New Direction for Instructional Design and Technology

Distributed Learning:

Virtual Classes-instruction in a learning environment where teacher and student are separated by time or space, or both, and the teacher provides course content through the use of methods such as course management applications, multimedia resources, the Internet, and videoconferencing. Students receive the content and communicate with the teacher via the same technologies. For example: The Global Virtual Classroom (GVC) is a collection of free, online educational activities and resources.  It aims to complement the efforts of governments and educators around the world to integrate technology into their classrooms and curricula and to link their schools to the Internet in educationally productive ways.

Corporate Distributed Learning-Distributed learning is gaining ground in corporate contexts as businesses strive to reach the learners of today in ways that engage and achieve desired business outcomes, including budgetary requirements. To meet these needs, many corporations are changing their training (educational) environment from the traditional face-to-face, or Instructor-lead, model and are making effective use of technology by applying it more in their educational training courses. For example: by adding a discussion forum or reflection blog section to a learning module the corporation allows learners to extend the learning beyond the event.

Hybrid Classes-Hybrid courses involve a mixture of Instructor-lead and Web-based learning, offering both synchronous and asynchronous learning. In addition many of these models may include participants from remote locations. Hybrid courses often include asynchronous tools such as Forums, Blogs, and Wikis for participants to engage in discussions that extend the learning through collaborative interaction. For example:

Academic Distributed Learning-Distributed learning in an elementary setting would look much like distributed learning anywhere, simply modified for the level of the students. For example: younger students who have yet learned to read or write could use tools like voice thread to record their voice as they share their knowledge. Instead of individually blogging a class blog might be created where student’s thoughts are entered by an adult. Photos and scans of student work could be posted for other’s to learn from. In general the distributed learning would be much more visual and auditory and less text based.

Distributed Learning via Virtual Institutions- Distributed learning in higher education takes a very hands-on approach, and instead of just learning, the students have the opportunity to not just participate, but look deeper answering the "how" and "why" to use such learning methods. Many universities are also offering hybrid courses, which is a combination of face-to-face and internet-based learning. In addition to that, some students are able to participate in programs such as Study Abroad, which offers the students the chance learn "on-location." For example: If a group of students have a group project and aren't able to meet in the same area, they might use instant messenger to meet in their varied locations. Students are given the opportunity to learn at their own pace and contribute to a wiki on their own time. Students at the Pepperdine University Online Master's of Educational Technology are distributing their learning through a "gift giving project". Each student distributed a resource or "gift" through the sharing and presentation of online tools. Each student learned a new tool to use in their daily lives.

Resource: http://mindmaps.wikispaces.com/Distributed+Learning+Examples#corpex

Reusability:

The technology department in our district created a forum for the Technology Integration Coaches on each campus to upload artifacts that teachers had created from each of their schools. The forum was supposed to be a place that TICs could share ideas about using technology, present cool technology ideas teachers integrated into the classroom, ask questions about different technologies, and discuss ways they could help their teachers incorporate more technology. They offered a 3 hour course on how to navigate and utilize G-Forum (that was the name) to all the TICs at the beginning of the year. Unfortunately, as the year progressed, G-Forum was not being utilized to its potential. Very few artifacts were uploaded and interaction between the TICs was not occurring. The main reason being, the TICs did not receive any follow-up training on G-Forum and they felt that the 3 hour course was not sufficient in providing knowledge on how to access and navigate it from their home schools computers. Also, they had no directions or manual to refer to on how to accomplish certain task. This really affected the reusability of G-Forum. The course could be redesigned by making it a 6 hour course and allowing the TICs more time to review how to navigate G-Forum as well as get some hands-on practice. This will eliminate some of the issues the TICs have been having with the forum and give them an opportunity to start building the learning community. Also, there should be a step by manual about how to use functions within G-Forum for the TICs to refer to as well establishing a contact person for troubleshooting.

