Week 7: New Directions in Instructional Design and Technology

This section has been very interesting.  We have been exploring different directions technology can develop into in our field.  I found this particularly interesting in my new position as an elementary level library.  I am always reluctant to use too much technology with the K-2 students and limited technology with 3rd graders. Unfortunately, I normally underestimate the students when it comes to technology.   It was interesting to think about how these four types of technologies can be implemented in the elementary setting.

Distributed or E-Learning Environments
Our text defines distributed learning as "distance learning", "eLearning" or "online learning".  Distance learning is individual, guided learning that is "separated in space and time from the instructor and peers" (290).  eLearning is defined as "a combination of content and instructional methods delivered by media elements such as words and graphics on a computer" (Clark and Mayer 311).  Online learning is learning in which the learner is "limited to Internet-based learning technologies" (290).  Though I don't see distributed learning working well with students in the elementary setting, I do believe there is a place for distributed learning for the teachers in my setting.  In order for students to be successful with distributed learning, there has to be a certain level of determination, self-discipline, technological skill and responsibility.  Students at the elementary level have not developed the characteristics necessary to be successful in distributed learning.  Distance learning would work more appropriately at the high school setting with students who are more self-directed and require less guidance.

Distributed learning would work well with the teachers in the elementary setting.  Teachers could be given trainings or new tools through distributed learning.  Formal trainings could be held less frequently if teachers were given mini-trainings through distributed learning.  For example, if a grade level needs information on how to teach poetic elements, a podcast or power point could be created and distributed to teachers.  Teachers could learn the necessary information in their free time and have the lesson to review again when necessary.  A brief quiz or review can be turned in to administrators to ensure that teachers have completed their trainings. Distributed learning could become an extremely valuable tool for teachers and administrators.


Reusable Design or Learning Objectives
Our text defines reusability as "the ability to use the same resource multiple times in multiple ways and in multiple contexts" (302).    In this way, reusable design is a database of resources that can be pulled from and used frequently and for different reasons. Reusable design would definitely be an asset in the elementary setting.  Teachers or instructional specialists could create databases of items such as graphic organizers or templates for use in class. 

With a database of graphic organizers, any campus teacher could review the database and choose the appropriate graphic organizer for any lesson they are planning.  This would reduce planning time greatly since the graphics would be available at the touch of a button, rather than having to search the internet or books for the graphic organizer that fits the lesson.  A database of many varied templates would also be valuable for teachers.  Lesson plan templates would make lesson creation uniform and fast.  Campuses with a lesson plan template allow for quick and easy lesson creation.  In addition, teachers know what information is required on a lesson by reviewing the template.  Collections of math formulas, maps, pictures/graphics, graphs, charts (really the possibilities are limited by the imagination) would help teachers by making necessary information easily accessible.

I have already begun creating reusable databases of lessons, activities and graphic organizers for my campus.  Some teachers are beginning to search through these databases for items that suit their lessons but others are reluctant to abandon their well-worn blackline masters.  Making my campus more "reusable" friendly is a process that will take time to take root.   

 

Rich Media
Rich media is already used in many school environments for teachers and students.  Rich media is defined as "learning products that incorporate high-end media such as video, animation, sound, and simulation" (312).  Rich media is already used in the elementary setting.  Teachers are used to rich media in some training simulations.  In my district, some of the trainings that teachers used to complete by going to a training session (either in house or at district headquarters) are now completed through simulations via video training with simulations and quizzes at the end.  Students also use rich media as they complete online lessons. At my campus, students use iStation frequently.  Being from a middle school background, I had never seen this before.  iStation is a series of lessons.  Children are tested online on a wealth of topics.  They are evaluated for understanding of each concept and areas of weakness are pinpointed.  Students must then complete the lessons for concepts they are found to be weak in.  However, iStation offers a little twist.  The lessons and simulations are created in the form of fun videos, songs and games.  Kids working on iStation often think they are playing a video game.  They love it! 

Rich media has much to offer learning environments.  The majority of students love watching videos and playing games.  Campuses that incorporate more rich media can increase student and teacher excitement in learning while the students (of all ages) are still learning.  Finding new, innovative rich media lessons and activities can create excitement in learning.  This does not mean that all lessons should be rich media lessons; however, rich media can greatly enhance and supplement teachers' lessons or provide much needed review, reteach and practice.

I teach the dyslexia intervention classes at my campus.  I use a program to help my students overcome dyslexia.  I can definitely see incorporating simulations that will support my lessons and enrich the learning that my students experience.  Since the program I use is extremely structured, I will have to be very careful of the rich media I choose to incorporate.  It will have to follow very strict guidelines and meet certain criteria per lesson.  Even so, I do feel it is worth the time to search for simulations to suit my students' needs. 


Emerging Instructional Technologies 
Our text discusses three emerging technologies that may make a huge impact on education in the future: (1) the proliferation of object-oriented distributed learning environments, (2) the use of artificial intelligence applications, (3) the expanded effect of cognitive science and neuroscience.  Though I am having trouble thinking of ways these emerging instructional technologies can effectively be incorporated into education, I was interested by the idea of brain mapping.  Brain mapping is described as the process of monitoring brain activity in order to measure brain activity and discover pathways being activated during learning.  If brain mapping could somehow be used for at-risk students (students labeled special education, struggling students, etc), teachers would have a much better picture of how to help these students.  Interventions could be created to address the specific issues the students are actually experiencing as they attempt to learn.  With brain mapping, the students' true educational issues could be addressed by teachers.  If educators could somehow harness this brain mapping tool, students could not only be taught the curriculum but they would be given tools to become life-long learners.