And finally! Chapter 32 provides two points of view on the direction of the field - the straight and narrow road and the broad and inclusive road. Which point of view do you agree with and why?
I agree with the "Broad and Inclusive Road" view because it includes all of the narrow road views plus some. The plus some in my opinion are the ability of being flexible and adaptable to the emerging trends of technology in general. Technology is an ever changing field. In my opinion the broad and inclusive road leads to more life long learning experiences. Overall, this view is in line with my philosophy of educational technology.
Tuesday, December 14, 2010
Future of Instructional Technology
Nanotechnology Metadata
Chapter 31 discusses the future of instructional technologies in the near future from
metadata to nanotechnology. Describe how nanotechnology could be used to improve a specific job or task you are familiar with.
metadata to nanotechnology. Describe how nanotechnology could be used to improve a specific job or task you are familiar with.
Instructional Technology is the problem analysis, solution design, development, implementation, management, and evaluation of instructional processes and resources to improve learning and performance in education and at work. The distinction between the technological processes and the actual physical media is important.
The future of instructional technology in regards to metadata is ever changing in that one has to understand how the information will be used. Metadata is data about data; that is it describes how and when and by whom a particular set of data was collected, and how the data is formatted. Metadata is essential for understanding information stored in data warehouses and has become increasingly important in XML-based Web applications. The internet is a large online environment therefore, in order to find anything on the internet it has to be stored in a particular manner to found later on (metadata).
Advance technology such as nanotechnology constantly provides innovation after innovation in super-compressed time frames. Nanotechnology is the engineering of functional systems at the molecular scale. The future of instructional technology and nanotechnology will impact the use of systems, devices, and structures that have special functions or properties due to their small size. Our textbook states that "wearable technology" will be more commonplace than the implants Kevin Warwick used in 1998.
Monday, December 13, 2010
The Library Minute: Checking Out Books with Anali
Chapter 30 takes a look at using rich media. Find or create a visual for instruction describing its surface and functional features.
http://www.youtube.com/watch?v=-FTrEPyi6TE
Rich media is defined as a learning product that incorporates high-end media such as video, animation, sound, and simulation.
Surface features: The surface feature is of Anali in the library discussing how to check-out books
Functional features:
- anyone viewing or listening will learn how to find, check-out, and return books
- one would learn how to locate a book using the catalog
- book check-out with student ID
- renew books online
- 30 day grace period
- request books online
Distributed Learning
The last section of your textbook discusses the concepts of distributed learning, reusability, rich media and the future of instructional design. Focus on the following for your post:
From Chapter 28 locate 5 examples of distributed learning. You may pick and choose from the following list.
*Corporate distributed learning
*Academic distributed learning
*Distributed resource support
*Hybrid classes
*Virtual classes
*Distributed learning based at physical locations
*Distributed learning via virtual institutions
*For-profit distributed learning
*Free distributed learning
*Skills-based training
*Knowledge based learning
*Academic distributed learning
*Distributed resource support
*Hybrid classes
*Virtual classes
*Distributed learning based at physical locations
*Distributed learning via virtual institutions
*For-profit distributed learning
*Free distributed learning
*Skills-based training
*Knowledge based learning
Our textbook describes “distributed learning” as any educational or training experience that uses a variety of means, including technology, to enable learning. The following are my 5 choices for distributed learning:
1. Virtual classes
2. Hybrid classes
3. Distributed learning via virtual institutions
4. Skills based training
5. Knowledge based learning
Wednesday, December 8, 2010
Performance Technologist
Chapter 27 looks at competencies for instructional design and technology professionals. If you were responsible for identifying the domains, competencies, and performance statements for a performance technologist, what would they include and why?
I found this assignment to be interesting. It was easy to reflect on the domains and competencies that were expected of me as both a teacher and librarian. I found it hard to narrow down the number of entries for what I would include in the performance domains, competencies, and performance statements. I chose each one because I felt that they were important in letting the Performance Technologist know what the expectations were for their career choice as I see it.
Domains:
I. Communicate effectively in visual, oral and written form.
II. Apply current research and theory to the practice of instructional design along with
fundamental research skills.
