This document is a student's responses to critical thinking questions for an online course. The student provides summaries of key points from readings on instructional design and technology. They discuss trends in media production skills for instructional designers, potential coursework and projects to strengthen skills, and leading academics in the field. The student also prioritizes areas of focus and proposes action steps to enhance proficiency and career opportunities.
Informal Learning: Broadening the Spectrum of Corporate LearningHans de Zwart
A keynote presentation for the 2010 Symposium of the Dommel Valley Group. Delivered on November 7th, 2010. It describes the DNA of the L&D of my employer, describes some very recent experimentation in the learning space and takes a sneak peek into the future of the learning function.
Steve Price: Interactive Design and graduates questionnairePlan-B Studio
Friends; piers; contemporaries; no-one was safe. I sent out a questionnaire to a selection of those whose opinion I value greatly. I did this because over my ten years experience I have formed my own opinions; from first-hand experience of dealing with designers whilst in education and employing them there after. I wanted
to see if my thoughts were shared.
Thanks to everyone who replied.
Using lego serious play and multimedia blogs to stimulate effective reflectiv...Sue Beckingham
An innovative approach has been taken in the design of the foundation year for a new Extended Degree in Computing, whereby assessment is by competencies in a 120 credit module. The students need to pass 40 competencies to pass. In order to pass a competency they may have to demonstrate this first in class to the tutor where there is a practical element, and in addition the students are required to write a reflective blog post about each competency.
This paper will discuss how the use of Lego Serious Play was used first of all as a means to develop the students' communication skills and to explore effective teamwork and personal skills. The students are encouraged to draw, mind map, take photos or video of any aspect of their learning, and to use these within their reflective multimedia blog posts.
An introduction to reflective practice used the 'what - so what - now what' as a starting point; considered how reflective practice is used by the military who routinely conduct after-action reviews; and then how Gibbs six point reflection cycle can provide trigger points for reflective writing. This provided a pedagogical foundation for why reflection was used, but more importantly for the students it provided why it was beneficial to them both in academia and in preparation for placement or graduate employment.
An abundance of research has highlighted that communication is a skill that all graduates need to demonstrate, and is one our Computing graduates most often need to develop. The outcomes of the blogs to date have demonstrated that allowing students to take a more creative approach to expressing themselves has helped them to become more confident in reflective practice and articulation of their learning.
Informal Learning: Broadening the Spectrum of Corporate LearningHans de Zwart
A keynote presentation for the 2010 Symposium of the Dommel Valley Group. Delivered on November 7th, 2010. It describes the DNA of the L&D of my employer, describes some very recent experimentation in the learning space and takes a sneak peek into the future of the learning function.
Steve Price: Interactive Design and graduates questionnairePlan-B Studio
Friends; piers; contemporaries; no-one was safe. I sent out a questionnaire to a selection of those whose opinion I value greatly. I did this because over my ten years experience I have formed my own opinions; from first-hand experience of dealing with designers whilst in education and employing them there after. I wanted
to see if my thoughts were shared.
Thanks to everyone who replied.
Using lego serious play and multimedia blogs to stimulate effective reflectiv...Sue Beckingham
An innovative approach has been taken in the design of the foundation year for a new Extended Degree in Computing, whereby assessment is by competencies in a 120 credit module. The students need to pass 40 competencies to pass. In order to pass a competency they may have to demonstrate this first in class to the tutor where there is a practical element, and in addition the students are required to write a reflective blog post about each competency.
This paper will discuss how the use of Lego Serious Play was used first of all as a means to develop the students' communication skills and to explore effective teamwork and personal skills. The students are encouraged to draw, mind map, take photos or video of any aspect of their learning, and to use these within their reflective multimedia blog posts.
An introduction to reflective practice used the 'what - so what - now what' as a starting point; considered how reflective practice is used by the military who routinely conduct after-action reviews; and then how Gibbs six point reflection cycle can provide trigger points for reflective writing. This provided a pedagogical foundation for why reflection was used, but more importantly for the students it provided why it was beneficial to them both in academia and in preparation for placement or graduate employment.
An abundance of research has highlighted that communication is a skill that all graduates need to demonstrate, and is one our Computing graduates most often need to develop. The outcomes of the blogs to date have demonstrated that allowing students to take a more creative approach to expressing themselves has helped them to become more confident in reflective practice and articulation of their learning.