Nanotechnology:

Traveling across a vast district is one of the criteria for my job. Driving a Ford F-150 Crew Cab is not the ideal vehicle to have when it comes to the gas prices of late. I really love my job but one of the drawbacks is the constant driving. In our office, from year to year, that has to be the number one complaint. Of course it is not our employers fought that most us drive gas guzzling automobiles. In an attempt to ease the pain, our employer now provides us with a yearly gas stipend. Our course it doesn’t even began to cover the total amount we spend but it better than nothing at all. I know a lot of people face this dilemma. Nanotechnology, however, could be the solution to our problem. Cars are being manufactured with nanomaterial so that less metal and fuel is needed to operate vehicles. As research in nanotechnology grows, I see it becoming a big part in helping students and educators who spend a lot of their time trying to solve problems like fuel consumption in the future. Section of our science curriculum is devoted to students developing creative ways to solve problems facing humanity. Nanomaterial could be used in the classroom to give students a real opportunity to work with material that could change our lives and possibly solve my little gas issue completely.

Direction of the Field:

If instructional design and technology should find itself at a crossroad between the straight and narrow road and the broad and inclusive road, than I believe it should cruise in the direction of broad and inclusive. Instructional design should always be looking to the future, adapting and changing with the times. As an instructional designer your clients want someone who is innovative, cutting edge and presents solutions to their problems. If you keep the same type of thinking and ideologies than how can you meet there ever changing needs? Becoming predictable and static is not the way for instructional design and technology. In order for the field to continue growing and succeeding, it must continue to meet the needs of a progressive and changing society. 

Getting ITD position and Succeeding at It

Interested Positions:

Instructional Designer- Design Materials for Learning!

Cydcor’s new Instructional Designer will design and develop instructional material for internal and field related training to support the company’s core business functions, which include sales training, leadership training and internal functional training.

            SKILLS AND EXERIENCE REQUIRED:

•          Three to five years Instructional Design experience
•          Willingness to travel 25% of the time
•          Excellent written and oral communication skills
•          Demonstrated experience using instructional technology for the development of online courses, including but not limited to: web development, presentation software, MS Office, PC platforms, SharePoint, Articulate, mobile application tools and development, simulation development, learning management systems, online conferencing software and understanding of SCORM compliance.
•          Experience using collaborative social networking tools in a learning context.
•          Knowledge of adult learning theories and concepts and instructional design theory and concepts
•          Experience creating or working with storyboards in the development of web-based learning materials.
•          Experience using analytics and use of data-driven decisions to enhance content and instruction.
•          Able to adapt quickly to change
•          Work with and maintain confidential information and discretely handle sensitive materials
•          Detail oriented with ability to work on multiple tasks simultaneously
• Proven ability to work in a fast paced environment; exhibits project management and time management skills to meet time and budget deadlines consistently.
•          Proven ability to work independently and be self sufficient - while succeeding in a team environment.  Strong interpersonal skills; ability to engage content experts and translate concepts into terms appropriate for the target audience.
•          Ability to listen to customers (e.g. team members, field representatives, management, participants, clients, etc.) and to understand and respond positively to their requests.

The Highlighted bullets are the only skills I have pertaining to this job.

Course Curriculum Specialist/ Instructional designer

The Course Curriculum Specialist/Instructional Designer reports to the Coordinator of Curriculum & Assessment and provides leadership and support in the implementation of all CVTC course-level curriculum and instructional design services including overseeing WIDS entry/maintenance and carrying out Quality Matters® initiatives.

Knowledge, Skills and Abilities
o previous course curriculum development and instructional design experience required.
o Strong knowledge of principles and theories of curriculum, instructional design and curriculum development, including performance based instruction.
o Working knowledge of WIDS (Worldwide Instructional Design System) software preferred.
o Working knowledge of Quality Matters® preferred.
o Experience managing multiple projects.
o Excellent interpersonal and communication skills and the ability to interpret and explain information to a variety of persons and groups.
o Strong organizational skills; detail oriented.
o Ability to establish and maintain effective working relationships with individuals from diverse backgrounds and abilities.
o Familiarity with the WTCS instructional and curricular policies, processes, and procedures preferred.
o Knowledge and skill with technology including electronic filing systems and data collection software.
o Ability to work effectively in a team environment as well as the ability to work independently.
o Ability to use judgment, discretion, and decision making skills in dealing with confidential and sensitive issues.
o Ability to work a flexible schedule and travel to various campuses.

