Choose any one country (apart from the US), and describe IDT trends in that country. For this post, I chose to explore Instructional Design and Technology in Japan. According to the Reiser text, Japanese culture holds teachers in high esteem. The field of education is “very competitive” and teaching “commands great respect” (Reiser 242). Because of my K-12 classroom teacher point of view, I want to explore IDT in Japanese culture, specifically focusing on IDT in schools. Describe the trend. In Reiser’s Trends and Issues in Instructional Design and Technology, Katsuaki Suzuki and Unsung Jung (authors of the chapter “Instructional Design & Technology in an Aisan context: focusing on Japan and Korea”) state that “IDT is different from the rest of the world because of Japan’s unique way of combining rapid westernization with a long history of Asian culture” (Reiser 239). I found this juxtaposition of tradition and modern developments thought provoking, which is one of the reasons I wanted to learn more about IDT in Japan. IDT first emerged in Japan around 2000, when the concept of e-learning caught the attention of human resource development in the business sector of Japan. Suzuki and Jung describe the evolution of IDT in e-learning as a transition from simply creating more visually appealing user interfaces for learning materials to “the systematic process for bringing about effective results in education and training” (Reiser 240). Training in the field of Instructional Design & Technology is growing, but there is still much progress to be made to use the principles of IDT to their full potential (i.e. research based instructional design or project management). Moving away from the business and industry sector to education, one thing that stood out to me was the Japanese government’s support of IT training for teachers. This is essential if teachers are expected to be utilizing technology that is changing and developing rapidly - it is difficult, if not impossible, to take advantage of the full instructional potential of a technology product or strategy if one does not know how to use the technology or strategy themselves. While the availability of IT training is promising, “because the tradition in each subject area plays such an influential role among Japanese schoolteachers, teaching methods tend to be transmitted from the older to the younger generation,” (Reiser 242) suggesting that new technologies won’t necessarily be explored fully. Provide two resources that provide more information on this trend and explain why these readings or resources stood out to you. The first resource I have included is a link to the website of the Japan Society for Educational Technology. On the “Welcome from the President” page, one of the three major research topics listed is “Systematization of educational technology research and practical research.” This reflects a need discussed above for teachers to shift focus from how subjects have traditionally been taught to methods that capitalize on the new technologies and strategies available. I have included the article “The Top eLearning Statistics and Facts for 2015 You Need to Know” simply to highlight the mention of Japan as a top buyer in mobile learning products and services. This shows Japanese educational markets moving toward a trend that is also popular in US education.
The third resource included is a paper co-authored by one of the chapter authors, Katsuaki Suzuki, titled "Development of an instructional design checklist for e-Learning contents: A Japanese challenge in IT skill training.” The paper’s goal is to “develop a checklist for e-Learning content development based on instructional design features in order to assure quality of IT related skill training in Japan.” My hope is that a follow up paper or system will be released, as the proposed 102 item checklist, while comprehensive, seems overwhelming to put into practice; however, it is promising to see this research promoting the effective application of ID principles in Japanese teaching and e-learning.
References
Martin, Florence. "EIST6120 Global Trends in IDT." YouTube. YouTube, 5 Nov. 2014. Web. 24 June 2016.
Choose one IDT setting that you closely identify with, or one that you would like to work in. As a 6th-12th grade public school band director/teacher, I identify with Instructional Design and P-12 Technology Integration. I would like to work as a School Specialist in Instructional Technology in the future, and I applied for the Instructional Systems Technology program at UNCC to gain a better understand of how to effectively use technology in my classroom to enhance my students’ educational experience. Describe the trend. According to Reiser, “ID work with school systems characteristically involves any combination of the following responsibilities: managing, designing, developing, and evaluating teacher and/or administrator professional development and training.” He goes on to say that technology integration is a primary focus for instructional designers' working in P-12 education. The chapter authors, Deborah L. Loather and Steven M. Ross expand on three specific types of ID Development in P-12 Education: systems, product, and classroom. The chart below indicates the specific examples associated with each level of ID Development.
