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cbruncli

http://r511.wikispaces.com/Module+2B2 - 0 views

  • In law school, the more advanced students can take a class in trial skills, where they gain experience by actually preparing a "case" for trial. By drafting documents, responses to documents, interviewing witnesses, arguing pre-trial motions and actually participating in a mock trial, these students gain skills that they will use in real world practice.
    • cbruncli
       
      1 point Sarah - I can attest this is a group learning experience no instructor can duplicate. As an Investigative Officer we charge mariners for negligence, misconduct, or violation of law/regulation. We also try our own cases against the mariner through an Administrative Law Judge (ALJ) (we the only governmental agency that allows non-lawyers to try cases). It is not in the realm of criminal and civil law as we only have to prove to a "preponderance" of the evidence vice "beyond a reasonable doubt" and most cases are prima facie. To try these cases an IO has to go to a Suspension and Revocation School where we go through the process (most of what Sarah said) from filing a Complaint, witness interviews, filing Motions, Discovery, and a mock trial with an ALJ. The instructors are "hands off" as one must digest the process because in three weeks we are "practicing." Most would not succeed in the field if this instruction were only given via PowerPoint. Sarah, it is great the law school has this class, as I understand, most law schools do not offer a course in procedure. Normally it (procedure) must be learned through reading and actual case experience. Could you, or would you, say this is a PBL type of experience (esp. if computer based precedent research is involved)?
drleftwich

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

  •  
    This page discusses the various components of constructivism.
drleftwich

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

  • 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
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    This page provides information on the three different types discussed during the constructivism week.
lyplank

http://r511.wikispaces.com/Module2A - 0 views

    • lyplank
       
      Great application to personal use. 1 point to Chris
    • lyplank
       
      Great comments throughout! You really seem to have an understanding of behaviorism. 1 point to Brian
    • lyplank
       
      Great notation about the importance of the social reinforcer. 1 point to Teresa
  • ...1 more annotation...
    • lyplank
       
      This is an excellent notation about the importance of mastering the skills in each segment before moving on to the next segment. I think that this could be applied from K on through higher ed. Students who get pushed ahead without mastering basic skills eventually come up short in the end. I've gotten students myself who've been obviously passed along in basic math skills and are now unable to perform simple drug equations which is required in order to pass the program. 1 point to Sarah
cbruncli

http://r511.wikispaces.com/Module1D - 0 views

    • paultc
       
      A point to Doug for making a real life example of these terms. It helped me. (from Teresa)
    • paultc
       
      One point each to Brian and Lori for making finer points on PT and ET. Kudos to the both of you. (from Teresa)
  • If, in a business setting, the learner demonstrates mastery of a task or some type of knowledge, it won't necessarily be a "success" if that learner's mastery doesn't contribute to the success of the organization. The design, development, implementation, and evaluation of the instruction may have gone off without a hitch, but those elements were based on poor needs analysis.
  • ...9 more annotations...
  • Performance Technology Center in Yorktown, VA.
    • doug_craft
       
      1 pt to Chris for researching the way the Coast Guard applies IST
    • cbruncli
       
      1 point to Doug for having my back and providing the link. Thanks - Chris
    • lyplank
       
      Sarah 1 pt. You've noted many important characteristics (systematic, learner-centered, effecient, effective) that have been common throughout the readings. (Lori) Also, nice insight on the potential use in your area as compared to how things are currently done.
    • lyplank
       
      I think that this is a great succinct definition ... nicely put together from the reading.
    • lyplank
       
      Doug 1 point I like your personal application of the terminology. (Lori)
    • pmoseley
       
      1pt to Brian for the comment regarding PT and "one-size-fits-all" programs. Thinking about this discrepancy helped me come up with a more refined definition of HPT. Pat
    • pmoseley
       
      This is a great point regarding the time it takes to see "the fruits of your work." I wonder if the HPT definition should address immediacy of impact in its definition. Anyway, (1pt to Teresa from Pat)
    • pmoseley
       
      Good point regarding the positive outlook/personality. It is hard to overlook that when you're knee-deep in theories, models, definitions, taxonomies, and systems. (1pt to Chris from Pat)
    • pmoseley
       
      Thanks for the comment about the intuitive/eperiential approach vs the systems approach. This helpled me make a clearer distincion between ID and ISD. (1pt to Sarah from Pat)
    • cbruncli
       
      Thanks Sarah for the insight. 1 pt - Chris
pmoseley

r511 » Module1C - 0 views

    • jdungan
       
      teresa, way to lead off here 1 point from jeff
    • jdungan
       
      Thaanks for the organization here Chris, as you can see I poached it for mine as well 1 point from jeff
  • For my explaination I went from what I would not give up first to what I would last, an easier thought process for me.
    • doug_craft
       
      Isn't that the ultimate evalution anyway?
  • ...17 more annotations...
  • However, after reading that others were in at least basic agreement with me and each other I began to wonder if there were valid reasons (situations, personalities, etc.) to think that Analysis and/or Evaluation is more "important" or necessary. So, even though I think I still agree, I'll play Devil's Advocate for a minute:
    • jdungan
       
      Michael-1 point for playing devil's advocate good to always look at something from all sides of the "table" from jeff
    • doug_craft
       
      Isn't that the ultimate form of evaluation anyway?
    • doug_craft
       
      I liked Chris's approach as well, so I borrowed it!
    • doug_craft
       
      I liked Chris's approach as well, so I borrowed it! 1 point to Chris!
  • source(s)
    • cbruncli
       