The Highlighted bullets are the only skills I have pertaining to this job.

eLearning Instructional System Design

The eLearning Instructional Systems Designer is an expert in all phases of instructional systems design (ISD) methodologies (ADDIE) but has significant experience in developing professional eLearning and interactive training.  

Requirements

• Bachelor’s degree in instructional design, instructional technology, organizational development, or related discipline required. Masters is desirable. Other ISD, eLearning, or training certifications are desirable.
• 2-5+ years in all phases of instructional systems design and development including developing instructional strategies and content, developing eLearning, performance support, and other solutions. 
• Requires strong technical ability and the ability to express technical concepts in terms that are understandable to adult learners.
• Experience with systems or software application training and learning is required.
• Demonstrated knowledge of and experience working within the software development lifecycle is desirable.
• Experience with using a variety of eLearning applications such as Captivate, Camtasia, Articulate, Lectora, collaborative media, etc. and able to explain their comparative uses.
• Strong proficiency using all MS Office applications.
• Excellent oral and written communication skills required including ability to make effective presentations, create project documentation artifacts, and interact effectively in team settings serving multiple stakeholders.

 The Highlighted bullets are the only skills I have pertaining to this job.

Self Assessment:  

The self assessment test I took said that I should be in managerial positions or leading groups of people in completing specific task. I found that very interesting because I don’t think my personality really fits that.  I tend to be a micro manager and prefer to complete things myself. Maybe the test is saying that I am good at giving direction. I would agree with that but I definitely can’t see myself as team leader or task manager.

Professional Organizations and Publications:

Professional Organizations-Society for Information Technology and Teacher Education (SITE)	Professional Publications-Interactive Educational Multimedia
Mission: SITE promotes the development and dissemination of theoretical knowledge, conceptual research, and professional practice knowledge through the SITE conference, books, collaborative projects with other organizations, and the Journal of Technology and Teacher Education. Cost of Membership: Professional Membership: $125 (US); $145 (non-US) Student Membership: $45 (US); $60 (non-US) Publication: Journal of Technology and Teacher Education Conferences and Meetings: SITE conference being held on March 5-9 in Austin, TX Opportunity for Professional Development: Yes	Focus/Goal of the Journal JEMH is designed to provide a multi-disciplinary forum to present and discuss research, development and applications of multimedia and hypermedia in education. The main goal of the Journal is to contribute to the advancement of the theory and practice of learning and teaching using these powerful and promising technological tools that allow the integration of images, sound, text, and data. Submission Guidelines Material must be original, scientifically accurate, and in good form editorially. The manuscript should be informative, summarizing the basic facts and conclusions, and maintaining a coherence and unity of thought. Tutorial or how-to-do-it articles should preferably include a section on evaluation. Controversial topics should be treated in a factually sound and reasonably unbiased manner. The format of headings, tables, figures, citations, references, and other details should follow the APA style as described in the Publication Manual of the American Psychological Association, available from APA, 750 1st St., NE, Washington, DC 20002 USA.   Is this a peer reviewed Journal? Yes Is the Journal Online? Yes
Professional Organizations-International Society for Performance Improvement (ISPI)	Professional Publications-Cognition and Instruction
Mission: ISPI's mission is to develop and recognize the proficiency of its members and advocate the use of Human Performance Technology. Cost of Membership: Regular ($165 annually; $195 outside of North America) -- This professional individual membership receives full benefits and voting rights within ISPI. Young Professional ($125 annually; $155 outside of North America) -- This membership is for professionals age 35 or younger who are beginning a career path in Performance Improvement. To qualify for the Young Professional rate, you must provide proof of your date of birth when applying for membership. Student ($60 annually; $90 outside of North America) -- This discounted membership is for full-time students with an annual income less than $10,000. Proof of full-time enrollment is required. Retired ($60 annually; $90 outside of North America) -- This discounted membership is for those professionals who are retired from full-time employment and want to stay connected to their field. Lifetime ($1,500 or less with longevity credit) -- This membership carries all benefits, discounts, and privileges of an active individual membership that are in effect at the time of joining, or in the future when new professional benefits are added. Publication: Performance Improvement Journal Conferences and Meetings: THE Performance Improvement Conference April 18-23 Toronto, Ontario, Canada Opportunity for Professional Development: Yes	Focus/Goal of the Journal: An interdisciplinary publication devoted to cognitive investigations of instruction and learning, this dynamic journal presents instructionally relevant articles about the cognitive analysis of task performance, theories of skill and knowledge acquisition related to learning in specific subject-matter areas, and cognitive-theoretical analyses of instructional interventions. Submission Guidelines: Online To submit your manuscript, you will need the following files: A Title page file with the names of all authors and co-authors* Main document file with abstract, keywords, main text and references Figure files Table files Any extra files such as Supplemental files or Author Biographical notes Is this a peer reviewed Journal? Yes Is the Journal Online? Yes