Source: Reiser text pg. 209
For this post, I will focus on the classroom level ID Developments, as that is what I am most interested in as a classroom teacher and in my future goals working in Instructional Technology. By working together with IDs, classroom teachers can integrate technology into lessons using models like the ASSURE model or the NTeQ model. Both models are rooted in Instructional Design, and help teachers to utilize technology for the sake of enhancing student learning. It is important to note that ASSURE begins with analyzing learners and stating objectives, and NTeQ begins with specifying objectives; the learning objective is always central to the lesson and is the foundation of the lesson development. The technology used in the lesson is a tool to enhance learning, not the catalyst for the lesson itself.
The Reiser text references Jonassen, Howland, Marra, and Crismond in relation to their “five roles for using technology to support meaningful learning.” Those roles include:
Tools to support knowledge construction
Information vehicle for exploring knowledge to support learning by constructing
An authentic context to support learning by doing
A social medium to support learning by conversing
Intellectual partner to support learning by reflecting
Provide two resources that provide more information on this trend and explain why these readings or resources stood out to you. Resource 1: "Review of Instructional Design Models Applied to K-12 Learning Environments" by Debbie Morrison on her website Online Learning Insights offers her assessment of three design models she says are "implemented widely" in K-12 education. While her insights are valuable, I selected this article because of her writing on why K-12 educators need Instructional Design knowledge. This hits close to home with me, as many of her points align with the reasons I decided to pursue a degree in Instructional Systems Technology. I could draw quotes from much of the first half of the article, but instead, I will include just one that I find particularly thought-provoking and appropriate to this discussion: "I suggest that there is a need for K-12 educators to be equipped with skills in instructional design. Teachers need this skill set to adapt curriculum in order to provide relevant learning experiences for their students. Furthermore, with the proliferation of technology tools and applications that teachers have access to and are even encouraged to use, [...] teachers need to know how to use these tools effectively—to be able to assess if, and how a given education tool supports the desired learning objectives." Resource 2: "What is Successful Technology Integration" is an Edutopia article that walks readers through the process of integrating technology in the classroom. The Types of Technology Integration sectionis filled with links to examples and resources of each of the types of technology described as a successful integration strategy. The article ends with a "level" system for assessing how well technology is integrated into the classroom - this could be a great assessment tool for IDs working in K-12 education to start a dialogue with teachers about setting goals for improved technology integration in their individual classrooms. I also wanted to include the following TeachThought infographic, as it pairs well with the technology integration discussion in the Edutopia article.
Wearable technology is, exactly as it sounds, any technology that can be worn on the body. More well-known wearable technologies include the FitBit, Apple Watch, and Google Glass, but wearable technology includes many more devices and genres. Wearable technology is used for security and safety (military), medical fields (chronic disease management), wellness (monitoring weight), sports and fitness (performance), lifestyle computing (gaming), communication, and fashion.
How do you think this trend is going to impact learning/education?
Wearable technology is an excellent tool for collecting individualized data, and as discussed with learning analytics, data is a powerful tool for making informed decisions and personalizing learning. As we continue to incorporate technology in our classes, wearable technology has the potential to make learning more custom to the individual, but also more collaborative and accessible between students and teachers. For example, Google Glass can record experiences from the first person point of view, but that recording can be utilized by teachers to assess the attention the individual pays to different aspects of an activity. The recording can also be used to facilitate class discussion on the individual performance by making that first person point of view visible to everyone in the class.
As an instructional technologist, what do you need to do to keep up with this trend?
As wearable technology becomes a larger part of our students' lives outside of school (i.e. FitBits & Apple Watches), instructional technologists can monitor developments for these devices that can be adapted to the classroom. My favorite example (which I will discuss in more detail later in this post) is the use of Google Cardboard. Most of our students have a smartphone, and Google Cardboard is a $15 viewer that turns a smartphone into a Virtual Reality tool.
Provide three resources (an article, web url and a video) that provide more information on this trend and explain why these resources stood out to you.
Article: This article discusses a development in the field of Virtual Reality in popular culture: the Virtual Concert. As the article states, the logistics of the project are still under wraps, but the partnership with iHeartMedia is great for UMG, as it brings a huge listener base to this new project.
Web URL: This slideshow features “The best Google Cardboard VR Apps” according to GreenBot. The list includes games and entertainment, as well as features that can be applied for education and classroom use.
Video: This video is a great introduction and overview of the power of Google Cardboard and the Expeditions program, allowing students to take “virtual field trips” around the globe (and beyond).
