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Contents contributed and discussions participated by drleftwich

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drleftwich

Group istr511's best bookmarks - 0 views

groups.diigo.com/...bookmark

shared by drleftwich on 05 Aug 07 - Cached
  • Who has heard in the corporate world having a Ph.D in Business Administration?
    • drleftwich
      drleftwich on 05 Aug 07
       
      Chris, I know that you can get Ph.D. with an emphasis in Business in many different fields - there are many varieties. For example, a PhD in HPT focuses on a different aspect, whereas a PhD in Organizational Psychology would look at how businesses run. You can always put a certain spin on any principle.
  • 3 No
    • drleftwich
      drleftwich on 05 Aug 07
       
      Great point Chris! 1 point for you response and critical thought here regarding outsourcing.
drleftwich

http://r511.wikispaces.com/Module4a - 0 views

r511.wikispaces.com/Module4a

shared by drleftwich on 02 Aug 07 - No Cached
  • OD specialist
    • drleftwich
      drleftwich on 02 Aug 07
       
      What does OD stand for?
  • 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
    • drleftwich
      drleftwich on 02 Aug 07
       
      Interesting Brian... Can you think of any titles that are different in different fields, but basically mean the same thing?
  • Inventing ways to teach through electronic games, goys and life forms
    • drleftwich
      drleftwich on 02 Aug 07
       
      Is this a job or a role for a particular job?
  • ...12 more annotations...
  • 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).
    • drleftwich
      drleftwich on 02 Aug 07
       
      This is an interesting note. Many professors I know say that a Ph.D. in HPT is worthless - any thoughts on this? They say it doesn't do anything for you that a masters in HPT can't do for you.
  • 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
    • drleftwich
      drleftwich on 02 Aug 07
       
      Excellent point! Brian - I award you one point for this!
  • 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
    • drleftwich
      drleftwich on 02 Aug 07
       
      I'm assuming that this would correlate with cost of living?
  • 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
    • drleftwich
      drleftwich on 02 Aug 07
       
      This is very interesting - should we outsource everything that we're not experts in? By outsourcing, don't we need to communicate with these individuals? Is anything lost by doing all this outsourcing?
  • 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
    • drleftwich
      drleftwich on 02 Aug 07
       
      What about knowledge of "soft" technologies? It seems that those who come up with creative solutions, or those able to communicate with multiple groups to design the most effective instruction.
  • 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
    • drleftwich
      drleftwich on 02 Aug 07
       
      This seems true for the more entry-level instructional designers. Would you say that the technology knowledge is more valued than knowledge of instructional design principles? What would yield more effective instruction? Why would companies be so interested in technology skills?
  • competencies I found were:
    • drleftwich
      drleftwich on 02 Aug 07
       
      By the way, excellent post Sarah = put 1 point on the weekly participation from me.
  • so I can be on the track of getting out of the k-12 setting and into the business/industry setting
    • drleftwich
      drleftwich on 02 Aug 07
       
      Is this where you want to move to Teresa? I know many K-12 focused people that participate in such organizations as well...
  • The subscriptions include PerformanceImprovement (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.
    • drleftwich
      drleftwich on 02 Aug 07
       
      Just FYI, as an IU Distance Education Student, you have access to all these journals. http://www.libraries.iub.edu/index.php?pageId=4415
  • 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
    • drleftwich
      drleftwich on 02 Aug 07
       
      Note that IU will soon be starting up a certificate program with ISPI - an HPT focus for Instructional Designers - it should be a really impressive program!
  • Sounds like required class material to me........................ Doug
    • drleftwich
      drleftwich on 02 Aug 07
       
      This is an interesting concept - I like it as a course requirement - perhaps it's more beneficial than a textbook.
    • drleftwich
      drleftwich on 05 Aug 07
       
      Most industry instructional designers find that ISPI is the most useful organization.
drleftwich

Indiana University on iTunes U - 0 views

itunes.iu.edu

shared by drleftwich on 25 Jul 07 - Cached
  • drleftwich on 25 Jul 07
     
    iTunes for IU - Look for IST
drleftwich

r511 » Module2B - 0 views

r511.wikispaces.com/Module2B

shared by drleftwich on 21 Jun 07 - No Cached
  • conduct inspections on actual vessels and performance critiqued
    • drleftwich
      drleftwich on 21 Jun 07
       
