1st Instructional Design Presentation

Good instructional design has been the term we've embraced in the course for Instructional Design and Development at the University of Montevallo. I've learned a number of things throughout the course to aid me in developing the best curriculum, the best presentations, the best of the best of all things presentations.....so much learning that it makes me a bit nervous in designing my own for the first time.

One of the things I've learned the most is designing engaging content that allows the learner to make a connection to the lesson and then be able to apply it. Anyone who designs should create with the end in mind and to develop content that delivers good instructional design. In order to do so, we need to use a model, such as the ADDIE model

https://www.elearninglearning.com/instructional-design/

that provides guidance in ensuring content is effective and supports learning in a creative and effective way. As you go through the steps of a design model, you will use various strategies to continue in the development of your content. In the text of Streamlined ID, a practical guide to instructional design, the authors suggest "as you design instruction, consider the effects on learning" and to "consider strategies and technologies" at the same time (Larson and Lockee, 2014, p.150). 

Choosing the type of technology is another area I learned to support good instructional design. From my experiencing in creating my own presentation, this made the task a bit more challenging. I chose to present a training session to faculty at our institution on using our current student management system. I thought this was going to be a simple task because I can use the system with my eyes closed, but as I begin to look over what I needed them to know and think about the concepts learned in the course, I realized I had to look a this from a different angle and begin to apply the model steps and strategies learned. 

Take a look at my 1st attempt to design a presentation for the course: Where Are Your Students???

As I designed my presentation, I found it challenging to find technology that would support how I wanted to present it. After realizing I was making this more difficult than it needed to be, I finally found ScreenCast-oMatic, Screencast-O-Matic.com, which allowed me to create and present as I wanted. Review my presentation videos below:

Video 1

Video 2

Video 3

(The only drawback on this particular technology is that it only allows you to record 15 minutes at a time)

Creating a presentation using good instructional design requires alot of time and application. Designs that are engaging, interactive, use of technology that fosters learning, and help learners to understand content, and maintain their attention, are ideally what you want. Know that it takes time, preparation, to produce good, quality instruction. This was a fun and interactive activity to push my limitations that enhanced my skill set. I'm looking forward to developing more and more content and become an instructional designer in the future.

I hope you take the time to review my presentation link along with the videos. This is my first presentation using good instructional design tips that I learned throughout the course. 

Enjoy!

Resources:

Larson, M.B., & Lockee, B.B. (2014). Streamlined ID, a practical guide to instructional design . New York, NY: Routledge.

New technology for training

https://images.freeart.com/comp/art-print/fa18410097/technology-word-cloud.jpg

As you develop training for your learners, you have to think about what type of technology will you use to deliver the content. "Technology can be defined as any tool that helps you to take action more efficiently or think better" (Larson and Lockee, 2014, p. 184). Oftentimes technology is seen as the physical tool used to teach, however, as instructional designers begin the development phase of their learner content, technology is the used to "meet a specific instructional need" (2014, p. 184). A designer should think of technology that will engage learners and ultimately allow them to accomplish the determined outcomes and objectives.

In looking over the many technology resource tools that support instruction, there were many that I had not heard of, and some that I have heard of but never used. Adobe Presenter 11.1 is the tool that was the most interesting and one I would like to consider to use for future training that I will design, develop and implement.

https://wwwimages2.adobe.com/content/dam/acom/images/shared/product_mnemonics/96x96/presenter11_96x96.png

Adobe Presenter allows you to transform slides such as PowerPoint into interactive and engaging learning presentation. It lets the user create interactive training videos, scenarios and quizzes. For developing videos, your webcam audio and video can be used from your laptop or desktop, without having to buy expensive video camera equipment. Also, users are able to track learners performance and be able to integrate into other compatible Learning Management Systems.

There are a many technology resource tools that are available to use to create learner content. It was very helpful to know there are a number of options to help with designing engaging and creative content to ensure your learners are learning with technology. Larson and Lockee state in their book Streamlined ID, A practical guide to instructional design, when you are deciding on the technology you will use, "determine your learner's needs and how technology might support those needs before selecting a technology" (2014, p. 184). Learner needs should be determined in the analysis phase of the ADDIE design model, and as the designer continues to build content and go through the stages of the design model, technology should be considered at the same time. 