Design one activity using this trend that can be applied for teaching and learning.
For this trend, I have developed two different lessons around the use of Google Cardboard in the classroom.
The first lesson is for visual arts: VR/Exposition is a free iOS application providing a virtual reality gallery experience. Students can “walk around” this gallery and explore the art of Patrick Hughes and Cathalijn Wouters. Students will record observations and/or answer questions provided by their teacher to discuss both their experience in the virtual gallery as well as their thoughts and opinions on the artwork on “display.” Classes can also benefit from discussing the similarities and differences between a virtual gallery and a live gallery experience.
The second lesson is for band (and could be applied to any music class): Students will select a video from 360 degree Videos #StepOnStage playlist. After watching 1 minute of the video and taking advantage of the 360 on screen navigation features, students will enter Google Cardboard viewer mode and watch the next minute of the video with their Cardboard viewer. Students will record their observations about the 360 degree video features with and without the Cardboard viewer, in comparison with a traditional video viewing experience. After individual ideas have been recorded, students will pair with another student and discuss their observations. Pairs will then share out to the full class about their likes and dislikes of the 360 video style and the viewing experience with Google Cardboard compared to a traditional viewing experience.
Re-use information that you shared for your main post in the discussion forum.
This SoundCloud on Wearable Technology was created as an assignment for EIST6120. It covers my thoughts on Wearable Technologies in the classroom as well as a sample lesson using Google Glass in a band classroom.
References
Bower, Matt, and Daniel Sturman. "What Are the Educational Affordances of Wearable Technologies?" Computers & Education 88 (2015): 343-53. Web. 15 June 2016.
"[Infographic] Wearable Technology in the Classroom." Ed Tech Review. N.p., 15 Sept. 2014. Web. 15 June 2016.
Describe the Instructional Technology Trend 3D Printing is a trend that has been around since the 1980s, but has gained popularity as the price of printers and materials has come down. 3D printing has hit the mainstream with with the availability of 3D printers on Amazon, the MakerBot & Thingiverse store in New York City, and the appearance of 3D printers in corporations and schools alike. 3D printing has also gained traction in the medical field, with amazing experimental research 3D printing skin, ears, and eventually organs. In education, 3D printers have been on the rise in Computer Aided Design (CAD) based courses and are now appearing in University and school media centers and other classrooms. As teachers and students become more comfortable using the machines, the opportunities for cross-curricular use of the 3D printers is growing.
How do you think this trend is going to impact learning/education?
3D printing has great applications in education, bringing ideas to life in short amounts of time. Students can touch and hold objects related to their courses, rather than looking at photos or hearing descriptions from their teachers. Additionally, design based courses reap the benefits of rapid prototyping; students can spend more time on design (and redesign) because 3D printing can bring their designs to life in a matter of hours. Outside of courses requiring hands on student CAD work, there are applications in many subjects. Here are just a few examples:
biology - study cross-sections of organs
chemistry - molecules
auto class - replacement or modified parts
cooking - intricate molds for ice, gelatin
geography - topographic maps
graphic design - 3D artwork
history - artifacts for closer examination
As an instructional technologist, what do you need to do to keep up with this trend?
The first role of an instructional technologist whose school is incorporating 3D printing into its curriculum is to understand both how to use CAD software, as well as how to instruct teachers and students on use of the software. Popular software includes Makerware, Replicator G, Thingiverse, and SketchUp. You can only 3D print things that you can design (or find the designs for online), so fluency in design software is very important. Additionally, museums and institutions are using 3D printing and design technology to scan rare or fragile artifacts, translating those scans to .stl files (the type of file needed for 3D printing), and making them available for free online. The availability of these resources is transformative for education. Rather than looking at an image of a sculpture, a teacher could have a 3D printed exact model for students to hold in their own hands in their classroom. If instructional technologists can stay connected to when these resources become available, they can work with their teachers to make 3D printed models accessible for use in their classrooms.
