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bdashew

Guided Tour of Diigo - 0 views

www.diigo.com/2

shared by bdashew on 04 Dec 07 - Cached
cbruncli

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

r511.wikispaces.com/Module+2B2

quickd

shared by cbruncli on 23 Jun 07 - No Cached
  • 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
      cbruncli on 24 Jun 07
       
      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)?
lyplank

r511 » module2b - 0 views

r511.wikispaces.com/module2b

shared by lyplank on 24 Jun 07 - No Cached
    • lyplank
      lyplank on 24 Jun 07
       
      I like your description of "centers" ... i think that i could apply this to my own area ... maybe dividing the instrument types into "centers" Teresa 1 point from Lori
    • lyplank
      lyplank on 24 Jun 07
       
      You've summarized this nicely … I like the way you've linked it to the Silber chart Sarah 1 point from Lori
    • lyplank
      lyplank on 24 Jun 07
       
      Great comments throughout … you made me really question a couple of my perspectives, i.e. what's in it for me Brian 1 point from Lori
  • ...1 more annotation...
    • lyplank
      lyplank on 24 Jun 07
       
      I really like the way you organized your example. It was very relevant to the reading. Your explanation really helped me to understand some of that. I think of the 3 theories, I've had the hardest time with cognitivism. Chris 1 point from Lori
bdashew

r511 » Lori Plank Module 2C Response - 0 views

r511.wikispaces.com/Lori+Plank+Module+2C+Response

shared by bdashew on 01 Jul 07 - No Cached
    • bdashew
      bdashew on 01 Jul 07
       
      Great clarification. Thanks, Lori (1 value point for this excellent explanation)
  • using a strictly cognitivist approach, this would be one element of a larger plan. For example, I would start with getting the learners attention, i.e. describe an evisceration (opening of a wound) due to incorrect suture selection. Next, link new information to existing, i.e. discussion microbiology and the principles of infection as they relate to sutures. Organize the information, the organizer would be useful here. Assimilate new knowledge into existing ... Describe situations in which the various sutures would be used. Strengthen through rehearsal, as mentioned. The instructor could observe the practice and provide feedback. A test over the sutures would follow. Ultimately, there would be authentic context application in the clinical setting.
lyplank

http://r511.wikispaces.com/Teresa%27s+Module+2C - 0 views

r511.wikispaces.com/Teresa%27s+Module+2C

shared by lyplank on 01 Jul 07 - No Cached
    • bdashew
      bdashew on 01 Jul 07
       
      I think this is an incredibly effective explanation of constructivisim because of this dual learning outcome explanation. Great work (1 value point from bdashew)
    • lyplank
      lyplank on 01 Jul 07
       
      As well as chunking this is a great example of working from simple to complex tasks. Like Chris, I would have thought you started with 1 and ended with 12. Teresa 1 point from Lori
lyplank

http://r511.wikispaces.com/Brian+Dashew%27s+Module+2C+Response - 0 views

r511.wikispaces.com/+Dashew%27s+Module+2C+Response

shared by lyplank on 01 Jul 07 - No Cached
    • bdashew
      bdashew on 01 Jul 07
       
      Thanks for this really interesting dialog. I really appreciate the perspective that you two bring to these discussions and the attention with which you read, respond, and engage in my posts. for Lori and Chris, 1 value point each.
    • lyplank
      lyplank on 01 Jul 07
       
      Your explanation of hierarchical relationships made that concept clearer for me. I was having trouble with the one. Brian 1 point from Lori
lyplank

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

r511.wikispaces.com/Chris

shared by lyplank on 01 Jul 07 - No Cached
    • lyplank
      lyplank on 01 Jul 07
       
      I have been struggling to make the distinction between PBL and CBL. I really needed this validation that I was on the right track. Thanks for taking the time to review this article in a busy week! Chris 1 point from Lori
lyplank

http://r511.wikispaces.com/Response2c - 0 views

r511.wikispaces.com/Response2c

shared by lyplank on 01 Jul 07 - No Cached
    • lyplank
      lyplank on 01 Jul 07
       
      Excellent overview of behaviorism. Sarah 1 point from Lori
pmoseley

r511 » module3a - 0 views

r511.wikispaces.com/module3a

shared by pmoseley on 08 Jul 07 - No Cached
    • cbruncli
      cbruncli on 08 Jul 07
       
      Pat - I agree with Brian, good explaination, 1 pt. - Chris
    • cbruncli
      cbruncli on 08 Jul 07
       
      Brian - good job in "jumping-in" with Teresa. 1 pt -Chris
    • cbruncli
      cbruncli on 08 Jul 07
       
      Lori - thanks for the response and the "paper" comment (above) it really made me reflect on paper usage. 1pt -Chris
  • ...11 more annotations...
    • cbruncli
      cbruncli on 08 Jul 07
       
      Teresa - 1pt for bringing up the gereration divide. -Chris
    • bdashew
      bdashew on 08 Jul 07
       
      Lori, I was curious about this as well. Unfortunately, since my business is developing web-based courses, I'm probably not the right person to ask (we don't believe in workbooks and paper!). But I am curious to hear what response you get.
    • bdashew
      bdashew on 08 Jul 07
       
      Excellent point Pat. Well-stated and backed up well. 1 pt.
    • bdashew
      bdashew on 08 Jul 07
       
      Whose is this?
    • bdashew
      bdashew on 08 Jul 07
       
      Teresa--I like that you have not only explained what the role should be but what needs to happen to get there, too. Great work! 1 pt.
    • bdashew
      bdashew on 08 Jul 07
       