      Good point Sarah. The root not just the deficencies need to be identified before building effective training. Sarah 1 pt - Chris
    • paultc
       
      Chris gets the point for being the first to organize. I agree with the others. (1 pt. to Chris from Teresa)
    • paultc
       
      This was helpful to me, since all our readings have the ISD models based on businesses/corporate settings. This is higher ed., but closer to me in elem. ed. It makes the ISD model a little better to comprehend. (1 pt. to Lori from Teresa)
    • paultc
       
      Point to Mike for thinking on the other side. So to speak to go against the grain. (1 pt. from Teresa)
    • paultc
       
      Point to Jeff for stating that though it may look linear or circular on paper, in the real world it may not turn out that way. Something I know, but didn't think about in this situation. (1 pt. from Teresa)
    • doug_craft
       
      This made me think a bit (see below) 1 pt to Lori
    • lyplank
       
      for his top down approach to the ADDIE components
    • lyplank
       
      - important observation that "the bottom line" is important in the educational setting as well as business
    • lyplank
       
      for setting up the ADDIE rankings
    • pmoseley
       
      Second that (1pt to Brian from Pat)
    • lyplank
       
      important point that the source of deficiencies must be identified; great inclusion of supporting documentation
    • pmoseley
       
      Timeline is an important aspect. Maybe you can't take the time to develop the perfect instruction... sometimes you have to do the best you can under the restraints of the situation. (1pt to Sarah from Pat)
    • pmoseley
       
      This is a good point. How do you create motivation for the annual required training (as somebody who works for an organization that creates instruction on ethics, sexual harassment, etc., I'd like to know). Is it just, as Brian mentioned in last week's Wiki, "if you do the training you won't get canned" (1pt to Doug from Pat)
pmoseley

r511 » definitions - 0 views

    • lyplank
       
      Important contribution to the definitions - Sarah 1 point
    • Jennifer Maddrell
       
      Yeah! Go diigo! :)
    • pmoseley
       
      Thanks for getting things started on the definitions page, but also thanks for the link. (1pt to Lori from Pat)
    • pmoseley
       
      Good idea bringing the collaborative definition over. As you say, it's good to have as a reference as we continue to deepen/refine our understanding of the concepts involved. (1pt to Chris from Pat)
jdungan

r511 » Module1B - 0 views

    • paultc
       
      Good pt. I usually think of having to motivate children, not adults. So I thought it would mainly pertain to the K-12 educational setting. -(1 pt. from Teresa Paul)
    • paultc
       
      One point for showing these five categories in detail in your example. (pt. to Doug from Teresa)
    • paultc
       
      As a teacher, I obviously have the educational background, but not the IT/ID background. Therefore, before this course I too would've had a not so formal instructional design. Good point. (1 pt. to Sara from Teresa Paul)
  • ...8 more annotations...
    • cbruncli
       
      Good back and forth Brian and Pat. Your partnering gave us a thourough look at industry training and its issues. I found it interesting about having to know your client's technology limitations. It is not something we nescessarily have to look at in the Coast Guard as most are on a standard workstation. 1 pt - Brian, 1 pt Pat. Chris
    • cbruncli
       
      Good example Doug. 1 pt (Chris)
    • pmoseley
       
      I never thought of providing rationale as a formal part of the ID process until you articulated it here. Especially in my dealings with my superiors, I find myself drawing on vocabulary from learning/instructional theory all the time as explain why it takes more time to design/develop effective programs. (1 pt to Brian from Pat)
    • pmoseley
       
      Thanks for the link to the tutorial. I always find it extremely useful to see the kinds of stuff others are developing. (1 pt to Doug from Pat)
    • cbruncli
       
      From her and I saying "we are willing to try" on the Breeze chat, to full integration of Diigo. 1 pt to Teresa for making it work. Chris
    • lyplank
       
      You noted a good point in that as long as a profit is being made, things often remain status quo as there is no incentive to change, important contributions to the definitions - Patrick 1 point
    • lyplank
       
      You pointed out an important first step in the design process in your statement, "I need to find their level of prior knowledge on any given subject" - Teresa 1 point
    • lyplank
       
      Chris - You've described this very clearly, important contribution to the definitions, great idea to move our definition of IT - Chris 1 point
jdungan

Introduction to ISD - 0 views

shared by jdungan on 30 May 07 - Cached
cbruncli

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

    • cbruncli
       
      Good form Lori! 1 pt - Chris
paultc

r511 » paultc - 0 views

shared by paultc on 25 May 07 - No Cached
    • Jennifer Maddrell
       
      Yeah! I see you tested out a Sticky! I always get excited when technology works as it should! - Jennifer
lyplank

r511 » lyplank - 0 views

    • Jennifer Maddrell
       
      Hi, Lori!! I see your sticky note!!
    • lyplank
       
      Thanks ... I like this feature.
Jennifer Maddrell

r511 » Module1-ISD - 0 views

  • NOTE: THERE WILL BE A SYNCHRONOUS CHAT FOR ANYBODY WHO IS INTERESTED SUNDAY AT 7:30 P.M. ON BREEZE. Click here and enter the BREEZE r511 meeting room. Sign-in as guest by entering your own name. Most likely, Dr. Leftwich will not be able to join you this week, but encourages you to participate. Dr. Leftwich will try to at least enter and record the session. WE WILL BE WORKING ON FINALIZING A DEFINITION FOR THIS WEEK'S ASSIGNMENT.
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