III. Update and improve one’s knowledge, skills and attitudes pertaining to instructional
design and related fields.
V. Identify and resolve ethical and legal implications of design in the work place.
Competencies:
1. Focus on results and help clients focus on results.
2. Look at situations systemically taking into consideration the larger context
including competing pressures, resource constraints, and anticipated change.
3. Add value in how you do the work and through the work itself.
4. Utilize partnerships or collaborate with clients and other experts as required.
5. Systematic assessment of the need or opportunity.
6. Systematic analysis of the work and workplace to identify the cause or factors
that limit performance.
7. Systematic design of the solution or specification of the requirements of the solution.
8. Systematic development of all or some of the solution and its elements.
9. Systematic implementation of the solution.
10. Systematic evaluation of the process and the results.
Performance Statements:
· Chooses the most effective and meaningful form to express ideas and information. Uses bullet points, tables, or other tools to organize and present detailed or complex information.
· Adapts the content, tone, style, and form to suit the needs of the reader, the subject, and the purpose of the communication. Uses plain talk to explain complex or technical concepts.
· Organizes information so that facts or ideas build upon one another to lead the reader to a specific conclusion.
· Uses correct vocabulary and grammar. Avoids slang and offensive language.
· Presents information clearly, concisely, and logically. Focuses on key points.
· Gives the listener time to process information and ask questions.
· Knows where and how to access the right data for the assignment. Pursues leads for additional sources of information.
· Clearly documents sources, and organizes the information according to the research needs.
· Finds the trends and relationships in the emerging fact pattern, and identifies new or related lines of research that lead to more successful or complete conclusions.
· Respects and maintains confidentiality.
· Keeps promises and commitments made to others. Does the right thing, even when it is difficult. Does not yield to pressure to show bias or manipulate others.
· Avoids situations and actions considered inappropriate or which present a conflict of interest.
· Adheres to a set of core values that are represented in decisions and actions.
· Applies own talents to work assignments, and hones the competencies needed in current job.
· Looks for better ways to perform routine aspects of job.
· Asks for and uses feedback to improve performance. Seeks and acquires new competencies, work methods, ideas, and information that will improve own efficiency and effectiveness on the job.
· Finds and maximizes opportunities for growth and development from multiple sources.
· Sees failure as an opportunity to learn from past results, and continues to learn and grow.
I found this assignment to be interesting. It was easy to reflect on the domains and competencies that were expected of me as both a teacher and librarian. I found it hard to narrow down the number of entries for what I would include in the performance domains, competencies, and performance statements. I chose each one because I felt that they were important in letting the Performance Technologist know what the expectations were for their career choice as I see it.
Domains:
I. Communicate effectively in visual, oral and written form.
II. Apply current research and theory to the practice of instructional design along with
fundamental research skills.
III. Update and improve one’s knowledge, skills and attitudes pertaining to instructional
design and related fields.
V. Identify and resolve ethical and legal implications of design in the work place.
Competencies:
1. Focus on results and help clients focus on results.
2. Look at situations systemically taking into consideration the larger context
including competing pressures, resource constraints, and anticipated change.
3. Add value in how you do the work and through the work itself.
4. Utilize partnerships or collaborate with clients and other experts as required.
5. Systematic assessment of the need or opportunity.
6. Systematic analysis of the work and workplace to identify the cause or factors
that limit performance.
7. Systematic design of the solution or specification of the requirements of the solution.
8. Systematic development of all or some of the solution and its elements.
9. Systematic implementation of the solution.
10. Systematic evaluation of the process and the results.
Performance Statements:
· Chooses the most effective and meaningful form to express ideas and information. Uses bullet points, tables, or other tools to organize and present detailed or complex information.
· Adapts the content, tone, style, and form to suit the needs of the reader, the subject, and the purpose of the communication. Uses plain talk to explain complex or technical concepts.
· Organizes information so that facts or ideas build upon one another to lead the reader to a specific conclusion.
· Uses correct vocabulary and grammar. Avoids slang and offensive language.
· Presents information clearly, concisely, and logically. Focuses on key points.
· Gives the listener time to process information and ask questions.
· Knows where and how to access the right data for the assignment. Pursues leads for additional sources of information.