Chapter 7- Competencies:

I compared the IBSTPI standards with the AECT standards and found that I like the way the AECT presented the standards. There complete domain had sub-domain below them which broken the information down further. This allowed me to really look at the different roles. The list below reflects what I chose:

• Design
• Candidates demonstrate the knowledge, skills, and dispositions to design conditions for learning by applying principles of instructional systems design, message design, instructional strategies, and learner characteristics.
• Development
• Candidates demonstrate the knowledge, skills, and dispositions to develop instructional materials and experiences using print, audiovisual, computer based, and integrated technologies.
• Utilization
• Candidates demonstrate the knowledge, skills, and dispositions to use processes and resources for learning by applying principles and theories of media utilization, diffusion, implementation, and policymaking.
• Management
• Candidates demonstrate knowledge, skills, and dispositions to plan, organize, coordinate, and supervise instructional technology by applying principles of project, resource, delivery system, and information management.
• Evaluation
• Candidates demonstrate knowledge, skills, and dispositions to evaluate the adequacy of instruction and learning by applying principles of problem analysis, criterion referenced measurement, formative and summative evaluation, and long range planning.

Section 5: Trends and Issues in Various Settings

Section 5 of your textbook focuses on trends and issues where instructional designers are likely to become employed to include business and industry, the military, the medical field, P-12 education, and higher education. This week's posting will focus primarily on military and education; however, I encourage you to read the chapter in the medical field as it's important to be aware of changes going on outside of education.

• Chapter 18 discusses instructional design in business and industry. Give an example of rapid prototyping and discuss how this could be used in education.

One example of rapid prototyping I found was 3D printing. 3D printing is a phrase used to describe the process of creating three dimensional objects from digital file using a materials printer, in a manner similar to printing images on paper. 3D printers would have a huge impact on education because it would allow students to use their creativity to design model for any subject and produce an actual 3D replica of it. In reading, students can create characters for their stories and use the 3D printer to produce small figurines of them. In science, students can build models of landforms or atoms. Really, there is so much a 3D printer could provide for our students it’s hard to imagine everything. I think this would also increase our student’s engagement in all of the content areas.

• Chapter 19 discusses instructional design opportunities in military education and training environments. Pretend you are hired as a consultant for the military. They want to use technology in its training, but electronic access is not always available. Using the Full Spectrum diagram, what alternatives could you suggest for a successful program?

In this scenario, I would suggest that the military provide a blended training opportunity for their soldiers. Because electronic access is unreliable but still available I would recommend the purchase of software that simulated the type of training they needed that could be run on equipment they already had available in all three environments. For example, if in the classroom, on the garrison/base, and deployed soldiers all had access to iPads I would upload the software so that they could all have access to it whenever they needed it. I would also suggest that the military invest in printed copies of the training materials as precaution for times with electronic access is not available.

• Chapter 21 looks at radical educational change in P-12 settings. Review the Step-Up-To-Excellence methodology and the GSTE. Outline a staff development activity that will introduce both methodologies to your colleagues. 

 Staff Development Scavenger Hunt: Piecing together Excellence

• All individuals will be numbered off 1-5 so that we can break up into groups of 4 or 5 for the scavenger hunt. Each team will be assigned a color to correspond with the items their groups are to collect.
• Each team will begin with a riddle that speaks of the next location they are to go to. Once they reach their location, they will find an envelope that matches their color. Inside the envelope will be another riddle to their next location and large puzzle piece with writing on it.
• Teams are to continue this pattern until they collect all 6 puzzle pieces. Once they have collected all of them, they will need to come back to their starting destination and put the puzzle pieces together.