Presentation to PACT Meeting, Minneapolis, 13 February 20145. [Links to references at http//c4lpt.co.uk/janes-articles-and-presentations/social-learning-in-the-workplace/
L&D Practices for Modern Workplace LearningJane Hart
The radically changing workplace needs a new definition, new mindset and new L&D practices for Modern Workplace Learning (MWL). Download the PDF with working hyperlinks. Note: this diagram is being continuously updated.
Re-engineering introductory Information Systems Course for the 21st CenturyBeata Jones
This presentation reports on the author’s low cost, innovative approach to an introductory Information Systems [IS] course, promoting twenty-first-century skills. By implementing several best instructional practices and through innovative use of technology to create community, the faculty member created a learning environment that students received with enthusiasm, and which helped them achieve at a higher level. The instructional practices included relevant AAC&U high-impact practices, ConnectedLearning.tv framework, and flipped classroom. This author describes the details of the approach and the course outcomes, followed by a discussion.
Revolutionize Corporate Learning: Beyond Formal, Informal, Mobile, Social Dic...Marcia Conner
A report for business decision makers interested in abolishing traditional corporate training functions, creating instead vibrant modern collaborative cultures. Why? The corporate learning field is in dire need of bravery, insight, creativity and boldness. It has been stuck in an antiquated rut for too long. Full classrooms and smile-sheet summaries only indicate employees can successfully sit through training, not that these strategies demonstrate value or engender growth in competitive organizations. With a nod toward early twentieth-century innovations, moving the art world toward natural forms, the corporate education function should aim to become learning nouveau. The people responsible for fostering education throughout organizations ought to consider becoming artists. Here's how. [Additional information at http://www.marciaconner.com/learning-nouveau/]
What Is Learning Experience Design (And Does Adopting It Require You to Leave...Saul Carliner
Over the past few years, the term “learning experience design” has crept into the
instructional design lexicon. But what is it really? This session provides an overview.
Specifically, taking a design- sprint approach, this session engages participants in performing some the essential practices of learning experience design, including the development of use cases and personas, learning journeys, and prototyping; explains the benefits of these practices; explores the benefits of learning experience design to the overall effectiveness of instructional programs; and suggests how these practices integrate into the I4PL Competencies and existing instructional design processes
When you get started with digital learning, technology is only one of the many challenges. What is even more difficult is creating a learning experience that engages your learners and transforms the performance of your organisation. One of the keys to a successful digital learning course is designing learning experiences that allow your employees to practice their new found skills.
This webinar will introduce you to processes, ideas and tactics that will allow you to build engaging and effective digital learning programs.
Topics to that where covered:
- What does an instructional designer do?
- Introduction to basic frameworks and theories
- The instructional design process
- Hints and tips about visual design and media
- Trends in digital learning authoring tools
Gamification – Hintergründe & Andwendungsbeispiele bei SAPThomas Jenewein
Gamification – Hintergründe & Andwendungsbeispiele bei SAP - Gamification ist die Anwendung von Spieledesignprinzipien auf spielfremde Anwendungen und Prozesse, um Probleme zu lösen und Teilnehmer zu engagieren. Ziel ist eine Motivationssteigerung der Benutzer, mit den Anwendungen verstärkt zu interagieren oder erwünschte Verhaltensweisen anzunehmen. Mechaniken sind beispielsweise Erfahrungspunkte, Highscores, Fortschrittsbalken, Ranglisten, virtuelle Güter oder Auszeichnungen (Badges). Nach Vorstellung der versch. Ansätze und Mechaniken werden auch unterschiedliche Beispiele gezeigt aus dem SAP Community Netzwerk, SAP Learning Hub und internen Anwendungen wie einer Mitfahrapp oder einem Lernprogramm.
Track 09 - New publishing and scientific communication ways:
Electronic edition, digital educational resources
Authors: Ana Catarina Silva and Maria Manuel Borges
https://www.youtube.com/watch?v=tAdQkqUYROo&list=PLboNOuyyzZ86iI_x9SRTfV1KlSRX9DcEc&index=5
Presentation to PACT Meeting, Minneapolis, 13 February 20145. [Links to references at http//c4lpt.co.uk/janes-articles-and-presentations/social-learning-in-the-workplace/
L&D Practices for Modern Workplace LearningJane Hart
The radically changing workplace needs a new definition, new mindset and new L&D practices for Modern Workplace Learning (MWL). Download the PDF with working hyperlinks. Note: this diagram is being continuously updated.