· Clearly documents sources, and organizes the information according to the research needs.
· Finds the trends and relationships in the emerging fact pattern, and identifies new or related lines of research that lead to more successful or complete conclusions.
· Respects and maintains confidentiality.
· Keeps promises and commitments made to others. Does the right thing, even when it is difficult. Does not yield to pressure to show bias or manipulate others.
· Avoids situations and actions considered inappropriate or which present a conflict of interest.
· Adheres to a set of core values that are represented in decisions and actions.
· Applies own talents to work assignments, and hones the competencies needed in current job.
· Looks for better ways to perform routine aspects of job.
· Asks for and uses feedback to improve performance. Seeks and acquires new competencies, work methods, ideas, and information that will improve own efficiency and effectiveness on the job.
· Finds and maximizes opportunities for growth and development from multiple sources.
· Sees failure as an opportunity to learn from past results, and continues to learn and grow.
Tuesday, December 7, 2010
Professional Organizations/Publications
Chapter 26 lists several websites for professional organizations and websites for professional publications. Visit 2-3 websites for professional organizations and 2-3 websites for the professional publications and address the following:
Professional organizations:
Association for Educational Communications and Technology; http://www.aect.org
-Mission: The mission of the Association for Educational Communications and Technology is to provide international leadership by promoting scholarship and best practices in the creation, use, and management of technologies for effective teaching and learning in a wide range of settings
-Cost of membership:
Corporate Membership--$400.00
New Regular Membership--$125.00
New Regular Membership (includes ETR&D)--$170.00
New Regular Membership (international)--$125.00
New Regular Membership (international, includes ETR&D)--$170.00
New Retired Membership--$60.00
New Retired Membership (international)--$60.00
New Student Membership--$75.00
New Student Membership (international)--$75.00
Institution Membership--$240.00-$810.00
-Publications: Educational technology research and development;Tech Trends-linking research and practice to improve learning; Instructional Science; Learning and Instructional Technologies for the 21st Century; Information Power: Building Partnerships for Learning; Educational Technology: A definition with Commentary; Distance Education: Definition and Glossary of terms; Emerging Perspectives on Learning, Teaching and Technology; Quarterly Review of Distance Education
-Conferences and meetings:
2011 AECT International Convention 'Celebrate 3.0: Design.Learn.Community' November 8-12, 2011 Hyatt Regency Jacksonville RiverfrontJacksonville, Florida
Opportunities for professional development
Professional Organizations:
American Educational Research Association; http://www.aera.net/
-Mission: The American Educational Research Association (AERA), a national research society, strives to advance knowledge about education, to encourage scholarly inquiry related to education, and to promote the use of research to improve education and serve the public good.
-Cost of membership:
-Publications: Review of Research in Education,Volume 34 What Counts as Evidence in Educational Settings? Rethinking Equity, Diversity and Reform in the 21st Century; Research Points - AERA's quarterly series connects research to education policy; The Test Standards - Information About the Revision of Standards for Educational and Psychological Testing
-Conferences and meetings:
2011 Annual Meeting-New Orleans, Louisiana
Friday, April 8-Tuesday, April 12, 2011
Opportunities for professional development
Professional publications:
-Journal of Educational Multimedia and Hypermedia (JEMH)- http://www.aace.org/pubs/jemh/default.htm
-Focus/Goals of the journal: JEMH is designed to provide a multi-disciplinary forum to present and discuss research, development and applications of multimedia and hypermedia in education.
The main goal of the Journal is to contribute to the advancement of the theory and practice of learning and teaching using these powerful and promising technological tools that allow the integration of images, sound, text, and data.
-Submission guidelines:
Accepted Submission File Formats - All submissions must be sent in electronic form using the Article Submission Form. No hard copy submission papers will be accepted. Do NOT submit compressed files. Do not use any word processing options/tools, such as--strike through, hidden text, comments, merges, and so forth. Submit your manuscript in either of the following formats:
· DOC- Microsoft Word (preferred)
· RTF - Rich Text Format
Manuscripts should be double-spaced and a font size of 12 is preferred.
Length - In general, articles should not exceed 30 double-spaced pages. Long articles, or articles containing complex material should be broken up by short, meaningful subheads.
