Rapid Prototyping

Rapid Prototyping can be defined as a group of techniques used to quickly fabricate a scale model of a part or assembly using three-dimensional computer aided design data.




An example of rapid prototyping in an architectural design class, could be a prototype of a house or building. Rapid prototyping can be used in education as an instructional tool that develops the learning experience of both the student and teacher as the design-evaluation cycle continues throughout the life of the project.

Hypothetical Problem

Blended learning is the combination of multiple approaches to learning. For example:-self-paced, collaborative or inquiry-based study. Blended learning can be accomplished through the use of 'blended' virtual and physical resources. Examples include combinations of technology-based materials, face-to-face sessions and print materials.





Knowledge management system is a phrase that is used to describe the creation of knowledge repositories, improvement of knowledge access and sharing as well as communication through collaboration, enhancing the knowledge environment and managing knowledge as an asset for an organization.

Problem: Evaluating Internet and Electronic SourcesThe blended learning approach for this problem would be a Webquest. A Webquest is an inquiry-based lesson that utilizes the web for resources. Students will use Google Docs as their knowledge management syst

Informal Learning

Informal Learning: http://marciaconner.com/intros/informal.html

I've experienced a variety of informal learning situations in my adult life. This informal learning has ranged from casual conversation with friends or family members, training sessions, talking with students and while taking a class or two. Informal learning is an on-going process that occurs daily. Overall, my informal learning originally had no purpose, but the experience was an aha moment when things clicked for me. I must say most things I learn are engaging. However,there are times in my social life that I learn something too. My roles have been mostly as an observer, participant and facilitator of my informal learning experiences. The instructor in most cases has acted as a facilitator of the knowledge I've gained through informal learning.

Electronic Performance Support Systems

Definition 1--An Electronic Performance Support System is, according to Barry Raybould, "a computer-based system that improves worker productivity by providing on-the-job access to integrated information, advice, and learning experiences."

Definition 2--Gloria Gery defines it as "an integrated electronic environment that is available to and easily accessible by each employee and is structured to provide immediate, individualized on-line access to the full range of information, software, guidance, advice and assistance, data, images, tools, and assessment and monitoring systems to permit job performance with minimal support and intervention by others."

Definition 3--Electronic Performance Support System - (EPSS) A system that provides electronic task guidance and support to the user at the moment of need. EPSS can provide application help, reference information, guided instructions and/or tutorials, subject matter expert advice and hints on how to perform a task more efficiently. An EPSS can combine various technologies to present the desired information. The information can be in the form of text, graphical displays, sound, and video presentations.

Definition 4--An electronic performance support system (EPSS) may also be known as electronic performance support, automated job aids, electronic performance support tools, electronic coaches, intelligent online help, performance centered design, embedded support, or enriched learning environments.



I prefer definition 3 for electronic performance support system. This definition reminds me of the features available when utilizing a database or our online catalog. In my opinion EPSS have not been widely used because of the lack of knowledge, implementation expense, and overall change. I'd like to think that in education we can see the need and have an appreciation for support systems. Therefore, I could see EPSS being used more in the education arena than any other area.

Human Performance Improvement

Human performance improvement is the systematic process of discovering and analyzing important human performance gaps, planning for future improvements in human performance, designing and developing cost-effective and ethically justifiable interventions to close performance gaps, implementing the interventions, and evaluating the financial and non-financial results.

I'd say inventory of library resources is a human performance problem in my area of work. A non-instructional solution to completing inventory would be to weed or complete an equipment removal form for all outdated resources. Therefore, only current items are available.

Professional Development

In order to plan a successful professional development there must be input from the staff. I'd start with a survey covering technology use in the classroom. I'm all about building relationship with those that I work with. When you have a trusting relationship people don't mind attempting things out of their comfort zone such as using technology in their classroom. I'd facilitate these sessions from a selling/coaching approach from a situational leadership perspective. This approach emphasize high task and relationship focus. The leader defines roles and tasks, but seeks ideas and suggestions from the followers. However, decisions remain the leader's prerogative with communication being two-way. My goal would be to give direction and supervision in the implementation of technology in the classroom, this is more or less a collaborative effort on everyone's part. For those who are not comfortable with technology I'd give more time and individual support from a member of the campus technology team. I'd also involve the staff in decision making which would garner their commitment to task. The ultimate goal is to ensure that the sessions include the following components:built-in evaluation, continuous funding, adequate resources, administrative support, technical assistance and support, time, active participation of teachers, curriculum specific applications, variety of learning experiences, hands-on technology activities, and connects to student learning.