Re-engineering introductory Information Systems Course for the 21st CenturyBeata Jones
This presentation reports on the author’s low cost, innovative approach to an introductory Information Systems [IS] course, promoting twenty-first-century skills. By implementing several best instructional practices and through innovative use of technology to create community, the faculty member created a learning environment that students received with enthusiasm, and which helped them achieve at a higher level. The instructional practices included relevant AAC&U high-impact practices, ConnectedLearning.tv framework, and flipped classroom. This author describes the details of the approach and the course outcomes, followed by a discussion.
Revolutionize Corporate Learning: Beyond Formal, Informal, Mobile, Social Dic...Marcia Conner
A report for business decision makers interested in abolishing traditional corporate training functions, creating instead vibrant modern collaborative cultures. Why? The corporate learning field is in dire need of bravery, insight, creativity and boldness. It has been stuck in an antiquated rut for too long. Full classrooms and smile-sheet summaries only indicate employees can successfully sit through training, not that these strategies demonstrate value or engender growth in competitive organizations. With a nod toward early twentieth-century innovations, moving the art world toward natural forms, the corporate education function should aim to become learning nouveau. The people responsible for fostering education throughout organizations ought to consider becoming artists. Here's how. [Additional information at http://www.marciaconner.com/learning-nouveau/]
What Is Learning Experience Design (And Does Adopting It Require You to Leave...Saul Carliner
Over the past few years, the term “learning experience design” has crept into the
instructional design lexicon. But what is it really? This session provides an overview.
Specifically, taking a design- sprint approach, this session engages participants in performing some the essential practices of learning experience design, including the development of use cases and personas, learning journeys, and prototyping; explains the benefits of these practices; explores the benefits of learning experience design to the overall effectiveness of instructional programs; and suggests how these practices integrate into the I4PL Competencies and existing instructional design processes
When you get started with digital learning, technology is only one of the many challenges. What is even more difficult is creating a learning experience that engages your learners and transforms the performance of your organisation. One of the keys to a successful digital learning course is designing learning experiences that allow your employees to practice their new found skills.
This webinar will introduce you to processes, ideas and tactics that will allow you to build engaging and effective digital learning programs.
Topics to that where covered:
- What does an instructional designer do?
- Introduction to basic frameworks and theories
- The instructional design process
- Hints and tips about visual design and media
- Trends in digital learning authoring tools
Gamification – Hintergründe & Andwendungsbeispiele bei SAPThomas Jenewein
Gamification – Hintergründe & Andwendungsbeispiele bei SAP - Gamification ist die Anwendung von Spieledesignprinzipien auf spielfremde Anwendungen und Prozesse, um Probleme zu lösen und Teilnehmer zu engagieren. Ziel ist eine Motivationssteigerung der Benutzer, mit den Anwendungen verstärkt zu interagieren oder erwünschte Verhaltensweisen anzunehmen. Mechaniken sind beispielsweise Erfahrungspunkte, Highscores, Fortschrittsbalken, Ranglisten, virtuelle Güter oder Auszeichnungen (Badges). Nach Vorstellung der versch. Ansätze und Mechaniken werden auch unterschiedliche Beispiele gezeigt aus dem SAP Community Netzwerk, SAP Learning Hub und internen Anwendungen wie einer Mitfahrapp oder einem Lernprogramm.
Track 09 - New publishing and scientific communication ways:
Electronic edition, digital educational resources
Authors: Ana Catarina Silva and Maria Manuel Borges
https://www.youtube.com/watch?v=tAdQkqUYROo&list=PLboNOuyyzZ86iI_x9SRTfV1KlSRX9DcEc&index=5
Web 2.0 infomral online learning professional development program conducted as a trial at TNQIT - this presentation nwas made to the Ve-Mentoring netywork of TAFE Qld Australia
The implementation of design thinking models on the entrepreneurship learning...Laurensia Claudia Pratomo
PENERAPAN MODEL PEMBELAJARAN DESIGN THINKING PADA MATA PELAJARAN KEWIRAUSAHAAN DI SEKOLAH KEJURUAN
Laurensia Claudia Pratomo, Siswandari, Dewi Kusuma Wardani
Postgraduate of Economic Education Department Universitas Sebelas Maret, Indonesia.