Provide three resources (an article, web url and a video) that provide more information on this trend and explain why these resources stood out to you. Article: This article from 3DPrint.com is about the “Hovalin, An Open Source 3D Printed Violin.” The project is described as a “collective work in progress,” with the CAD files available online and forums set up for user feedback on modifications for the design. The violin is in its third iteration now, and is a fascinating look at a functioning 3D printed instrument. As a music educator, I’m not sure I’ll ever be fully comfortable with my students using 3D printed instruments, as it is part of my job to ensure that my students are using instruments that are well made and reliable. The nature of this project is that the design files can be modified by anyone who downloads them, so even if the original files produced a quality instrument, the question remains: was this instrument printed from the original files, or were they modified? Additionally, the materials used to create an instrument are an integral part of the design, so a 3D printer would have to be capable of printing with high quality material as well. As this technology evolves and people experiment with what they can replicate through 3D printing, I look forward to seeing the progress in this field and if it will be possible to 3D print an instrument that is comparable to one made using traditional manufacturing methods.
I wanted to include this article as well, for the “Educational” section. Teachers, this is where you can find those incredible resources 3D printing can bring to your classroom. This article includes links to resources from NASA, Smithsonian, British Geological Survey, and NIH 3D Print Exchange.
Web URL: The Smithsonian has a project called Smithsonian X 3D that is working to make artifacts from their collections available online in a variety of formats. Artifacts can be viewed from any angle via the Smithsonian X 3D Explorer with accompanying video and written background information (“Tours” and “Info” features), and files for 3D printing models (for education, personal, and non-commercial use) are available for download. I would encourage all educators, regardless of content area, to explore this website and its features. This is an incredible opportunity for our students to interact with artifacts from the Smithsonian in their own classrooms.
Video: This video is a great interview with Olaf Diegel, a professor at Lund University and a 3D printed instrument manufacturer. He discusses his “3D Printed Band,” his experience with 3D printing and why he uses it, as well as the advantages of using 3D printing with instruments and in other fields.
Design one activity using this trend that can be applied for teaching and learning.
This activity will be for a visual art class, studying a sculpture students have not discussed before. Students will receive the following handout to complete as they first analyze a photo of the sculpture, then (using their computer) analyze the interactive digital files, and lastly, exploring the details of the sculpture by holding their 3D model. The lesson handout and affiliated links can be found here.
Re-use information that you shared for your main post in the discussion forum
This 3D Printing Linoit was created as an assignment for EIST6120. It could also be used to show a few examples of 3D printing in K-12 education to teachers or administrators considering the incorporation of 3D printing in their classrooms or schools.
http://linoit.com/home
References
"10 Ways 3D Printing Can Be Used In Education [Infographic]." TeachThought. OnlineDegrees.org, 19 Feb. 2013. Web. 12 June 2016.
Mobile Learning is providing students the resources to enhance their skills outside of the classroom, utilizing technology readily available on their mobile device, and usable anywhere and anytime. This can include cell phones/smart phones, tablets, eReaders, iPods, etc. Mobile learning does not include devices that are WiFi dependent, as they cannot truly be used “anywhere,” rather they can only be used anywhere with WiFi access. Mobile learning does not occur in the traditional classroom setting, and the goal is to create opportunities for authentic learning “on the go,” or wherever a student needs to access that learning opportunity.
How do you think this trend is going to impact learning/education?
I think Mobile Learning has the power to make our classrooms truly portable. If we can replicate class activities within the realm of mobile devices, we can offer learning opportunities to our students anywhere they would send a text or a Snapchat. I firmly believe in meeting our students were they are, and in this day and age, most students have a smart phone. In my students’ case, they always have their phone on them, and it is second nature to them to communicate on their mobile device, play games, Google information, etc. The more I can provide instruction or practice opportunities to them through their cell phones, the more natural it will be for them to work in those mobile learning applications. Mobile learning can make our classroom content accessible and comfortable for our students, no matter where they want to access it.
As an instructional technologist, what do you need to do to keep up with this trend?
The key to keeping up with Mobile Learning is to stay on top of new applications and classroom tools developing mobile features. My goal as an instructional technologist would be to keep an up to date library of applications available to teachers and students that are designed for the various roles necessary to effectively use mobile learning. For example, teachers need different apps for tracking student work than those that students need to practice vocabulary. It is also important to remember that just because I like an app for a certain feature doesn’t mean it is the best option for every teacher. Additionally, my teachers might have a favorite app for something like communicating with students outside of class time, but it is my job to look for new and improved apps that might be higher performing or more suited to my teachers’ needs. By nature, instructional technology trends are always evolving, and it is my responsibility to keep up with the next best application in Mobile Learning. Provide three resources (an article, web url and a video) that provide more information on this trend and explain why these resources stood out to you.