Once they pieces are put together the puzzle will read: The Pieces of Success Start with You, I and ?

 Then, I would introduce Step-Up-to-Excellence and GSTE in a power point outlining the both methodologies. Then we will discuss as a group how they can help us improve.

• Navigating through the ranks of a faculty member in higher education can be tricky. A good institution has support for its faculty and provides faculty development opportunities to grow and learn. Research three different university offices for faculty development. Answer the following questions for each office:

Texas A&M University- Commerce

• What are the different names used for faculty development?
• Faculty Development Committee
• What division is it under?
• Provost and Vice President for Academic Affairs
• What services does it offer?
• The role of the Faculty Development Committee is to plan and execute a variety of activities to aid faculty members in the continuing development of teaching and research skills.
• How often are programs given and what specifically are they?
• Annually. The range of activities extends from informal social functions and topical luncheons to book discussion groups, retreats, teleconferences, teaching workshops, visiting lectures, new faculty orientation and international student experiences. Its most important function is to encourage interdisciplinary and cross-disciplinary discussions as well as approaches to instruction.

Duke University

• What are the different names used for faculty development?
• Faculty Diversity and Faculty Development
• What division is it under?
• Office of the Provost
• What services does it offer?
• Monitoring the progress of the 2003 ten-point Faculty Diversity Initiative Plan
• Enhancement of recruitment and retention efforts related to women and faculty of color in fields where they are underrepresented
• Implementation of actions recommended in response to faculty initiatives and surveys
• Dissemination of mentoring strategies
• Improving, communicating, monitoring and tracking policies related to work-life balance
• Planning for faculty development seminars, workshops and programs
• Coordinating efforts with other offices, individuals, networks and committees across the university in areas of diversity
• Examining and promoting programs that enhance the pipeline of future faculty members - including the Provost's Postdoctoral Scholars Program launched in 2007
• Linking with similar offices at peer institutions in order to share ideas, promote best practices, learn ways in which we can improve, and provide leadership in higher education in areas of diversity
• How often are programs given and what specifically are they?
• Annually. Examining and promoting programs that enhance the pipeline of future faculty members - including the Provost's Postdoctoral Scholars Program launched in 2007

Stanford University

• What are the different names used for faculty development?
• The Faculty Development & Diversity Office
• What division is it under?
• Vice Provost for Faculty Development & Diversity
• What services does it offer?
• Supports the faculty through a variety of programs and information resources. Included are orientation and informational events, resources for new and junior faculty, workshops for department chairs and deans, and initiatives supporting faculty diversity.  
• How often are programs given and what specifically are they?
• Distinguished Alumni Scholars Day was established in 2006 as an institutional response to the scarce presence of diverse racial/ethnic group members within the faculty ranks of our nation’s colleges and universities, and within the Ph.D. programs that produce these faculty. The purpose of this (now) biennial program is to bring Stanford students from cultural groups underrepresented in academia into contact and discussion with distinguished alumni scholars from a broad range of backgrounds, disciplines and institutional types to inspire new generations of students to consider academia as a career.

§  The President's Awards for Excellence through Diversity recognize and honor individuals and programs that have made exceptional contributions to enhancing and supporting diversity (broadly defined) within the Stanford University community. The awards are intended to recognize that a diverse campus community enhances our institutional excellence by broadening and strengthening the teaching, learning and scholarship that are the university’s missions.

Section 4: Human Performance Technology

Performance Problem and Solution: There are three Elementary Directors in my school district and each of them has 2 Support Specialist that work for them along with a secretary. I am a Support Specialist for one of the directors. The Elementary Directors operate under one budget in which they purchase supplies for the Support Specialist. The Support Specialist would send in request for supplies, throughout the year, to the secretary to be approved by their Elementary Director without consulting with the rest of the group. Each director was receiving an absurd amount of supply request each year. Redundant supplies orders were being submitted which caused a surplus of supplies and a waste of money. To alleviate the problem, the Directors put only one individual from the Support Specialist group in charge of managing the supplies. That person was me. The directors created an excel spreadsheet that included the item, item number, quantity and approved vendor to give to me   based on what the group requested frequently. To the list they also added standard office and school supplies. They also reserved a white board within my office were other specialist could write down items to add to the list. They gave me the responsibility of inventorying supplies, organizing the supplies, and filling out and submitting the spreadsheet at the beginning of each semester to the secretary. Now the directors only had to approve one supply list per semester, supplies were not being over ordered, and the management of fund was more efficient.