First session: cover research finding on technology integration in the classroom; show examples of technology use in the core subjects; brainstorms ways to implement technology in classrooms

Second session: each department set goals and objectives for technology integration; schedule a time for technology training from campus technology team

Third session: department technology focus walks; technology evaluation etc.....

In a collaborative effort I along with the campus will do the following:

• determine goals
• decide on a method/activity/resources to use
• target date
• date completed
• outcomes/revisions

Technological Innovation

In my opinion Google Docs was a technological innovation our district has chosen as a staff development choice for librarians. The attributes of this tool seemed hard when explained however, when we actually went through the pace of accessing the different resources available through Google Docs a lot of librarians were truly amazed. We've implemented the use of Google Docs on our campus for both students and teachers.

• Relative advantage: Google Docs utilizes a simple folder and file organization system that can be access from any computer with Internet accessibility; multiple users can make edits to the same file-online collaboration
• Compatibility: Google docs was compatible with our campus belief of using technology whenever possible, after a brief run through with our teachers most are using this tool within their classes
• Complexity: No complexity issues
• Triability: There is no trial period as long as the user has an email account they may access Google docs
• Observability: In the beginning most teachers sat back and observe the different resources available through Google docs and they practiced a couple of things before they felt comfortable using for themselves. We've used Google docs to create presentations for the library such as our library orientation, research skills, using the onlice catalog, creating surveys etc.....

Google Docs rocks!!!!!!

Evaluation Models

"Evaluation is part and parcel of educating – yet it can be experienced as a burden and an unnecessary intrusion."



Evaluation is the systematic exploration and judgement of working processes, experiences and outcomes. It pays special attention to aims, values, perceptions, needs and resources.

I located good evaluation informtion at the following web address: http://www.socialresearchmethods.net/kb/intreval.htm

Participant-oriented approach: This model stresses the firsthand experiences with program activitis and highlight the importance of the participants in the process. Another important aspect of this model is that it centers on enlisting the cooperation of the least powerful stakeholders in the evaluation from start to finish.

I would use the participant-oriented approach when conducting training with teachers over how to utilize video streaming in their classes. Some teachers will need individualize training in order to feel comfortable utilizing video streaming in their classes. This will be determined on the point of need for the teacher.

Objectives-oriented approach: This evaluation approach focus on specific goals and objectives of a given program. The goal is to the determine the extent to which the goals and objectives have been attained.

I would use the objectives-oriented approach when working with students on research skills. Research skills must be built upon starting at the beginning of school and concluding when students complete their research paper.

Benefits of Design Research

 

Research design: http://www.socialresearchmethods.net/kb/design.php

According to this website research design is the glue that holds the research project together. We know that without the glue or nails most items would fall apart. In this case research design is the structure of inquiry used to get to an outcome. Research design in essence is a plan of action of what needs to occur throughout the research process. The plan in itself is a benefit to anyone who is completing research. In my opinion research design is similar to a lesson plan. As educators we plan out what we want our students know from a particular lesson. The design research process is similar to the learning cycle. Research design benefits us in that it is a guide to what we want to accomplish and keeps us from getting invalid inferences during our research or lesson.

 

Course design-ARCS Model

Table 9.2: ARCS Model categories and subcategories

ARC Model categories & subcategories	What I'd do
Attention
Perceptual arousal	Creative bulletin boards
Inquiry arousal	Post KWL throughout the library. K-What do I know? W-What do I want to learn? L-What did I learn?
Variability	Place students in groups and have different activities for each group
Relevance
Goal orientation	Post objectives for student reference
Motive matching	Utilize teaching strategies that work with specific students
Familiarity	Visible examples of catalog searches
Confidence
Learning requirements	Posted rubric with expectations
Success opportunities	Extra credit assignments
Personal control	Individual time to work at computer workstation
Satisfaction
Intrinsic reinforcement	Peer tutor
Extrinsic rewards	Bonus points for extra work
Equity	Maintain and be consistent with classroom standards and consequences

 

 

 

Whole-task, Scaffolding, & Mathemagenic

Whole Task approach in the library

The whole task approach focus is on the overall goal that should be attained throughout the process. The task is learned as a whole and not through sub-skills. Each feature of the lesson is learned as it relates to the whole task. This lessens the amount of passive knowledge on the part of the learner and the need for transfer is not as great.