Email: laurensiaclaudiap@gmail.com
ABSTRAK
Penelitian ini bertujuan untuk mengetahui penerapan model pembelajaran design thinking pada mata pelajaran kewirausahaan terutama pada kompetensi media pemasaran. Metode eksperimen digunakan pada penelitian ini dengan 120 siswa sekolah kejuruan di Surakarta sebagai objek penelitian. Data diperoleh dengan membagikan kuesioner kepada para siswa. Data diolah menggunakan aplikasi SPSS Statistik 23. Hasil dari N-Gain memperlihatkan jika terjadi peningkatan kreativitas dan kesadaran berwirausaha siswa pada kelas eksperimen setelah menerima pembelajaran kewirausahaan dengan model design thinking Stanforf D School. Pada kategori kreativitas tinggi terjadi peningkatan sebanyak 7% sedangkan pada kategori kesadaran berwirausaha tinggi terjadi peningkatan sebanyak 10%.
Kata kunci: model pembelajaran; design thinking; pembelajaran kewirausahaan; sekolah kejuruan.
----
The Implementation of design thinking Models on the Entrepreneurship Learning in Vocational Schools
Laurensia Claudia Pratomo, Siswandari, Dewi Kusuma Wardani
Faculty of Teacher Training and Education of Sebelas Maret University, Indonesia
Email: laurensiaclaudiap@gmail.com
Abstract
This study aims to determine the implementation of the design thinking learning model in entrepreneurship education, especially in marketing media competencies. The experimental method was used in this study with 120 vocational school students in Surakarta as research objects. The data were obtained by distributing questionnaires to students. The data is processed using SPSS Statistics 23 application. The results of N-Gain shows that students' creativity and entrepreneurial alertness in the experimental class has increased after receiving entrepreneurship education with Stanford D School's design thinking model. In the category of high creativity has increased by 7% while in the category of high entrepreneurial alertness has increased by 10%.
Keywords— learning model, design thinking, entrepreneurship learning, vocational schools.
MANAGEMENT SCIENCE DEPARTMENT
MIS440 MANAGEMENT SUPPORT SYSTEM
Project – YUC Intelligent System
Interface Design Competition
(Innovation and Creative System)
INSTRUCTIONS:
Please submit your completed work in proper PRINTED DOCUMENT and via Schoology.
Your work must be your own group work. Act of copying is strictly prohibited and every party involved will be penalized by deducting 70% of their marks.
DESCRIPTION:
Working in groups of 5 people (maximum), search any topic from internet to stimulate your idea and creativity. You might identify the main problems that the user faced in their daily life or analyze the weaknesses of existing YUC-SIS and YUC E-learning systems. Then you will provide creative solution using innovative technology/system (upgrade the system functionality into Intelligent System or Business Intelligent System). To realize the designs, gives added value to your system design. Each group should able to present the idea of how the system works into graphic/ visual (interface design).
TASKS:
1. Read about Creativity below.
2. Do literatures review from Google or from given list of Bibliography.
3. Design your invention into Interface Design and using any solution models
4. Goto http://www.scoop.it/t/kaymarlyn and select ‘Tools’ tags under ‘Search in topic’ menu. Study and learn about “60 User Interface Design Tools A Web Designer Must Have” and other prototyping and mockup tools from the page.
5. Illustrate your idea into interface design using the selected best tool for your Design Category and provide the explanation. You might search from the Internet using keywords to view other example of process or models.
6. Disseminate your idea and how your system works into proper formatted report.
7. Presentation will determined the winners ranking and will contribute max 35/50 marks from the total marks.
8. Shows all the workload distribution among your group members in the given table.
9. Lastly, provide all the references and websites that you visited and used in the report.
DESIGN CATEGORIES:
· Academic System
· Students Manager
· University DSS
· Mobile Apps
· Student Work/ Activities Application
Creativity
Creativity involves the generation of new ideas or the recombination of known elements into something new, providing valuable solutions to a problem. It also involves motivation and emotion. Creativity “is a fundamental feature of human intelligence in general. It is grounded in everyday capacities such as the association of ideas, reminding, perception, analogical thinking, searching a structured problem-space, and reflecting self-criticism. It involves not only a cognitive dimension (the generation of new ideas) but also motivation and emotion, and is closely linked to cultural context and personality factors.” (Boden 1998).
Fundamental concepts for all creative techniques are:
· The suspension of premature judgment and the lack of filtering of ideas.
· Use the intermediate impossible.
· Create analogies ...