      This sounds like it might be more related to a constructivist framework with the authentic practice. What's the difference here? What does everyone else think?
  • 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.
    • drleftwich
      drleftwich on 21 Jun 07
       
      It seems like this is more of a constructivist standpoint... Can you post this on the constructivist page?
  • do all the students come together and discuss what went right or wrong or is the student only interacting with the computer?
    • drleftwich
      drleftwich on 21 Jun 07
       
      Chris = 1 point. Chris makes an excellent point here, showing the difference between cognitivism and constructivism. Note that when the students come together, they can construct their own understanding. The teacher is the facilitator in this case. However, what happens if the student is just interacting with the computer? Is this constructivist? Is the student able to construct their own knowledge this way? What about when we go on the Internet to look up information? Is that a constructivist learning experience?
  • ...8 more annotations...
  • The difficulty comes in teaching them when to use specific instruments, a more ill-structured problem as there are many variables
    • drleftwich
      drleftwich on 21 Jun 07
       
      Do you think this is an effective use of this instructional approach? If given the choice, do you think this is the most effective? What about efficiency? How would you make this decision?
    • drleftwich
      drleftwich on 21 Jun 07
       
      Chris = 1 point. This is an excellent question Chris. You've really highlighted an important part of the differences between the cognitive and constructivist framework here. In constructivist frameworks, we are typically looking to the students to construct their own knowledge and by coming together and discussing the end result, students are more likely to construct their own knowledge based on experiences.
  • I really can't find a lot of examples in which we personally use cognitivist methods.
    • drleftwich
      drleftwich on 21 Jun 07
       
      What about when we use Mnemonic devices or analogies or advanced organizers (tables, charts, etc...)? This all helps us move and process information in a more efficient way. For example, I know many biology courses begin by comparing red blood cells to trucks and how they transport oxygen. Some analogies can become quite elaborate.
  • problem-based learning
    • drleftwich
      drleftwich on 21 Jun 07
       
      This article looks at the difference between Case-Based Learning and Problem-Based Learning. http://www.im.org/AAIM/Pubs/Docs/articlesofinterest/Srinivasan-January.pdf Also, look for Project-Based Learning.... These are all very similar, but have different definitions. Just be careful how you use them...
  • This approch suits the medical field very well.
    • drleftwich
      drleftwich on 21 Jun 07
       
      Why is this a good fit? Why do you think this is a better approach than others? Also, what about getting students the content information? How do you provide the resources they need while still allowing them to explore and "construct" their own knowledge? Excellent discussion Lori. I award you 1 point. ~Dr. Leftwich
  • scaffolding
  • 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.
  • 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
    • drleftwich
      drleftwich on 22 Jun 07
       
      Why is this a constructivist or cognitivist principle? Example to me the connection.
  • drleftwich on 21 Jun 07
     
    This website has some interesting information (the clif notes version) of what Chris was talking about..... http://www.foshay.org/PDFs/COGNITIVEAPPROACH.pdf
  • drleftwich on 21 Jun 07
     
    Lori,
drleftwich

Problem Based Learning: An instructional model and its constructivist framework John R.... - 0 views

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constructivism

shared by drleftwich on 21 Jun 07 - Cached
  • drleftwich on 21 Jun 07
     
    This page discusses the various components of constructivism.
drleftwich

Professor's Resource Site - Using a Variety of Teaching and Learning Strategies - 0 views

elearning.algonquincollege.com/...exploring.htm

case-based constructivism learning; pbl; problem-based project-based

shared by drleftwich on 21 Jun 07 - Cached
  • Case-based, project based, and problem-based learning are all profiled in this site from Virginia Tech. For each teaching model you will find a definition, design tips, college-level examples of the model in action (very interesting), and further references. Here are key pages from the site. Case-based: http://www.edtech.vt.edu/edtech/id/models/casebased.html Problem-based: http://www.edtech.vt.edu/edtech/id/models/anchored.html Project-based: http://www.edtech.vt.edu/edtech/id/models/construction.html Advanced Problem-Based: http://www.edtech.vt.edu/edtech/id/models/pbl.html
  • drleftwich on 21 Jun 07
     
    This page provides information on the three different types discussed during the constructivism week.
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