consist of a staff of three people. Because of its continuous nature, the Kemp’s model would be applied to a limited number of courses within my working environment. The remaining courses I would create and implement would be best done using the ADDIE model. In an environment where there is limited staff it is best to implement a model that maximizes time management and employs a systematic process to ensure efficiency and a quality outcome in the design and implementation of a course. This is why I believe the ADDIE model is the best model for my working environment.

I would use the ADDIE model to help me design materials for a classroom. Below us an example of how to use the ADDIE model to help learners transition from Office 2003 to Office 2012:

Phase I – Analysis
In the analysis phase of the model, it is established that the new Office 2010 software is being installed onto the learner’s computer. The learners need to learn what is new in Office 2010 and how it differs from Office 2003. They need to gain a basic understanding of how to navigate and utilize the new Office 2010 design. They should already have basic knowledge of Office 2003. The course will be a hands-on course taught in a classroom with computers, a projector, screens and boards. I will have to identify if resources are available for this course and what additional resources may be required for it. Before I complete this phase, I will review the analysis phase to ensure no area has been missed. If an area has been missed, re-evaluate before proceeding to the next phase.

Phase II – Design
In the design phase I will create the learning objectives for the course. The goal is to ensure that the objectives meet the needs identified within the analysis phase. I will identify who is the subject matter expert(s) for this course. The goal is to ensure that the correct departments’ representatives are identified and included within the process. These individuals will provide feedback to ensure that the content being presented is correct and to identify other areas to be presented if the areas have been missed or overlooked.

I will identify the content to be used within the course, what exercises and how many during the class. I will identify the types of assessments that to be used, whether it will be quizzes, surveys or both. I will determine the types of media content to be used such as a PowerPoint presentation, pictures, videos, websites and audio files if needed. I will identify and review the time frame for delivering the training to determine whether or not it is feasible in terms of when the learners attend training compared to when they receive the software on their computer. I will identify and review whether or not there are available resources for delivering the course such as the instructor, classroom, equipment and supplemental materials. I will design the lesson plan for this course. The lesson plan will determine the course hours, the sequence of the course as the instructor moves from one topic to the next, the time sequence in which the learners will complete course activities, the summary of the course and the learners’ assessment of the course.

I will identify and determine what will be used to develop the course and whether there are any additional software needed to create, develop and implement the course within the classroom. I will identify and determine whether resources need to be ordered from a vendor.  I will need to ensure what the cost will be for ordering required resources such as necessary instructor or supplemental materials. The time limit for this process must be factored in as well. Once this process is identified, I will order resources so that they can arrive within a timely manner for review and integration within the development phase.

Then I will review the design phase to ensure that it has met the needs identified in the analysis phase and the design outlines needed for development.

Phase III – Development
During the development phase, I will set up a time schedule for the development and review process of the course content in order to meet the target date of delivery of the course. I will create the course storyboard and determine what content will be presented, what resources and the types of media that will be used at each stage of the storyboard. If resource materials such as books have been ordered, I will review the content and activities to ensure that the material meets the set goals and objectives of the course. If needed, I will create content for resources, reference materials and classroom activities. Once all of the learning materials have been created, I will create course assessments.

The next step will be to package the supplemental materials that will be presented in class such as job aids, quick cards, reference websites and email address.  Once the course is packaged, I will complete a trial delivery of the course in the classroom with team members, subject matter experts and any additional individuals who are required to approve the course. During this trial delivery, feedback will be provided that will be integrated into the course development.

Once the course development is finalized, I will submit the course for final approval for classroom delivery. After the course has been approved, I will schedule resources, classroom, instructor and equipment if needed, for the course delivery date. The next step within this phase is to advertise the course by posting the class dates to the Training Department’s website and Learning Management System, if available, and send out newsletters to help with the notifying employees of the available classroom course.

The last step in this phase is to review the development phase to ensure the course has been designed according to specifications within the design phase and to ensure that it meets the objectives and goals of the analysis phase. If changes are required, I must make certain they have been made before moving onto the implementation phase.

Phase IV - Implementation
In the implementation phase, the course will be delivered in the classroom. While the course is being delivered, the instructor must follow the lesson plan developed for this course. The trainer must ensure that the learners understand the objectives and goals that have been set for this course and that they have a basic understanding of the course activities they will be completing. The learners will be aware of the resources available to them once they have completed the course whether it is the supplemental materials provided within class or recourses that are available to them online. The instructor will complete a summary of what has been presented in the classroom to the learners. The instructor will implement assessments for the learners once the course summary is complete, then review the implementation phase to ensure that the class was delivered according to the outline and how it had been designed.

Phase V – Evaluation
During this phase, formative evaluations have been done continuously during the entire design. At the end of each phase, there has been an assessment or review of that phase before moving onto another phase. I must to ensure that the formative assessments have been effective throughout the design model.  Because of the nature of this model, the formative assessments are required to ensure a course of quality that will be created and completed within a timely manner especially within my working environment. This helps to maximize resources and efficiency.

The summative assessment will determine whether or not the learners have obtained the basic understand of the outlined objectives and goals of the course. It also provides the learners experience and feedback of the course and what areas they think the course needs improvement. It also provides feedback on the resources and additional materials provided within the classroom. This information will help the instructor and the designer to improve and better prepare for the course for the next class. The summative assessment provides feedback for a formative assessment of the evaluation phase to determine if the summative assessment was effective and if there are areas for changes and improvements within the evaluation phase.