Title sheet - Do NOT include a title sheet. Manuscripts are blind reviewed so there should be no indication of the author(s) name on the pages.
Abstract - An informative, comprehensive abstract of 75 to 200 words must accompany the manuscript. This abstract should succinctly summarize the major points of the paper, and the author's summary and/or conclusions.
-Is this a peer reviewed journal? Yes
-Is the journal online? No
Professional publications:
Journal of Technology and Teacher Education (JTATE); www.aace.org/pubs/jtate/default.htm
-Focus/Goals of the journal: JTATE serves as a forum for the exchange of knowledge about the use of information technology in teacher education. Journal content covers pre-service and in-service teacher education, graduate programs in areas such as curriculum and instruction, educational administration, staff development instructional technology, and educational computing.
-Submission guidelines: Accepted Submission File Formats - All submissions must be sent in electronic form using the Article Submission Form. No hard copy submission papers will be accepted. Do NOT submit compressed files. Do not use any word processing options/tools, such as--strike through, hidden text, comments, merges, and so forth. Submit your manuscript in either of the following formats:
· DOC- Microsoft Word (preferred)
· RTF - Rich Text Format
Manuscripts should be double-spaced and a font size of 12 is preferred.
Length - In general, articles should not exceed 30 double-spaced pages. Long articles, or articles containing complex material should be broken up by short, meaningful subheads.
Title sheet - Do NOT include a title sheet. Manuscripts are blind reviewed so there should be no indication of the author(s) name on the pages.
Abstract - An informative, comprehensive abstract of 75 to 200 words must accompany the manuscript. This abstract should succinctly summarize the major points of the paper, and the author's summary and/or conclusions.
-Is this a peer reviewed journal? Yes
Is the journal online? No
-How is the journal and organization useful to you and your career? The journal and organization can be useful in providing current information about what’s going on along with other resources available on their sites. Were you aware of the organizations/journals that you researched? No, I wasn’t aware of these specific organizations/journals, but as a librarian I was aware that there are organizations and journals available for educators along with job listings.
Professional organizations:
Association for Educational Communications and Technology; http://www.aect.org
-Mission: The mission of the Association for Educational Communications and Technology is to provide international leadership by promoting scholarship and best practices in the creation, use, and management of technologies for effective teaching and learning in a wide range of settings
-Cost of membership:
Corporate Membership--$400.00
New Regular Membership--$125.00
New Regular Membership (includes ETR&D)--$170.00
New Regular Membership (international)--$125.00
New Regular Membership (international, includes ETR&D)--$170.00
New Retired Membership--$60.00
New Retired Membership (international)--$60.00
New Student Membership--$75.00
New Student Membership (international)--$75.00
Institution Membership--$240.00-$810.00
-Publications: Educational technology research and development;Tech Trends-linking research and practice to improve learning; Instructional Science; Learning and Instructional Technologies for the 21st Century; Information Power: Building Partnerships for Learning; Educational Technology: A definition with Commentary; Distance Education: Definition and Glossary of terms; Emerging Perspectives on Learning, Teaching and Technology; Quarterly Review of Distance Education
-Conferences and meetings:
2011 AECT International Convention 'Celebrate 3.0: Design.Learn.Community' November 8-12, 2011 Hyatt Regency Jacksonville RiverfrontJacksonville, Florida
Opportunities for professional development
Professional Organizations:
American Educational Research Association; http://www.aera.net/
-Mission: The American Educational Research Association (AERA), a national research society, strives to advance knowledge about education, to encourage scholarly inquiry related to education, and to promote the use of research to improve education and serve the public good.
-Cost of membership:
-Publications: Review of Research in Education,Volume 34 What Counts as Evidence in Educational Settings? Rethinking Equity, Diversity and Reform in the 21st Century; Research Points - AERA's quarterly series connects research to education policy; The Test Standards - Information About the Revision of Standards for Educational and Psychological Testing
-Conferences and meetings:
2011 Annual Meeting-New Orleans, Louisiana
Friday, April 8-Tuesday, April 12, 2011
Opportunities for professional development
Professional publications:
-Journal of Educational Multimedia and Hypermedia (JEMH)- http://www.aace.org/pubs/jemh/default.htm
-Focus/Goals of the journal: JEMH is designed to provide a multi-disciplinary forum to present and discuss research, development and applications of multimedia and hypermedia in education.