Adobe Presenter seemed to be the most interactive tool that would fit the training that I am designing. I like that it's user friendly and allows you to take Powerpoint slides and turn them into interactive teaching modules. The software does allow a 30-day free trial and after that you can choose to sign up for different levels of service at a cost. I do think this tool will allow me to add some engaging content and deliver on screen scenarios to support the scenario based strategies I have in mind for the learners. I also will be able to create my own videos that I can record using my own laptop/ desktop which makes the creation simplified and again allow me to be as creative as possible in engaging my learners. 

http://www.online-trainingcourses.com/wp-content/uploads/2014/04/online-learning.jpg

Resources:

Adobe ELearning (2015, September 14). Adobe Presenter 11 & Transform slides in into interactive eLearning [Video file]. Retrieved from YouTube website: https://www.youtube.com/watch?v=601twbBg6Vw

Larson, M.B., & Lockee, B.B. (2014). Streamlined ID, a practical guide to instructional design . New York, NY: Routledge.

Training Strategies to foster learning

https://previews.123rf.com/images/dizanna/dizanna1506/dizanna150601418/41206533-strategy-word-cloud-education-concept.jpg

When providing training for individuals, you want to give them an experience that is engaging, fun, interactive, and content that is deliverable to others. In instructional design, using a strategy such as a design model will be beneficial in helping you to create the right content for your learners. "Instructional strategies are the very heart of an instructional design and serve to foster student learning including pre-instructional activities, presentation of content, learner participation, assessment, and follow-through activities" (Larson and Lockee, 2014, p. 149.) (Click the link below the image to learn more on using an instructional design model)

http://educationaltechnology.net/wp-content/uploads/2015/12/instructional-desing-models.jpg

As you develop content for training you should "consider teaching strategies and learning strategies" for your design (Larson and Lockee, 2014 ,p. 149). Some strategies that I have used in my classes and some that I have been used with me are scenario based learning strategy and strategies to build a sense of community. These strategies, provided a unique way of getting to know each other and allowing them an opportunity to connect with one another and to the training/ class. Having a strategy helps the trainer to deliver effective and relevant content. 

Building a Sense of Community

Having students to share information about themselves is a strategy that can be used to build a sense of community. In my classes, I have students to create an introductory video to give others more information about themselves. I provide them with examples of different video types such as Powtoon, WeVideo, or create their own video using their phones. I ask them to be as creative as possible and give us more details about them. As an example, I had one student who had a cellphone recording of himself mimicking the MTV show MTV Cribs, however his was titled Bear Cave and he recorded his room, clothes, and favorite things It was fun and gave us a different look at him. (Click to take a look at his introductory video below). I thought this was a unique way to get to know one another and I think it works but there is more I would like to develop when using this strategy in my classes. I'm not sure what they will look like just yet but as I continue reading through Larson and Lockee text, Streamlined ID, I believe I will be able to create a more connected learning activity out of the introductions.

Scenario-Based Learning

Scenario based learning is a strategy that I have been apart of in a training session. This strategy worked well for the professional development that was being introduced. At the time, I was and academic advisor for a college and we were being trained on the different situations we may encounter and how to handle them. One particular situation we were placed in a setting where we had to learn how to interact and communicate with 'helicopter parents'. This was a fun but great learning experience in dealing with parents. There was a screen behind us that displayed the situation we would encounter. The 'parents' knew the scenario and would 'act' it out, and as an advisor we would address the situation using methods we were taught. It was hilarious and fun but it gave us a clearer picture on how to best deal with these types of situations. 

http://images.clipartpanda.com/strategy-clipart-cliparti1_strategy-clipart_07.jpg

Using either of the above mentioned strategies would assist the learners in learning the content and the trainer providing effective instruction. My experience with both taught me that you can create fun and engaging training or classroom sessions but at the same time instructional design models also teach you how to develop your content to ensure your strategy has an effect on learning. 

Resources:

Educational technology(2018). Retrieved from https://educationaltechnology.net/instructional-design-models-and-theories/

Larson, M.B., & Lockee, B.B. (2014). Streamlined ID, a practical guide to instructional design . New York, NY: Routledge.

Parker, B. (2018, January 26). Braylen Parker Bear Cave TV [Video file]. Retrieved from YouTube website: https://youtu.be/sfDoFoGKD6c

Good training vs bad training

https://www.shutterstock.com/image-illustration/word-cloud-coaching-168764456

Reflecting on many occasions that I've spent in a training session or a professional development conference, there were some that I absolutely loved and those that were a complete waste of my time. Certainly many of you have experienced the same and probably share the same thoughts. There were probably many questions that cause you to wonder, did they prepare for this? Do they know/ understand the content? Do they know the audience? Then there were some that you thought that was the best experience I've participated in a long time! 