Article: “Music Learning and Technology” by William I. Bauer discusses varying levels of technology integration in music classrooms and the effects of said technology on music learning and performance. I found the following excerpt particularly thought-provoking and pertinent to this discussion on Mobile Learning: “When the iPod was first introduced, one of its attributes cited was the ability to have 1000 songs in your pocket.[5] Now, through WiFi and cellular data connections combined with cloud storage[6] and streaming music services, a person can access nearly any recorded composition on the planet at anytime, from anyplace where they can connect to the Internet."
Web URL: 110 Free Music Education Apps is a comprehensive list of applications for use in a music classroom. My favorite thing about this list is that it’s categorized by function, including listening, metronomes, instrument groups, harmony, etc. This is an excellent starting place for the music teacher working to expand their mobile application library.
Video: This performance of “Requiem (The Fifth)" by The Mountain View College Digital Chamber Ensemble is an excellent example of how mobile apps can fundamentally change music performance. The performance is extremely musical, which is fascinating considering the absence of any live instruments. I would encourage you to watch the entire video (it’s only 3:30), as I don’t think further explanation will do it justice!
Design one activity using this trend that can be applied for teaching and learning.
My sample activity for Mobile Learning is a composition project using the application Disco Fingers.
Students create a Disco Fingers video no more than 30 seconds featuring their loop composition.
Students music include a voice over they recorded or they may import a vocal sample to include in their loop.
Students will write a 3 sentence summary including the following
The sound they wanted to evoke with their percussive beat (i.e. strong bass line)
Where their voice over came from (personal recording or sample, if sample, who/where is it from?)
Their biggest challenge in creating their loop via Disco Fingers (i.e. alignment of beats, balance, etc.)
The Disco Fingers website has excellent examples of similar projects. The App Preview (including a variety of samples and app features) is embedded below:
Re-use information that you shared for your main post in the discussion forum
This Voki was created as an assignment for EIST6120. It could also be used to present my favorite mobile applications for my band classroom to other music teachers/band directors.
Park, Yeonjeong. "A Pedagogical Framework for Mobile Learning: Categorizing Educational Applications of Mobile Technologies into Four Types."IRRODL. N.p., Feb. 2011. Web. 12 June 2016.
Learning analytics is the term for measurement, collection, analysis, and reporting of data. This practice helps us understand our students’ learning and their environment and is used to assess progress, predict performance, identify issues, and make decisions at the individual, classroom, and institutional level. While there are many nuances in terms of terminology related to Learning Analytics and education, generally, the above definition describes the “big picture” of how learning analytics is used in education. The benefits of learning analytics speak for themselves in regards to the importance of this trend:
Predicting student performance - this can then be utilized in teacher instructional decisions, for example grouping students by ability or pairing students with opposing strengths and weaknesses to allow for peer teaching
Informing teacher decisions regarding when specific students are ready to move on and students who are falling behind
Predicting student performance and grades and the appropriate level of intervention to improve student outcomes
Identifying students who are at risk of failing our courses
Making specific recommendations to students related to course material (i.e. what to review, where their strengths and weaknesses are in course content or skill practice, etc.)
Provide students information on their progress and more individualized attention for personal improvement
Ensure that all students are engaging with the content (which is not always possible in a face-to-face classroom setting)
More informed decision-making on an institutional level in terms of which courses are taught and how. - More informed decision-making on an institutional level in terms of funding for specific programs (based on success) and teacher evaluation (based on student growth and performance).
Starting point for discussion as an institution on group strengths and weaknesses
How do you think this trend is going to impact learning/education?
Learning analytics is an excellent addition to modern education, as it allows us to more closely monitor our students’ performance and prepare more individualized instruction for them. For example, if a teacher is consistently seeing failing grades on math tests from a specific student, that teacher can look at the data provided in the students’ practice programs (i.e. study island, Canvas LMS data, etc) to see how much time the student is spending on the program, how often they are using the program, when they are logging on, etc. The ability to access this data allows for the teacher to recommend specific and individualized feedback to the student and suggest changes in at home practice to facilitate better understanding of the material and therefore improved performance on assessments.