The main goal of the Journal is to contribute to the advancement of the theory and practice of learning and teaching using these powerful and promising technological tools that allow the integration of images, sound, text, and data.
-Submission guidelines:
Accepted Submission File Formats - All submissions must be sent in electronic form using the Article Submission Form. No hard copy submission papers will be accepted. Do NOT submit compressed files. Do not use any word processing options/tools, such as--strike through, hidden text, comments, merges, and so forth. Submit your manuscript in either of the following formats:
· DOC- Microsoft Word (preferred)
· RTF - Rich Text Format
Manuscripts should be double-spaced and a font size of 12 is preferred.
Length - In general, articles should not exceed 30 double-spaced pages. Long articles, or articles containing complex material should be broken up by short, meaningful subheads.
Title sheet - Do NOT include a title sheet. Manuscripts are blind reviewed so there should be no indication of the author(s) name on the pages.
Abstract - An informative, comprehensive abstract of 75 to 200 words must accompany the manuscript. This abstract should succinctly summarize the major points of the paper, and the author's summary and/or conclusions.
-Is this a peer reviewed journal? Yes
-Is the journal online? No
Professional publications:
Journal of Technology and Teacher Education (JTATE); www.aace.org/pubs/jtate/default.htm
-Focus/Goals of the journal: JTATE serves as a forum for the exchange of knowledge about the use of information technology in teacher education. Journal content covers pre-service and in-service teacher education, graduate programs in areas such as curriculum and instruction, educational administration, staff development instructional technology, and educational computing.
-Submission guidelines: Accepted Submission File Formats - All submissions must be sent in electronic form using the Article Submission Form. No hard copy submission papers will be accepted. Do NOT submit compressed files. Do not use any word processing options/tools, such as--strike through, hidden text, comments, merges, and so forth. Submit your manuscript in either of the following formats:
· DOC- Microsoft Word (preferred)
· RTF - Rich Text Format
Manuscripts should be double-spaced and a font size of 12 is preferred.
Length - In general, articles should not exceed 30 double-spaced pages. Long articles, or articles containing complex material should be broken up by short, meaningful subheads.
Title sheet - Do NOT include a title sheet. Manuscripts are blind reviewed so there should be no indication of the author(s) name on the pages.
Abstract - An informative, comprehensive abstract of 75 to 200 words must accompany the manuscript. This abstract should succinctly summarize the major points of the paper, and the author's summary and/or conclusions.
-Is this a peer reviewed journal? Yes
Is the journal online? No
-How is the journal and organization useful to you and your career? The journal and organization can be useful in providing current information about what’s going on along with other resources available on their sites. Were you aware of the organizations/journals that you researched? No, I wasn’t aware of these specific organizations/journals, but as a librarian I was aware that there are organizations and journals available for educators along with job listings.
Friday, December 3, 2010
Self Assessment
Remember that the field of instructional/educational technology is not just focused on education, but on business and industry as well. Look at the resources provided on page 258 in chapter 25 and select one of these links and complete the self assessment. What did you learn about yourself from the assessment?
I learned some interesting things about myself from the assessment. Although I’ve been in the education field for over 16 years I find that I need to re-evaluate some aspects of my skills in a number of areas. However, I do love working with students and I feel that the needed changes are on point and I’m willing to make the changes necessary to be effective in my career. We should complete self assessments periodically in order to keep our skills current for our chosen careers.
I learned some interesting things about myself from the assessment. Although I’ve been in the education field for over 16 years I find that I need to re-evaluate some aspects of my skills in a number of areas. However, I do love working with students and I feel that the needed changes are on point and I’m willing to make the changes necessary to be effective in my career. We should complete self assessments periodically in order to keep our skills current for our chosen careers.