As we continue to learn and advance in education, we want to know what's the best way for our students to learn and how do we make sure they are engaged and teaching remains effective? We attend many conferences and training sessions to ensure we are equipped with knowledge, skills and abilities to deliver instruction. Our expectation is to gather valuable information that we can use immediately and apply the information directly into our classrooms. When you are on the receiving end of training what do you consider as good effective training session?

https://www.elearninglearning.com/instructional-design/

As a student in the instructional technology program, I've learned various ways to develop effective training through different models of design, such as the ADDIE Model. The ADDIE model, as the graphic shows, uses the process of analysis, design, develop, implement, and evaluate. Using this as a mode will allow curriculum develops to use good instructional design that will engage those who are being trained. Instructional Design, (ID), is "the systematic and reflective process of translating principles of learning and instruction into plans for instructional materials, activities, information resources, and evaluation" (Larson & Lockee, 2014, p.8). In learning this I realized that I have participated in many training that did not exhibit good instructional design.

I participated in a 2-day training session organized to provide professional development. It was a 2 day session of a 50 PowerPoint slide where the trainer read each slide! I literally slept for 2 days in those sessions. This is a perfect example of bad design and in learning about ID, I wonder if the creator considered the audience, delivery, design, etc. My hope is that I do not have to experience that again.

Another professional development opportunity I participated in was great. This 4 day session placed the participants in work groups and were given a project to complete each day, culminating on the 4th day. This included visiting the city together where the session was held, eating dinner, and enjoying entertainment. Although I know, every professional development is not design the same depending on where you go and what the training is about, I believe that they all can be design in a similar fashion, using an ID model.

As I continue to work and mold my mind around what type of training/ professional development I want to provide, I want to ensure that I am delivering good valuable content using good instructional design that will be remembered, applied and shared. Within my classroom, I tell my students that my mantra is that I want them to 'make a connection and apply it', and I want the same for those that I will develop and create training for. My desire is to create a professional development mentor/coach training that is beneficial to current and new instructors on campus. In reading the white paper, Learning environments in the workplace, it gives 9 characteristics of learning, 9 characteristics of learning, that can be used in helping to understand how to build effective learning in your place of work. I found this to be valuable information, along with using the ADDIE model and theory in ID as an informational guide to guide me as I continue to analyze and develop training for our instructors. My hope is to not ever create a 50 slide presentation to me audience!



References:

Larson, M.B., & Lockee, B.B. (2014). Streamlined ID, a practical guide to instructional design . New York, NY: Routledge.

Wedaman, D. (2014, February). Bridging the gap, building a learning environment in the workplace. Educause , (), . Retrieved from https://library.educause.edu/~/media/files/library/2014/2/eli3031-pdf.pdf

3-2-1 Reflection

This blog will be discussing a reflection on virtual learning. We've learned that virtual learning, online learning, online education, or distance education as "institution based, formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources, and instructors (Simonson, Smaldino, Zvacek, 2015, p. 6). As I reflect on this topic I can see how virtual learning has been implemented into our school districts, colleges, businesses, and jobs. Over the years and it has become a necessity and educators are meeting the demands of online learning through implementation of distance education throughout their districts.

Through my review of sample school district policies and other literature that provided details on online learning, I learned and was surprised about 3 things: (1) Alabama has a fully accredited online school within the Athens City School district, (2) there is an actual state law,(https://web.alsde.edu/legislativebills/2015Regular/SB0072_ENACTED.pdf ) that school districts must have a distance education program, (3) and students are able to take an online class for credit in their respective districts but may be taught by teachers from another school district.