As an instructional technologist, what do you need to do to keep up with this trend?
As an instructional technologist, I must be aware of developments in data collection and analysis both in programs that my teachers use and those they might not be aware of. For example, if our school LMS introduces a new feature that automates analysis a teacher is currently doing “by hand,” I need to be aware both of the new feature and of the teachers who are analyzing this data themselves so that I can help them transition to using the automated data. Additionally, if my school is using a program for student assessment, and a comparable program is introduced that includes learning analytics capabilities (automated data collection & analysis), I would need to research the new resource to be able to present to my administration the advantages and disadvantages of our existing program versus the new program.
Provide three resources (an article, web url and a video) that provide more information on this trend and explain why these resources stood out to you.
Article: “Can Data Analytics Make Teachers Better Educators"reiterates many advantages of learning analytics, discussing how much time teachers spend collecting and analyzing data and then trying to apply it to their teaching. The article promotes a platform called “Waggle,” which I have never used. There are many programs, applications, and LMSs out there that collect and analyze data, so teachers don’t need to use the specific program mentioned in this article, but if we can apply the principles discussed here, teachers can spend less time analyzing data and more time using the information they receive from their learning analytics resource to personalize learning for their students.
Web URL: AppCrawlrhas an excellent application search feature with filters allowing you to see options for exactly what you need. I searched for iOS apps, data collection, and free, and the first two applications would both be great for educational settings. The first is Class DoJo, which gamifies classroom behavior management. I have used Class DoJo, and my students really responded to the sound effects feature (there is a noise that corresponds to earning points or losing points based on positive and negative classroom behaviors). Class DoJo allows you to enter your class, track their daily behavior, and even allows their parents to check to see how they are behaving in class. The second app featured is called Articulation Station, and it appears to be geared towards Speech/Language Pathology. I have not used this app, but the description on AppCrawlr shows photos of the data reports attached to student profiles, allowing teachers/therapists to see specific data on student performance.
Video: This video is from Digifest16, and includes a great summary of the strengths of learning analytics today and what it can provide us in the future. A very important point is raising by the first speaker: learning analytics lets us know what works for which students. We produce lots of resources, but do we really know HOW students receive them or react to them? Are our resources effective or not? Learning analytics can help us answer these questions.
Design one activity using this trend that can be applied for teaching and learning.
For this topic, I’ve chosen Socrative Teacher as my sample activity. You can create a free account on Socrative and create quizzes through the site. There are a lot of great features beyond quizzes including “Quick Question,” “Space Race” (a team activity), and “Exit Ticket.” When you are giving a quiz, as the teacher you have 3 pacing options to choose from: Student Paced - Immediate Feedback, Student Paced - Student Navigation, and Teacher Paced.
Depending on the circumstances surrounding the quiz, each quiz type has its strengths. If you are reviewing a video you just viewed as a class, I would recommend Teacher Paced. If you are using this for a summative assessment, I would recommend Student Navigation. If you are using this for in class review, I would recommend Immediate Feedback.
As the teacher, you have a “Room” Code that your students use to enter your quiz on their device. Once your students are in the “room,” you will start your quiz. Your screen then becomes a learning analytics/data analysis report. You can see each student and their answer to each question. You can select a question to see how your students are performing, or watch the full class table view to see how your students are doing.
When everyone has finished, you will end the test and select the data report you’d like. As you can see, you have lots of options, from full class full test reports to individual student reports to individual question analysis. This tool gives you a paperless test with immediate grading, data, and analysis and allows you to begin making individualized decisions based on your students’ performance as they are taking their test.
Re-use information that you shared for your main post in the discussion forum
The following Learning Analytics Padletis a board I created as a class assignment for EIST6120. It could be used as a tool to introduce the advantages of using Learning Analytics in education to teachers in K-12 classrooms or as a discussion forum on the topic among K-12 teachers.
Van Barneveld, Angela, Kimberly E. Arnold, and John P. Campbell. "Analytics in Higher Education: Establishing a Common Language." Educause Learning Initiative (2012): n. pag. Web. 11 June 2016.