Potential Jobs in Instructional Design
Information Technology Trainer
o Responsible for delivering both lecture and hands on training for financial software applications in face to face and distance formats. Develop proficiency with multiple administrative financial computing software products on various platforms. Create, maintain and update training materials for face-to-face and eLearning. Develop and maintain positive relationships with various department personnel and support staff.
o Training experience required. Excellent verbal and written communication skills required. Experience with communicating specialized information to non-specialized audiences required. Experience training on financial computer systems strongly preferred.
Coordinator of Instructional Technology
o The Coordinator of Instructional Technology will collaborate with, lead, support, train, and assist faculty and others in using instructional technology tools for teaching in face-to-face, mixed delivery, and fully online environments.
o Three years' experience using and training others in the use of instructional technologies. Experience in web design and knowledge of web standards such as HTML and CSS. Experience managing multiple projects simultaneously. Excellent interpersonal and communication skills including building collaborative relationships and the ability to work in a diverse team environment and provide technical information to a non-technical audience. Excellent organizational, service-orientation and problem-solving skills.
Advisor Technology Advocate Job
o This position is responsible for assisting advisors with office automation. The Advisor Advocate will help advisors to understand the technology solutions offered by the broker/dealer and assist them with developing their roadmap to implement these solutions into their practice. This role will assist with driving improvements in advisor office operations and ensuring that issues of concern to advisors are reported and tracked. This role works closely with the business and Information Technology to provide advice and assistance wherever required on advisor related matters to ensure advisor satisfaction goals are met.
o Skills necessary for job:
o •Proven ability to influence cross-functional teams without formal authority
•Experience working in an advisor office or financial services industry
•Demonstrate experience conducting presentations to large groups
•Have high energy and relate well with a variety of advisor and employee groups
•Effective communication skills, including effective questioning and listening, excellent oral, written, and presentation skills
•Excellent analytical and problem-solving skills
•Possess a Bachelor’s degree in computer science or comparable work experience
• Ability to communicate effectively when writing status reports, employee reviews, memos, faxes, e-mails, and manuals. Ability to verbally communicate effectively with staff members in team meetings and individually during performance reviews. Ability to verbally communicate effectively with Advisors. Ability to read and interpret company policies, operations manuals, Pershing manuals, and technical guides.
• Strong focus on customer service, flexibility, attention to detail, good organizational skills, ability to prioritize, excellent communication skills, and ability to work in a multi-task environment.
• Proficient at Microsoft Word, Excel, PowerPoint, VISION2020, NetXPro, Albridge, Internet Explorer, CRM, Outlook and Legacy back office systems.
• I have some but not all skills required for each job listed.
o Responsible for delivering both lecture and hands on training for financial software applications in face to face and distance formats. Develop proficiency with multiple administrative financial computing software products on various platforms. Create, maintain and update training materials for face-to-face and eLearning. Develop and maintain positive relationships with various department personnel and support staff.
o Training experience required. Excellent verbal and written communication skills required. Experience with communicating specialized information to non-specialized audiences required. Experience training on financial computer systems strongly preferred.
Coordinator of Instructional Technology
o The Coordinator of Instructional Technology will collaborate with, lead, support, train, and assist faculty and others in using instructional technology tools for teaching in face-to-face, mixed delivery, and fully online environments.
o Three years' experience using and training others in the use of instructional technologies. Experience in web design and knowledge of web standards such as HTML and CSS. Experience managing multiple projects simultaneously. Excellent interpersonal and communication skills including building collaborative relationships and the ability to work in a diverse team environment and provide technical information to a non-technical audience. Excellent organizational, service-orientation and problem-solving skills.
Advisor Technology Advocate Job
o This position is responsible for assisting advisors with office automation. The Advisor Advocate will help advisors to understand the technology solutions offered by the broker/dealer and assist them with developing their roadmap to implement these solutions into their practice. This role will assist with driving improvements in advisor office operations and ensuring that issues of concern to advisors are reported and tracked. This role works closely with the business and Information Technology to provide advice and assistance wherever required on advisor related matters to ensure advisor satisfaction goals are met.
o Skills necessary for job:
o •Proven ability to influence cross-functional teams without formal authority
•Experience working in an advisor office or financial services industry
•Demonstrate experience conducting presentations to large groups
•Have high energy and relate well with a variety of advisor and employee groups
•Effective communication skills, including effective questioning and listening, excellent oral, written, and presentation skills
•Excellent analytical and problem-solving skills
•Possess a Bachelor’s degree in computer science or comparable work experience
• Ability to communicate effectively when writing status reports, employee reviews, memos, faxes, e-mails, and manuals. Ability to verbally communicate effectively with staff members in team meetings and individually during performance reviews. Ability to verbally communicate effectively with Advisors. Ability to read and interpret company policies, operations manuals, Pershing manuals, and technical guides.