Athens City School district, in response to the legislature that was passed, created a fully online school for students K-12. This school was developed for students throughout the entire state that may want a more flexible option for school. I was surprised in learning that this was designed and implemented in school year 2016-2017. In learning about this, I created an infograhic that briefly describes how Athens Renaissance School , https://www.k12.com/content/fts/athens/en.html, was developed: (see below)

Creating an online & blended public school by Jessica Bynum Continuing on with my reflection, there were two things that I was concerned with regarding online learning, (1) some school district school policies were not very specific or defined, and (2) how/ when course would be evaluated and how often programs would be reviewed for effectiveness. "Policy development and implementation is an important topic to be addressed when an organization considers distance courses and programs" (Simonson et al, 2015, p. 287). I was concerned in reading some policies that did not completely outline their mission and purpose and not enough specifics in student/ parents responsibility. They were written in accordance to the passed legislature but not specifics for the district. The text states the following areas should be covered in a distance education policy:

• "Governance and Administration of the Distance Education/ Online Learning Program
• Academic Policies
• Quality Control
• Faculty-Related Issues
• Student-Related Policies
• Fiscal Issues
• Legal Issues
• Library Policy
• Policy on Acceptable Use of IT Resources" (Smaldino et al, 2015, p. 290).

In addition to those areas I learned, and those that were concerning, there is one question I have regarding virtual learning. Will all districts receive the same type of funding, technology, and resources statewide? I think this will be important for schools to maintain, sustain, and grow as technology continues to advance and be used in virtual learning. "Distance education is expensive", (Simonson et al, 2015, p. 296), and something I think administrators should consider as they continue to plan for future online learning.


Resources:
Alabama SB72: https://web.alsde.edu/legislativebills/2015Regular/SB0072_ENACTED.pdf

Athens City Schools: https://www.k12.com/content/fts/athens/en.html

Simonson, M., Smaldino, S., & Zvacek, S. (2015). Teaching and learning at a distance (6th ed.). Charlotte, NC: Information Age Publishing, Inc..

The Chosen One, Blackboard

Blackboard, (Bb) is the chosen learning management system that will be discussed in this blog. Although it was listed on the class Wiki page, I chose this CMS because our institution is currently using this system. We implemented Bb in the fall semester of 2016 and many users here at the college are still learning how to use it effectively.

As our executive committee planned to move towards an online environment of providing distance education, they wanted to make sure that the chosen CMS would allow for instructors to have a smooth transition from a traditional classroom to an online format. They also wanted it to be a good fit for student and instructor use, and be user friendly for them both.

Instructional Design

Blackboard, is a  nicely built system that currently meets our needs. It was designed with the "understanding that the way people learn is dynamic", and education will continue to evolve. (Blackboard, 2018). At our institution, instructors met with their respective divisions to plan which courses would be delivered through distance learning and plan their curriculum. The text tells us that "teaching at a distance requires planning and organizing" (Simonson, Smaldino, and Zvacek, 2015, p. 127). Reviewing Bb you will find that it meets the needs for the type of online instruction that the institution desires. Instructors want to be able to load course curricula, be able to track student attendance, create rubrics, measure student performance, grade assignments/ tests, and create discussions. These design features allows for a manageable student/ teacher learning experience. "Design is the fundamental element of effective instruction"(Simonson, et al, 2015, p. 128), and allows for instructors to teach and students to be able to learn at "anytime" and "anyplace". 

Take a look at the video below that provides details on the "The Learning Experience" by Blackboard:

Teaching

Using Bb system has helped instructors to be more creative in the delivery of course curricula and manage students more effectively. Instructors are able to coordinate with textbook vendors to have their books loaded into Bb with the corresponding course. Some vendors even provide the service of loading and setting up the course in each instructor'shell. Once the content is loaded, instructors are able to set up weekly coursework, learning outcomes, create tests, track their attendance, manage their progress, even submit progress statuses. These components "create a learning experience necessary for student learning" (Simonson, et al, 2015, p. 129). 

Students

As instructors continue to use the system, there is a need and desire to create an engaging learning environment as well as to have collaboration among students in the online environment. The "student -centered approach to learning fits well into distance education environments", (Simonson, et al, 2015. p. 168). Bb offers a part of the application where instructors are able to build active discussion boards and videos to create an engaging course. Students can also download the Bb app that allows for more interaction with instructors, easy accessibility to the course and monitoring of course progress. For this reason, Bb is a good option for use by the institution as it continues to explore and develop more use for online development and learning.

Support Materials

Bb does provide various support materials to aid in instruction. The texts emphasizes that printed materials, course syllabus and interactive study guides improve the distance education environment, (Simonson, et al, 2015, p. 204). In Bb you can create your own syllabus or use their shell to create. Instructors are also able to create study guides, or have the option of using the loading textbooks content that has study guides attached to the text.The textbook loaded into Bb is an example of printed text and instructors can load and attach their own material to support course instruction. 