EPSS: The definition of Electronic Performance Support Systems I prefer is: A system that provides electronic task guidance and support to the user at the moment of need.

I like the way this definition reads because it is straight to the point but really broad. Electronic guidance and support can be a number of things, including application help, reference information, guided instructions and/or tutorials, subject matter expert advice and hints on how to perform a task more efficiently. I also like the way it states “the moment of need” which help me understand that EPSS is readily available for any employee to use. EPSS has not been widely used because of the cost associated with establishing the system as well as having implications of weakening the performer because they rely on the system instead of growing their expertise. As cost decreases and EPSS technology evolve, I see more system being implemented in the future.

Blended Learning:

Our district has had past problem with 5^th grade science on state assessment. In the 2003-2004 school year, our 5^th grade overall passing rate was 56% for the entire district. Over the next couple of years with the support of blended learning we were able to turn our district around and have a 92% passing rate in science for the 2010-2011 school year. Teachers’ utilized investigation based learning from the program FOSS to guide their direct instruction while also utilizing EduSmart computer based software programs to supplement and support student learning. Edusmart Science is a Flash-based, "teacher guided" instructional tool that is designed to enhance instruction and maximize learning through the use of proven research-based strategies. It builds students' concept knowledge using multiple "real world" examples and models, vivid graphics, concise narrated text and strategically placed interactive opportunities to practice acquired knowledge. Edusmart Science also enhances effective questioning, the activation of prior knowledge and ongoing assessment through built-in "pauses", allowing student learning to drive the pace of instruction. Student utilized the programs at least 3 times a week during school hours as well as in tutorials, Saturday school, and extended day programs. This blended learning had a profound impact on student performance within out district because it increases student engagement, provided more rigor to instructional practices and stimulated the learning of new concepts.

Informal Learning: Informal learning has played a huge part in my adult life and I have been exposed to several types. Lately, my informal learning has had a lot to do with the online classes I am taking. Learning how to create blogs, wiki, and ePortfolio through videos provided by my professors and conducting searches through Google or Wikipedia have provided lots of insight on educational technology. This type of learning is very engaging to me because I actually get to apply what I am learning to my real life. Having a 7 month old daughter, I have utilized her pediatrician’s website lots of times for remedies to whatever she is experiencing at the moment. At my job I am constantly in conversation with my colleagues about how to prepare some data spreadsheet or assist a teacher with a certain classroom management issue. We are always learning from each because everyone in the office has different expertise instructionally and different insight on curriculum and best practices. In these different situations, my role is interacting and learning while sharing and forming my own ideas and thoughts. My instructor act as facilitate in the learning process by providing guidance and support when needed. 

Week 3

Models used for Evaluation-

Utilization Focused Evaluation is described as a decision making framework that enhances the utility and actual use of evaluations. U-FE insists that evaluators should facilitate the evaluation process and design any evaluation with careful consideration of how everything that is done, from beginning to end, will affect use. Use concerns how real people in the real world apply evaluation findings and experiences the evaluation process. Therefore, the focus in utilization-focused evaluation is on intended use by intended users.

Participatory evaluation provides for active involvement in the evaluation process of those with a stake in the program: providers, partners, customers (beneficiaries), and any other interested parties. Participation typically takes place throughout all phases of the evaluation: planning and design; gathering and analyzing the data; identifying the evaluation findings, conclusions, and recommendations; disseminating results; and preparing an action plan to improve program performance.