• Strong focus on customer service, flexibility, attention to detail, good organizational skills, ability to prioritize, excellent communication skills, and ability to work in a multi-task environment.
• Proficient at Microsoft Word, Excel, PowerPoint, VISION2020, NetXPro, Albridge, Internet Explorer, CRM, Outlook and Legacy back office systems.
• I have some but not all skills required for each job listed.
Full Spectrum
The book discussed utilizing a DLRC-Deployable Learning Resource Centers, which is a mobile unit that has a server, network switch, printer and 20 laptop stations. This system has the unique capability of using external networks such as shipboard local area networks; shore based metropolitan area networks, and wide area networks. However, in the case electronic access is not available I would use a battery operated radio with a CD to complete training along with reading materials and visual aids.
Thursday, December 2, 2010
Faculty Development
Faculty development:
The arena of faculty development actually consists of three major areas: faculty development, instructional development, and organizational development, or combinations of all three. This section provides definitions of each of these terms.
Faculty Development refers to those programs which focus on the individual faculty member. The most common focus for programs of this type is the faculty member as a teacher.
A second frequent focus of such programs is the faculty member as a scholar and professional. These programs offer assistance in career planning, professional development in scholarly skills such as grant writing, publishing, committee work, administrative work, supervisory skills, and a wide range of other activities expected of faculty.
A third area on which faculty development programs focus is the faculty member as a person. This includes wellness management, interpersonal skills, stress and time management, assertiveness development and a host of other programs which address the individual's well-being.
o What are the different names used for faculty development?
o What division is it under?
o What services does it offer?
o How often are programs given and what specifically are they?
Texas Woman’s University:
-Faculty development
-At TWU faculty development is under the Academic Affairs division
-I couldn’t find any specific services offered
-Faculty development grants are awarded twice/year for faculty to pursue professional development as teachers, scholars and leaders. The intended outcomes are that faculty will have developed new skills/expertise that will advance them, primarily as teachers and mentors, but also as scholars and leaders.
San Jose State University:
-Center for Faculty Development
-Academic Technology
-The Center for Faculty Development offers services for state-funded faculty, staff and student peer mentors.
• Events
• Consultation
• Accessibility
• Programs
• Teaching Resources
• Tutorials
-The Center for Faculty Development maintains programs that support faculty teaching, scholarship and service throughout their career lifespan.
Programs offered:
• Carnegie Academy of the Scholarship of Teaching and Learning Program
• Course Design Program
• Educated Person Dialogue
• Faculty-in-Residence
• New Faculty Orientation
DePauw University:
Faculty development
I couldn't locate a division that it fell under
Programs:Short and long-term internal funding for conferences and research travel; stipends for course development and for scholarly and creative projects; new faculty orientation, and other teaching workshops; mentoring; sabbaticals and other leaves; opportunities for a reduced teaching load to undertake research or teaching improvement; and groups that meet to read, write, and discuss topics of mutual interest.
The arena of faculty development actually consists of three major areas: faculty development, instructional development, and organizational development, or combinations of all three. This section provides definitions of each of these terms.
Faculty Development refers to those programs which focus on the individual faculty member. The most common focus for programs of this type is the faculty member as a teacher.
A second frequent focus of such programs is the faculty member as a scholar and professional. These programs offer assistance in career planning, professional development in scholarly skills such as grant writing, publishing, committee work, administrative work, supervisory skills, and a wide range of other activities expected of faculty.
A third area on which faculty development programs focus is the faculty member as a person. This includes wellness management, interpersonal skills, stress and time management, assertiveness development and a host of other programs which address the individual's well-being.
o What are the different names used for faculty development?
o What division is it under?
o What services does it offer?
o How often are programs given and what specifically are they?