Assessment

As instructors continue to use Bb, it was an important function to be able to assess student progress. Bb has a piece where instructors are able to grade student assignments, tests, discussions, etc., and provided feedback through a rubric. They are also able to see how student's are progressing and have the ability to send 'alerts' of students that are not performing well. This functionality allows instructors to track their students progress, see where they need to improve and make recommendations or referrals to the students. "Assessment is defined as the process of measuring, documenting, and interpreting behaviors that demonstrate learning" (Simonson, et al, 2015, p.226). This was very important for instructors to have and Bb provides that functionality.

Blackboard, the chosen one, is the CMS for our institution. It not only meets the requests of instructors but also meets the needs of student learning and engagement. The features of the system and it's user friendly resources and content allows for more creativity and course development for teaching. Bb is a great tool that supports higher education needs and appears to be keeping up with future trend as secondary education continues to advance.

Resources:

https://depositphotos.com/42564661/stock-photo-word-cloud-e-learning.html

https://www.google.com/search?hl=en&biw=1242&bih=602&tbm=isch&sa=1&ei=AK8pW4LuCcXEswXGz6H4BA&q=students+learning+online&oq=students+learning+online&gs_l=img.3..0j0i8i30k1l2.111739.113890.0.114063.24.18.0.1.1.0.199.1943.0j15.15.0....0...1c.1.64.img..9.15.1829...35i39k1j0i67k1.0.pCE26X5p7-Q#imgrc=EvKLtMfzb-QwUM:

https://www.learncube.com/benefits-of-virtual-classroom-for-teaching-online.html

https://www.youtube.com/watch?v=CM3Csm3UNyo

https://commons.wikimedia.org/wiki/File:Blackboard_Inc._logo.png

Simonson, M., Smaldino, S., & Zvacek, S. (2015). Teaching and learning at a distance (6th ed.). Charlotte, NC: Information Age Publishing, Inc..

Positive and Negative Experience with online learning

I remember the first time I saw someone doing homework on the computer. It was the year 2002 and a coworker and I were chatting and he kept looking and typing while we were talking. Out of curiosity I asked, "what are you doing on the computer & why do you keep looking back and forth at two different documents?". He replied, "I'm writing a paper". This conversation led to my initial learning on completing a degree online. I was surprised, shocked and in disbelief. How can this be possible? People can actually obtain a degree, learning, studying, writing papers, etc. just on the computer? No way.......and in 2008 I became a Phoenix by earning my Masters in Business Administration from the University of Phoenix.

"We Rise"

It's amazing how we've evolved since that time and grown into this technologically advanced society where everything can be acquired at the touch of a button, or from our phones to our cars. We've also witnessed these advancements within education and how it continues to grow and become more accessible in the classroom.


My experience  with distance education has been positive. It has afforded me the flexibility to be an online learner and learn anywhere at anytime and with flexibility. The text defines distance education as "institution based, formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources, and instructors" (Schlosser & Simonson, 2009, p. 1). At the time that I became an online student, I'm not certain if there was a definition for distance education, however the term online was used to describe those students who were learning online. Simonson, Smaldino & Zvacek write in the text "On-line Learning/ On-Line Education is the common distance education term used in higher education" (2015, p. 33). Since my experience of completing my MBA degeree, whenever there is a training opportunity or course that is offered, I always ask if there is an online offering. My preference is now to conduct any learning experience to an online format.

I haven't had any negative online learning experiences. Over the years as I have completed so many training's, teaching online courses, obtaining an online degree from various entities, that the positive experiences outweigh any negative. I can note that there are a few challenges that can occur that can be quite frustrating and cumbersome such as:

• tech issues
• limited accessibility to internet
• no WiFi connection
• power outages
• damaged laptop
• no textbook, etc.
• posture/ back issues

Many of these challenges can cause a negative impact on your online learning experience and can result in a delay in completion of assignments. Take a look at this video produced by students on the advantages and challenges of online learning:

Taking a walk down memory lane, remembering how I first came to learn about online learning or distance education, and how much I have accomplished over the years with acquiring degrees, training, even teaching online courses, I am truly amazed at how far advanced it has become. Looking at how dependent we have become on technology and not even thinking about challenges that may arise when we are using our many devices. Online education will continue to evolve and become more advanced and I'm hoping to continue to learn and be able to apply and teach others all the knowledge I have gained in order to keep up with the advancements. My hope is to continue to evaluate, research and be able to share my positive and negative experiences to assist someone else along their online/ distance education journey.