istr511

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Exchange

I am an instructional design practioner, but my title is 'learning designer.'
The variety of positions, titles, organizations, and industries are what make
defining the field and comparing jobs so difficult

But according to Dolezalek, salary averages for those with bachelor's and
master's degrees went up, though those with Ph.D.'s tended to earn less than
those with "professinal" degrees like an MBA (Dolezalek, 2005, p. 16).

Brian, great job in searching beyond the surface and making a comparison as to
who is putting out the information. Salaries would differ in the various sectors
of the IT field

I wonder -- is there a correlation between geographical location and industry?
Will all instructional designers on the west coast, regardless of industry, be
making more money than those in the Southwest? Another question

The gov't is realizing effective training is essetial and, mostly, cannot be
built by department employees. Even if they could it is a burden on primary job
responsibilites

the stronger and broader your knowledge of "hard" technologies the better chance
of getting hired. This is due in part to businesses desire to cut training
costs, yet cover a large number of employees and the most effective way to do
that is Internet, CD-Rom, etc., the "hard" technologies

This is exactly what I've been finding, Teresa. I've been looking around the
past few months, and have found several job postings for "instructional
designer" that value, above anything else, experience and/or training using
authoring tools

competencies I found were:

so I can be on the track of getting out of the k-12 setting and into the
business/industry setting

The subscriptions include Performance
Improvement (ISPI), T+D (ASTD), and
Techtrends (AECT) magazines. I cited some works from TechTrends. I got the most
use out of my AECT membership because it offers free online books including the
AECT Handbook.

Dr. Molenda did not sound too enthused about ASTD and its new certification
process but a student, Mark, is retaining membership in ASTD. As for IBSTIPI, it
sounds like an intersesting organization and Mark meantioned another
organization and did not know its name, I assume it is this

Sounds like required class material to me........................ Doug

When I read Dale’s Cone of Experience I was immediately reminded of
constructivism in that they both provide the learners with a hands on, learner
directed type experiences. According to Dale “[t]he base of the cone represents
direct reality itself as we experience it firsthand

conduct inspections on actual vessels and performance critiqued

Discovery learning refers to the process of obtaining knowledge through one’s
own efforts. In the Surgical Technology program we use this form of learning to
allow students to manipulate materials in computer simulation that allows them
to discover important concepts related to operating room technique. The idea of
discovery learning is that students are more likely to remember concepts or
principles that they discover on their own. After presentation of fundamental
information students work with an interactive CD-ROM that simulates a real life
experience in the operating room allowing them to perform many skills necessary
for a successful operation. Students are given the opportunity through case
study and computer-based simulation to prepare the OR and the patient. They can
use drag and drop to experiment with the selection of which instruments should
be given to the surgeon at the appropriate time. Students can request “coaching”
in the form of tips, hints or brief multimedia explanations called “Pearls of
Wisdom.” Selection of inappropriate materials or techniques may lead to
simulated patient complications. Students must then discover which action lead
to the complication and then learn to correct that action. Use of the CD-ROM
format also allows for presentation of the information in multiple formats
(audio and visual) which enhances learning.

Chris-- I'm curious how effective objectives at the beginning of a class are as
an organizational tool for students. Are they presented again throughout? How
does it help students to organize content in a way that helps them interpret and
appl

do all the students come together and discuss what went right or wrong or is
the student only interacting with the computer?

If the inspections are very methodical and vary little between vessels shouldn't
the learners' realities by convergent rather than divergent. Wouldn't you would
want each evaluator to inspect very specific things on the vessel and then come
up with the same evaluation. If this were constructivist wouldn't different ways
of thinking be encouraged.

The difficulty comes in teaching them when to use specific instruments, a more
ill-structured problem as there are many variables

I really can't find a lot of examples in which we personally use cognitivist
methods.

problem-based learning

I like how you laid out the learning process step by step. I really helps to see
a complete outline. - guest
(69.14.250.51)
Today 4:14 am skmcinto

This approch suits the medical field very well.

I've heard of the Smart Board, unfortunately we don't have it at IPS. Perhaps
we'll be able to attain more funding in the future for technology at our
schools.

I really felt that the use of the computer based instruction was more
cognitivist but I'm trying to do more research on that.

Elementary teachers also use Collaborative Learning in the classroom. It is not
typically used on a daily basis, rather it is used when big projects are
assigned. For example, students are to present a project on the different
vitamins A, D, E, etc., their importance to the human body and in which foods
can they be found. The students are broken into groups of four, each group is to
have a type written report, a visual (poster), and an oral report. Each student
has a responsibility in the group and they are to work together and have one
complete project by the due date

scaffolding