I'd use the whole task approach to cover a lesson over searching for library resources. This hands-on activity is effective in reinforcing research skills. The sub-skills for this lesson that are not specifically taught for this lesson would be using the online catalog, locating the resources, using the advance search feature on databases or web browsers, and basic knowledge of computers. Students will work in groups of 4 to locate the correct reference tool according to the questions posted on their table. The ultimate goal is for the students to determine what the appropriate resource is for that particular question. The following would be available resources found in the library: online catalog, Internet, almanacs, dictionaries, Guinness, atlas, and electronic encyclopedias.

Scaffolding in the library

Scaffolding is an instructional technique whereby the teacher models the desired learning strategy or task, then gradually shifts responsibility to the students.

I'd use scaffolding in the library to model how to use the online catalog through a video presentation. After the video presentation students will use the computer workstations to complete a search from the online catalog to search for preselected items. Worksheet will be provided with detailed instructions.

Mathemagenic in school

Mathemagenic behaviors are behaviors that give birth to learning. In other words the study of student's actions that is relevant to the achievement of specified instruction.

I'd use mathemagenic in the library to help students create a journal of their thoughts through blogging. Last year my National Honor Society members created blogs to reflect on their four year high school journey. A lot of students had "aha moments" of when something clicked from their freshman year in their junior year. Some students learned that it was the friends they had that were obstacles in their achieving success in a particular class.

1st Principle of Instruction Applied

Gagne's Nine Events of Instruction	Merrill's 1st Principle of Instruction
Gain Attention	Activate
Inform Learner of Objectives	Activate
Stimulate Recall of Prior Learning	Activate
Present Stimulus Material	Activate
Provide Learner Guidance	Demonstrate
Elicit Performance	Demonstrate
Provide Feedback	Application
Assess Performance	Application
Enhance Retention and Transfer	Integration

 

Merrill's First Principles:
Merrill defines the first principle of instruction as a prescriptive design principle on which various instructional design theories and models are in essential agreement. Merrill's first and central principle of instruction is a task-centered learning. Task centered learning is not problem–based learning but it shares some features. Task-centered learning is promoted when learners are engaged in a task- centered instructional strategy involving a progression of whole real- world tasks. Concisely the whole instructional process is based on four principles:

1. Activation Principle: learning is promoted and encouraged when learners activate relevant cognitive structures by being directed to demonstrate relevant previous experience.
2. Demonstration Principle: learning also is promoted when learners observe a demonstration of the skills to be learned that is consistent with topic being taught, also demonstration will enhance when learners are guided to relate general to specific instances or observe media that is relevant to the topic.
3. Application Principle: learning is promoted when learners engage in application of the new knowledge they learned with the quick feedback from the teacher.
4. Integration principle: learning is promoted when learners integrate their new knowledge into their everyday life and application also enhances when learners create, invent or explore personal ways to use their new knowledge and skills.

1. Activation correlates to Gagne's first four events of instruction: gain attention, inform learner of objectives, stimulate recall and present stimulus
2. Demonstration correlates to event 5: provide learner with guidance
3. Application correlates to events 6-7: elicit performance and provide feedback
4. Integration correlates to events 8-9: assess performance and enhance retention

Both of these theories has emphasis on student-centered by giving students tasks that related to their previous knowledge as a recall to prior experience. Students connect their prior knowledge with current learning situations to explore new knowledge. The instructor engages students into a task to learn new skills. For example, aids learners in remembering and applying the new skills. I think the theories are related to together as Merrill summarized the Gagne's nine steps in to four principles both started to warm up the learners using his previous knowledge and experiences with clear learning objectives. I can utilize both theories to help my students learn about evaluating online resources effectively. Students' minds will be activated when the librarian opens the lesson by asking students what is the difference in the way information is published on the web compared to the resources located in the reference section? The librarian will record the responses from the students and then clarify any questions. Students will be placed in groups and asked to brainstorm and record a list of questions to ask of themselves about the sources they may find when doing online research. The librarian with the assistance of the class will demonstrate evaluating a good online resource and one bad online resource. Students will be reminded that the web has a vast amount of sources of information, but the challenge and responsibility of sorting the good sources from the bad sources lies with the student. Students will then classify their list of questions into broad categories. The librarian will then distribute the online resource worksheet to the student groups. Students will apply their new knowledge of evaluating one of the selected informational sites, record the URL and support their answers in the "details and comments" column. Students will integrate their new knowledge by applying the checklist from this lesson to evaluate web pages that discuss whether students should be allowed to use Wikipedia.

Learning goal and theories

Learning goals specify student habits of mind, intellectual capacities, and personal qualities—in essence what students will know, what they can do, and what they will be like.