This was the first session on Generative AI in teaching and learning, focusing on ChatGPT that was conducted in Malaysia. The event was organised by the Centre for Academic Development and Leadership Excellence (CADe-Lead) UPM. The YouTube video of the session is here https://www.youtube.com/watch?v=p6Zk370bxJo&t=1s
Presentation697 week3 Powerpoint Presentation of a redesign for PLO 3tommygee2
EDU 697 Week 3 Powerpoint presentation of a redesign of EDU 652 Anatomy of a Drum solo absorb activity, to fulfill PLO 3 "Exemplify ethics in technology use."
Dr. Keith Pressey, it is explained that the protocol of the 2 SKill-set Method is designed to prelude any possibility of Moral, Professional or Fiscal turpitude.
Word work file a 30.asd Week 2 Assignment EDU 697 tommygee2
Our first iteration in EDU 697 Assignment was "Supporting the Needs of All Learners" where the challenges of meeting the needs of all learners for teaching drums is discussed.
EDU 697 Week 2 Dr. Keith Pressey
PLO 3 and/or PLO 4
Presentation anatomyofadrumsolo from EDU 652tommygee2
Week 4 Assignment Anatomy of a Drum Solo Ppt.
Tutorial of a primer of how to compose your (student) own
Drum Solo as a connect activity EDU 652 Dr. Lisa Marie
Johnson
PLO 3 and/or 8
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Week 6 assignment 2 critical thinking questions EDU 655
1.
Week
6
Assignment
2
Critical
Thinking
Questions
EDU
655
Trends
&
Issues
Inst.
Design
&
Tech.
Online
Learning
Thomas
Wilson
Christopher
Sorensen
October
22,
2012
2.
Chapter 26 – Getting an Instructional Design Position: Lessons from a Personal History
What are the media production skills in highest demand for instructional designers today? What courses are
available for you that would strengthen this skill set? What projects could you complete that would
strengthen your portfolio? Who are the leading academics publishing in the field of media production in
instructional design?
The areas of media production most in demand are in e-learning and interactive multimedia. In the
MA in Learning w/Technology there are several course which give relevant experience in Media
Production, a few examples are: EDU 656 Technology Solutions For JIT Training & Learning,
EDU 626 Research Design & Methodology, EDU 697 Capstone: A Project Approach-all of which
provide requisite experience in Media Production Design. It appears that one thing which was mentioned
by Dr. Reiser was in Lesson 14 to develop an area of expertise, in my case I’d say that I’m blessed to
know an I.T. man (M.A. in Computer Science) whom works for Boeing and said to get in touch when
I was getting into the mid-point of my studies in LATW/T, and I’ve developed a liking for Web 2.0,
and intend to play (work) on projects involving graphics, animation, and other Web Development
tools. I’d like to work as a Corporate Trainer eventually. Techtrends is a widely read and highly
regarded IDT journal, the following are some names w/bylines in the issue researched (Vol. 56 2012)
Florence Martin, Raymond Pastore and Jean Snider
Punya Mishra and the Deep-Play
http://www.springerlink.com/content/8756-3894
Reading through the lessons the author offers, which three areas do you think you should focus your
attention on most? Prioritize a list of 10 action steps you could take to enhance your proficiency in these
areas, and thereby increase your probability of landing the job you want.
The first one was obvious focusing upon Media Production Skills in e-learning and interactive multimedia,
next acquire a Strong Set of Design and Analysis Skills, last but not less important acquire Some
Management Skills. Now those were 1-3 of the 10 action steps (as far as I’m concerned) next are
4. Develop a Strong Set of Communication Skills, 5. Develop an Area of Expertise, 6. Become Active
in Professional Organizations (I’ve been doing that for years) 7. Publish, Don’t Cherish- as I grow in
the profession I’ll be writing about my progress, failures (which will lead to breakthroughs in learning
3. and new understanding) 8. Keep Up with the Literature in Your Areas of Interest 9. When Preparing
For a Job Interview, Find Out as Much as You Can About Your Potential Employers 10. Demonstrate
To Your Professors You Do Good Work (It’s a work in progress!)
Wiley Journal to get published in Computer Animation and Graphics
(one of my areas of interest which is on my career bucket list)
http://www.wiley.com/WileyCDA/WileyTitle/productCd-CAV.html
Chapter 29 – E-Learning and Instructional Design
Why has e-learning evolved beyond the need for differentiating labels? In what ways does this
evolution present both challenges and opportunities to educators?
