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.