The two learning theories I would incorporate to achieve the learning goal are: Gagne’s theory of instruction and Constructivism.

Learning goal: The student will analyze the credibility of sources and the information from those sources. Students learn to think critically about their choices of Web sites for research by using an evaluation checklist that discusses the key characteristics of trustworthy sites.

Objectives
Compare and contrast the reliability of resources available on the Web to those in a library.
Interpret the criteria on a Web site evaluation checklist.
Apply an evaluation checklist and reach a conclusion about the usefulness of a Web site for research.

Research and Information Fluency
--locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
--evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
--process data and report results.
Critical Thinking, Problem-Solving & Decision-Making

--collect and analyze data to identify solutions and/or make informed decisions.
Gagne’s theory of instruction:
1. Gain attention - Inform students that libraries and reference librarians are trained to select high-quality resources for students. The resources selected for use in the library—print and electronic—go through many stages of development, involving authors, editors, fact checkers, expert reviewers, copyeditors, designers, proofreaders, and publishers. For this reason, librarians can be fairly sure that these well-regarded resources contain accurate, useful information.
2. Identify objective - Pose question: How is the way information is published on the Web different from reference library resources? Students may know that anyone can author and publish a Web site, while traditional publishing has many layers of approval, including editing and fact checking.
3. Recall prior learning - Have students brainstorm a list of questions they might ask themselves about each source they find when doing online research. Record this list, without commenting.
4. Present stimulus - Point out that the Web has many high-quality sources of information, but the challenge and responsibility of sorting the good sources from the not-so-good sources lies with the student. Have the class spend a few minutes classifying the list of questions into broad categories.
5. Guide learning- Distribute student evaluating online resources worksheet. Assign individuals or groups to one of the selected informational sites. Have students use one set of student sheets to evaluate each site, recording the URL of the site at the top of the first sheet. Encourage them to support their answers in the "Details and Comments" column.
6. Elicit performance - Have students or groups report on each of the Web sites they evaluated and reach a conclusion about whether they would use the site for research or not.
7. Provide feedback – Monitor students or groups
8. Assess performance-
--Ask: What is the difference between information found on the Web and in a reference library? (Anyone can publish material of any quality on the Web, while library materials are reviewed by experts.)
--Ask: Which of the questions in the checklist do you think are most important when making research decisions? Why? Students should support their answers.
--Ask: How will using a checklist to evaluate sites make you a better researcher?
(It may prevent students from using poor-quality sites and getting inaccurate information.)
9. Enhance retention/transfer - Have students apply the checklist from this lesson to evaluate Web pages that discuss whether students should be allow to use Wikipedia or not.

Constructivism:

Standards:
Research and Information Fluency
--locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
--evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
--process data and report results.
Critical Thinking, Problem-Solving & Decision-Making
--collect and analyze data to identify solutions and/or make informed decisions.
Concepts:
--Compare and contrast the reliability of resources available on the Web to those in a library.
--Interpret the criteria on a Web site evaluation checklist.
--Apply an evaluation checklist and reach a conclusion about the usefulness of a Web site for research.
Essential Question: How is the way information is published on the Web different from reference library resources?
Resources: Computers and student evaluating online resources worksheet
Management: Distribute student evaluating online resources worksheet. Assign individuals or groups to one of the selected informational sites. Have students use one set of student sheets to evaluate each site, recording the URL of the site at the top of the first sheet. Encourage them to support their answers in the "Details and Comments" column.
Engage: Point out that the Web has many high-quality sources of information, but the challenge and responsibility of sorting the good sources from the not-so-good sources lies with the student. Have the class spend a few minutes classifying the list of questions into broad categories.
Explore: Have students brainstorm a list of questions they might ask themselves about each source they find when doing online research. Record this list, without commenting.
Explain: Have students or groups report on each of the Web sites they evaluated and reach a conclusion about whether they would use the site for research or not.
Elaborate: Have students apply the checklist from this lesson to evaluate Web pages that discuss whether students should be allow to use Wikipedia or not.
Evaluate: Rubric

Dick, Carey & Carey Model of instructional design

The following is a link to the Dick, Carey & Carey model of instructional design:
http://www.personal.psu.edu/users/w/x/wxh139/Dick_Carey.htm

I've used this model before, and therefore wouldn't make any changes. This model fits into our library setting in that when collaborating with teachers we use a collaboration form that ask particular questions of the teacher in order to get clarification of the teacher and student needs for an effective overall outcome. Just so happens that the Dick & Carey model is closely aligned to our campus library collaboration form.