Texas Woman’s University:
-Faculty development
-At TWU faculty development is under the Academic Affairs division
-I couldn’t find any specific services offered
-Faculty development grants are awarded twice/year for faculty to pursue professional development as teachers, scholars and leaders. The intended outcomes are that faculty will have developed new skills/expertise that will advance them, primarily as teachers and mentors, but also as scholars and leaders.
San Jose State University:
-Center for Faculty Development
-Academic Technology
-The Center for Faculty Development offers services for state-funded faculty, staff and student peer mentors.
• Events
• Consultation
• Accessibility
• Programs
• Teaching Resources
• Tutorials
-The Center for Faculty Development maintains programs that support faculty teaching, scholarship and service throughout their career lifespan.
Programs offered:
• Carnegie Academy of the Scholarship of Teaching and Learning Program
• Course Design Program
• Educated Person Dialogue
• Faculty-in-Residence
• New Faculty Orientation
DePauw University:
Faculty development
I couldn't locate a division that it fell under
Programs:Short and long-term internal funding for conferences and research travel; stipends for course development and for scholarly and creative projects; new faculty orientation, and other teaching workshops; mentoring; sabbaticals and other leaves; opportunities for a reduced teaching load to undertake research or teaching improvement; and groups that meet to read, write, and discuss topics of mutual interest.
Staff Development Activity: SUTE and GSTE
"Learning is defined as a change in behavior.
You haven’t learned a thing until you can take action and use it."
"The problem with most leaders today is they don’t stand for anything. Leadership implies movement toward something, and convictions provide that direction. If you don’t stand for something, you’ll fall for anything."
"Success is not forever, and failure isn’t fatal."
I. Introduction
a. Introduce the purpose of the staff development-“change”
b. Allow distric staff to introduce themselves
II. The Supervisor
a. Conduct self-assessment survey about SUTE and GSTE
b. Divide staff into small groups; groups will have varying information on each methodology
c. List areas of concerns when dealing with change as educators
d. Allow each group to post and discuss areas of concerns
III. The Viking
a. Define Viking: “one that explores and stands out for greatness of achievement”
b. Allow groups to discuss, list and present the person(s) that stood out for greatness of achievement for them using information from each methodology
IV. Victory Secrets: C.O.A.C.H. to WIN
a. Conviction-Driven
b. Overlearning
c. Audible-Ready
d. Consistency
e. Honesty Based
V. Coaching difficult people
a. Let’s play supervisor football exercise
b. Process exercise; reveal obstacles as well as ways to deal with obstacles
c. Supervision case studies about the SUTE and GSTE methodologies
VI. Wrap-up:
Tie it all together – relate the GSTE core values to the SUTE conditions for change. Discuss how both methodologies have a similar process for change. All staff members are stakeholders and are instrumental in the changed process.
You haven’t learned a thing until you can take action and use it."
"The problem with most leaders today is they don’t stand for anything. Leadership implies movement toward something, and convictions provide that direction. If you don’t stand for something, you’ll fall for anything."
"Success is not forever, and failure isn’t fatal."
I. Introduction
a. Introduce the purpose of the staff development-“change”
b. Allow distric staff to introduce themselves
II. The Supervisor
a. Conduct self-assessment survey about SUTE and GSTE
b. Divide staff into small groups; groups will have varying information on each methodology
c. List areas of concerns when dealing with change as educators
d. Allow each group to post and discuss areas of concerns
III. The Viking
a. Define Viking: “one that explores and stands out for greatness of achievement”
b. Allow groups to discuss, list and present the person(s) that stood out for greatness of achievement for them using information from each methodology
IV. Victory Secrets: C.O.A.C.H. to WIN
a. Conviction-Driven
b. Overlearning
c. Audible-Ready
d. Consistency
e. Honesty Based
V. Coaching difficult people
a. Let’s play supervisor football exercise
b. Process exercise; reveal obstacles as well as ways to deal with obstacles
c. Supervision case studies about the SUTE and GSTE methodologies
VI. Wrap-up:
Tie it all together – relate the GSTE core values to the SUTE conditions for change. Discuss how both methodologies have a similar process for change. All staff members are stakeholders and are instrumental in the changed process.
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