Every year my students participate in a Stormwater Comic Strip contest for our local water department. Stormwater Management invites all third through fifth grade students in our school district to participate. Stormwater Management’s mission is to maintain natural and man-made drainage ways in free-flowing condition, to reduce the risk of localized storm water flooding, to reduce stormwater pollution as required by Federal law, to manage floodplain development, and to manage the municipal drainage utility system. The chairperson for the contest is always looking for feedback on ways to improve the contest as well as information on how effective the contest is in raising awareness with our students. Using the Participatory Evaluation, I would work with the chairman to design an evaluation that would allow her to take part in the all phases and help both of us extend our knowledge about the effectiveness of the program. Working so closely together on all phases of the evaluation process would greatly increase her interest in finding out the truth about the program. Using the Utilization Focused Evaluation, I would carefully evaluate the contest using different tools while always thinking about how each part will affect the way she uses the findings. For example, I would survey students who participated in the contest over the past 3 years and get feedback on how the contest affected their feeling toward storm water and if they put any of the knowledge they learned into affect. Hopefully, she would be able to use the findings from this tool to help students develop a lasting impression about storm water safety.

Technological Innovation- JING

JING is a program that allows you to capture images and video of your computer screen that you can share instantly.

Relative Advantage:

• ·         SWF video
• ·         5-minutes of screen recording
• ·         Mark-up tools for images
• ·         Screencast.com Free Account
• ·         Take Screenshots: Capture an image of what you see on your computer screen
• ·         Record Screencasts: Record what you see and do on your monitor
• ·         Collaborate: Jing’s older siblings – Snagit and Camtasia - are great for editing and enhanced sharing

Compatibility:

• ·         Compatible with Windows and Mac OS X

Complexity:

• ·         Very user friendly

Trialability:

• ·         There is a free version for any individual wanting to utilize the product.  The only thing you have to do is register for an account.

Observability:

•   TechSmith provides more than 50 countries with screen capture and recording software for individual and professional use. TechSmith has seven products that do anything from taking screen captures, to screen recording and managing consumer content. People everywhere use their products to grab images and record content straight off their computer screens to create dynamic presentations and screencasts. With their products, people communicate more effectively and create interest with engaging visuals and sharp videos that grab attention and keep it. They also develop and update their innovative software every day and plan to continue expanding their existing products to support the Mac platform.

Compatibility and complexity assisted in the adoption of this innovation. Being compatible with Windows and Mac made the product available for use to everyone. Also, because JING is so easy to use, many people will be able to utilize it without needing much outside support or training. 

Situational Leadership: To start this project, I would like to utilize the resources available to me, which would be the teachers within the district that are experts in the utilizing technology in the classroom, to present the professional development session to other teachers. To make sure I am being equitable about choosing the right individuals to present, I would ask the administrators to select two individuals from their campus they felt would be great at presenting and also possessed expertise in utilizing technology in the classroom. Next, I need to identify the maturity level and leadership style for the group:

Maturity Levels

• M1 – People at this level of maturity are at the bottom level of the scale. They lack the knowledge, skills, or confidence to work on their own, and they often need to be pushed to take the task on.
• M2 – at this level, followers might be willing to work on the task, but they still don't have the skills to do it successfully.
• M3 – Here, followers are ready and willing to help with the task. They have more skills than the M2 group, but they're still not confident in their abilities.
• M4 – These followers are able to work on their own. They have high confidence and strong skills, and they're committed to the task.

Leadership Styles

• Telling (S1) – Leaders tell their people exactly what to do, and how to do it.
• Selling (S2) – Leaders still provide information and direction, but there's more communication with followers. Leaders "sell" their message to get the team on board.
• Participating (S3) – Leaders focus more on the relationship and less on direction. The leader works with the team, and shares decision-making responsibilities.
• Delegating (S4) – Leaders pass most of the responsibility onto the follower or group. The leaders still monitor progress, but they're less involved in decisions.

I am hoping for a group with a M4 maturity level. Then, I need to decide on my leadership style for this group. With my group being a M4, I need to use the S4 leadership style. With the group being experts in utilizing technology in the classroom, I would allow them to decide the direction the professional development should be directed. The planning, information, implementation, and evaluation would be up to the group. I will acts as a facilitator and monitor the direction of the planning. Hopefully, with the high confidence, strong skills, and commitment to the task, the group will form a cohesive professional development that is effective and motivating to teachers.

Benefits of engaging in Design Research

One of the major benefits of design research is that it allows you to evaluate the effectiveness of the instruction in promoting student learning. Along with the ability to use a myriad of strategies to improve performance, it also allows you to use assessment and making adjustment based on the desired performance outcome for your students. 

Learner Motivation