Dr. James Dempsey says “Altough the internet remains the prime mover, over the years we
have changed the title, and the focus of this chapter from “online learning” to “distributed learning”
to “e-learning.” Not coincidentally, each of these is a less restrictive concept as technology has
progressed in power and ease of use, and research and praxis have continued to evolve accordingly”
Further on he continues “But to focus on the technology alone is to mistake the trees for the forest;
As with any learning environment, our efforts must always center on efficiently achieving learning
outcomes, and arranging creative robust design working in development and production teams”
In these preamble statements we can deduce that e-learning has become so much more than the
term itself, but is the methodologies and the product. In the part titled “Analysis of Learning Outcomes.”
He says another telling item otherwise missed in the text of this section “THE RICHESt LEARNING
EXPERIENCES ARE THOSE THAT GO BEYOND SIMPLE ACQUISITION OF KNOWLEDGE” I’ve
chided a sibling on that very topic I asked if what she wanted for her children were to be good Critical
Analytical Thinkers or to be “Good Monkeys” meaning that they’d have mastered the content but not
learned how to apply it? In the same vein here we see the opportunities are as he says instead of
just “having intentional learning outcomes if an instructional designer was to use Bloom’s (1956)
or Gagne’s (1985) taxonomies to achieve this result” instead he emphasizes “Yet e-learning
environments are delightfully saturated with opportunities for informal and accidental learning.”
(Reiser & Dempsey Ch. 29, Pg. 281-282 2012)
4. To further illustrate the concept of social learning occurring (informal learning)
the following excerpt illustrates it quite succinctly.
SOCIAL LEARNING
Social learning is a fundamental shift in how people work—accelerating and broadening individual and
organizational reach.
For example, imagine a course in which learners can write embedded blog posts to share their own
best practices, techniques, or insights with other participants in the course. Imagine a course where
learners could participate in live discussions, or rate ideas and see the ratings of others. These types
of “social” technologies can be easily incorporated into traditional, formal training.
Social learning is learning with and from others. It occurs naturally at conferences, in groups—even
among old friends at a café— as well as in classroom settings, or among colleagues online who have
never met in person. We experience it when we go down the hall to ask a question and when we post
the same question on a blog anticipating that someone will respond.
In other words we’ve the option to design a learning landscape which is conducive to informal and
accidental learning.
http://www.astd.org/Communities-of-Practice/CareerDevelopment/~/media/Files/Certification/Competency%20Model/SocialLearning1.ashx
Assume you have been told to design a “Twenty-First-Century Learning Course” that incorporates the full
range of techniques and technologies that are used today (social networking, collaboration, Facebook, etc.).
What are the key characteristics for which you would design, and how would you design for intentional vs.
unintentional learning?
I would probably utilize a Wiki where there was designed into it the capability to allow plugins for
FaceBook, Linkdin, and select social and professional media. Embedding of videos, and allowing
for the participants to create their own PLE’s in their own space within the Wiki which would also
have Blogs for the formal and informal learning. It would include some free uses of TechSmith
products like Camtasia, Jing, Camtasia Studio, Screencast, etc. because then with the use of
webcam software we would have interactive collaboration in the design with discussions going
on about projects and have that as a integral part of the designed environment, and have forums
explicitly dedicated to the project where members could enter the chat rooms for real-time
working (synchronous) and the message boards could be used Asynchronously. The Instructor
would have an administrative role (guide-on-the-side) and student-peer guides, graduate students
would act as moderators.
Techsmith.com
5.
References
I
Techtrends
Brown,
Abby
(Editor)
(vol
56
2012)
http://www.springerlink.com/content/8756-‐3894
II
Wiley:
Computer
Animation
and
Virtual
Worlds
(Virtual
Journal
to
Publish
Computer
Animation
Content)
(retrieved
from
internet
10-‐22-‐2012)
http://www.wiley.com/WileyCDA/WileyTitle/productCd-CAV.html
III
Trends
In
Instructional
Design
And
Technology
Reiser,
Robert
A.,
Dempsey,
John
V.
Editors
Ch.
29,
Pg.
281,
282
(2012
3rd
ed.)
Pearson
Publishing
ISBN
978-‐0-‐13-‐256358-‐1
IV
Social
Learning
Authors
unknown
(retrieved
from
internet
10-‐22-‐2012)
http://www.astd.org/Communities-of-Practice/CareerDevelopment/~/media/Files/Certification/Competency%20Model/SocialLearning1.ashx
V
TechSmith.com
(Video
Overview/tutorials
of
Content)
(Jing,
Camtasia,
etc.)
(retrieved
from
internet
10-‐22-‐2012)
http://www.techsmith.com/?gclid=CIGd9aWblrMCFQSqnQodsAEAiA