Section 7: New Direction in Instructional Design and Technology

How I envision applying each of the following in my future position in the IDT field:

Distributed or e-Learning Environments

e-Learning is coming whether we like it or not.  In fact many learning objects are becoming available and students seek and are able to find them for topics they have an interest for.  I imagine leveraging e-learning to help my students become better learners. As the text mentions, rather than dictate exactly what the students will use to accomplish certain outcomes, I will try to grant the freedom to choose from a range of objects and tools that allow them to make meaningful connections (long term memory connections) with the information or concepts.   I imagine that this will not be an easy task as students are trained and conditioned to be fed knowledge and content.  Another benefit of using e-learning is that the classroom can extend beyond the confines of the school.  Parents would have the opportunity to support the learning process if the game plan and options are available to them as well.


Reusable Design or Learning Objects

As a programmer I really connected with this chapter. The benefits of making a reusable object range from the usage to collaboration to sharing or distribution.   The ability to connect to Web 2.0 communities allows these objects to extend their life and usefulness.  One of the points in the text was that some objects might even be used for which it was not even intended.  In fact a learning object might even come from a completely different source unrelated to education.  For instance, Play-Doh was developed in the 1930's as a wallpaper cleaner but eventually made it's way into schools as a modeling compound.

I see myself being a user and a maker of learning objects.  I am bewildered by the resistance of teachers who will record their own versions of content rather than using an object that works perfectly fine.  Even if 10 percent of the object does not align with their pedagogy, that 10 percent could potentially be highlighted, or ignored.  The time and effort savings along with an desired learning outcome for the students is what makes a learning object so valuable.  Teachers are up against a formidable task of balancing time and energy.  Learning objects will be my equalizer.

Using the correct learning object will be the challenge. The temptation to overuse or misuse an object concerns me especially if there is pressure from administration to use tools and technology that they think are appropriate.  I like the old saying of if you always use a hammer, all your problems start looking like nails because it is a good reminder to recognize the task or objective and then find the right tool for the job.


Rich Media

I enjoyed the twist in this chapter about the use of Rich Media.  I support a knowledge base tool at my job and all too often new users think they need to inundate the knowledge document with graphics, grahpics and more grahpics.   I learned from experience that less is more.  Bold, bullets and numbering is generally sufficient enough to document an answer to a common problem.  If the document is difficult to read because of scrolling or the problem described in the text where the focus shifts from the text to the picture and presents information overload, then the purpose of the knowledge document is diminished.

I like the research that was provided for audio and text instructions.  It helps me understand the reasons for delivery methods that will help the brain connect and remember with the information.  I will definitely use rich media in my career and will consider the data and information in this chapter.   Less is more, but I will also use the correct form of media for the learning outcome.  There is a connection back into the learning object, as rich media is one category in that usig the right object is key to success.

One part of the chapter that surprised me and changed my thinking was the seductive details.  I always thought that tidbits or ancillary details of a topic would intrigue the learner and help them engage the task.  I now think that including those items are destructive to the primary objective.  This is a bit disappointing on the surface, but after some consideration I imagine that after the students learn more effectively sans seductive information they will be ready to explore or extend their interest to the interesting facts and tidbits that we wanted to share as teachers.  The seductive details would be like desert after a hearty meal which can be enjoyed much better with a clean palate.


Emerging Instructional Technologies such as artificial intelligence, cybernetics, Web 2.0, virtual worlds, electronic games, etc.

Incorporating emerging technologies into instruction is probably the most challenging of IDT.  While some of these technologies have been around long enough for the education and business world to get a handle on, the book of "best practices" typically has not been written.  A key to applying the technology is to understand how the tool can support the desired learning outcome.

A good application of Web 2.0 is seeking and discovering learning communities or making connections with students in other areas of the district, state or country.   While there are challenges of privacy and support of the tools with the schools IT department, there are enough tools available to satisfy most objectives.

Electronic games can be applied to instruction by utilizing meaningful gaming environments.  Environments that stretch the student and allow them to take risks as they seek the epic win.  The students have probably experienced gaming as a motivation or skill and drill, but careful examination of the game or simulation can shift this paradigm to utilizing for meaningful, student centered learning.

Virtual worlds can afford students and teachers to view interactions a see things that they are not able to witness as a first person.  I was just watching a news story where a virtual environment using a xbox camera painted the avatar that looked like the boy and mimicked his expressions so he was able to recognize how he was being viewed by other participants.  As virtual worlds become more realistic, it will be easier to "play" scenarios in a safe environment.  They will also be able to connect with different participants in remote locations to add different perspectives to the experience.