The campus librarian mission in Dallas ISD is to ensure that all individuals are effective users of diverse ideas and information sources and to ensure that all individuals become lifelong learners in a rapidly changing technology-based and knowledge-rich world. As part of their standard of service librarians must seek knowledge of technological changes and integrate them effectively into the framework of the curriculum.

With this mission in mind my definition of educational/instructional technology would be the implementation and integration of technology in a manner that supports the student’s learning process. The delivery of the curriculum can be enhanced through the implementation of educational technology in a variety of ways such as the utilization of a whiteboard, mobi, mimio or turning point. These are all technological tools that expand the student learning process through prior planning and with an end result in mind.

Design element 1: Instructional Design Is Learner Center
This is addressed in Stage 5: Criterion-reference test items are questions written according to specific predetermined criteria. The student is aware of the standards for passing and in essence is competing against him or herself while completing the test. Learner-centered instruction encourages students to be responsible for their learning. This is addressed in my definition, “educational/instructional technology would be the implementation and integration of technology in a manner that supports the student’s learning process.” There may be a variety of definitions for learning process, but for me it means a continuous journey for knowledge that is different for each individual. Learning occurs knowingly and instinctively.


Design element 2: Instructional Design Is Goal Oriented
This is addressed in Stage 1: Instructional objectives are specific, measurable, short-term, observable student behaviors. Stage 2: Instructional analysis divides the goal into smaller parts to expand instruction by identifying sub-steps and subordinate concepts, knowledge and skills. This is addressed in my definition, “the delivery of the curriculum.” Curriculum delivery encompasses a variety of aspects which include creating instructional objectives and analyzing the instruction in a manner that creates an overall positive outcome for students.

Design element 3: Instructional Design Focuses on Meaningful Performance
Stage 4: Performance objectives are statements which identify the specific knowledge, skill, or attitude the learner should gain and display as a result of the training or instructional activity. Stage 6: Instructional strategy should complement the curriculum, desired student outcomes, and classroom assessment. Stage 7: Instructional materials are the materials utilized by the teacher to transfer information. This is addressed in my definition, “the delivery of the curriculum can be enhanced through the implementation of educational technology in a variety of ways such as the utilization of a whiteboard, mobi, mimio or turning point.”
When delivering a lesson, teachers must be mindful of materials (print or media) used to convey information to students, performance objectives, and their instructional strategies. As educators we know that there are different learning styles for each student. Therefore, we must develop our lessons in a manner that includes each student in the learning process. Another thing to keep in mind is the role of the teacher.

Design elements 4: Instructional Design Assumes Outcomes Can Be Measured in a Reliable and Valid Way
This is addressed in Stage 1: Instructional objectives are specific, measurable, short-term, observable student behaviors. This is addressed in Stage 5: Criterion-reference test items are questions written according to specific predetermined criteria. This is addressed in my definition, “educational/instructional technology would be the implementation and integration of technology in a manner that supports the student’s learning process.” Learning process necessitate that an assessment be completed as a part of learning. This can be a formal or informal assessment. The outcome of the assessment can require that adjustments be made in the lesson, which could mean re-teaching for student clarification.

Design element 5: Instructional design is empirical, iterative, and self-correcting
This is addressed in Stage 8: Formative evaluations provide data for revising and improving instruction, to make it as effective as possible for a large number of students. This is addressed in my definition, “technological tools that expand the student’s learning process through prior planning and with an end result in mind.

Design element 6: Instructional design as a team effort
This is addressed in Stage 5: Provides documentation of student progress for parents and administrators. This is addressed in my definition, “expand the student learning process through prior planning and with an end result in mind.” Planning involves a team effort, I believe the buzz word now is collaboration. Collaboration can be within a department, with the librarian or a teacher of another subject.

Instructional design defined

The campus librarian mission in Dallas ISD is to ensure that all individuals are effective users of diverse ideas and information sources and to ensure that all individuals become lifelong learners in a rapidly changing technology-based and knowledge-rich world. As part of their standard of service librarians must seek knowledge of technological changes and integrate them effectively into the framework of the curriculum.

With this mission in mind my definition of educational/instructional technology would be the implementation and integration of technology in a manner that supports the student’s learning process. The delivery of the curriculum can be enhanced through the implementation of educational technology in a variety of ways such as the utilization of a whiteboard, mobi, mimio or turning point. These are all technological tools that expand the student learning process through prior planning and with an end result in mind.