      Chris I like that you continue to grow on what you have put in previous posts. It's great to be able to see your thoughts changing and growing over time during this course. Thanks for sharing your evolving thought processes with us. 1 pt.
    • bdashew
      bdashew on 10 Jul 07
       
      Lori--thanks for continuing to bring in outside resources for us to explore in addition to the course readings. Your attention to detail and to providing depth of examples is terrific. 1 pt.
    • pmoseley
      pmoseley on 10 Jul 07
       
      Doug, Excellent point. This is one of the issues I deal with all the time at work. You can't simply re-purpose old instructional (or presentation) materials, and call it "online training." 1 pt
    • pmoseley
      pmoseley on 10 Jul 07
       
      Brian, I think the approach you describe here is an important one, especially from the third-party provider's point of view. The more we can create instructional programs that integrate into or augment existing F2F approaches, the more likely IT folks will get that buy-in. But beyond just buy-in from potential clients, the blended approach is likely more effective from the learners' perspective as well. 1 pt
    • pmoseley
      pmoseley on 10 Jul 07
       
      Teresa, Good point on integrating use of technology into the general curriculum. 1 pt from Pat
    • pmoseley
      pmoseley on 10 Jul 07
       
      Chris, Thanks for the question regarding the "value" of good training or instructional materials. Makes you wonder: is price really a function of instructional quality? Maybe on the corporate side it should be. I don't know. I don't an answer. 1 pt
cbruncli

http://r511.wikispaces.com/module3b - 0 views

r511.wikispaces.com/module3b

shared by cbruncli on 12 Jul 07 - No Cached
  • A doctor wouldn't order an ultrasound to diagnose a broken foot and I don't believe an instructional designer should advocate using a constructivist approach when the goal is very behavioristic
    • mikemathews
      mikemathews on 12 Jul 07
       
      good analogy, better point. 1pt to Lori
    • cbruncli
      cbruncli on 13 Jul 07
       
      Brian, thanks for keeping me on my toes. - 1pt - Chris
    • cbruncli
      cbruncli on 13 Jul 07
       
      Great overview Sarah. 1pt - Chris
bdashew

http://r511.wikispaces.com/module3c - 0 views

r511.wikispaces.com/module3c

quickd

shared by bdashew on 19 Jul 07 - No Cached
    • lyplank
      lyplank on 19 Jul 07
       
      Important addition of communication theories ... 1 point to Brian from Lori
    • lyplank
      lyplank on 19 Jul 07
       
      Excellent job of relating Dale's cone to constructivism. 1 point to Sarah from Lori
  • 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
  • ...5 more annotations...
    • lyplank
      lyplank on 19 Jul 07
       
      Excellent note on Thorndike's foreshadowing programmed instruction. 1 point to Teresa from Lori I also like your statement regarding personalized instruction. I've read many references as to an advantage of distance learning in that it allows students to progress at their own pace.
    • bdashew
      bdashew on 22 Jul 07
       
      For laying this foundational information on the first day of this week's wiki session. 1 point for Lori.
    • bdashew
      bdashew on 22 Jul 07
       
      I think this was one of the most intruguing debates of this week's session. 1 point to Doug for raising it 1 point to Chris for sustaining the argument
    • bdashew
      bdashew on 22 Jul 07
       
      For picking up on what I think is a pretty interesting topic, questioning it, and expanding on it. 1 point to Pat.
    • lyplank
      lyplank on 23 Jul 07
       
      Great point about standardization in instruction. 1 point to Chris from Lori
bdashew

r511 » module3d - 0 views

r511.wikispaces.com/module3d

shared by bdashew on 23 Jul 07 - No Cached
    • lyplank
      lyplank on 23 Jul 07
       
      Great notes about the Lancasterian system. I'd studied a bit about this in a prior class... great reminder. 1 point to Sarah from Lori
    • lyplank
      lyplank on 23 Jul 07
       
      Great points in getting the discussion started. 1 point to Teresa from Lori
    • bdashew
      bdashew on 29 Jul 07
       
      For bringing her own perspective. That's what makes this course such a great experience--knowing that people are bringing their own professional experiences and it's greatly appreciated. 1 pt.
  • ...1 more annotation...
    • bdashew
      bdashew on 29 Jul 07
       
      Sarah, all of your explanations this week were great! Incredibly helpful and much appreciated. 1 pt. from Brian
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
bdashew

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

r511.wikispaces.com/Module4a

shared by bdashew 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?
  • ...18 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.
    • cbruncli
      cbruncli on 04 Aug 07
       
      Who has heard in the corporate world having a Ph.D in Business Administration?
    • bdashew
      bdashew on 05 Aug 07
       
      I don't know that any degree could be considered useless. Even if it doesn't tell you anything you don't already know, it still helps to promote the idea that you are a an expert. Especially if one is working within universities (as I do), higher ed degrees really helps to demonstrate expertise.
  • 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?
    • cbruncli
      cbruncli on 04 Aug 07
       
      No, we do not need to outsource everything but it does relieve a burden. I liked developing training as it helped me learn more on the subject but it did take me away from my duties. The Coast Guard is a small service so we have a primary duty and many collaterals we are responsible for. Not only was a Marine Inspector and Investigtor, I was the CFC Campaign Coordinator, Education Service Officer, Leadership Committee Chairperson, Visiting Ships Liason, Assistant Security Officer, and whatever else they gave me. So, if they could outsource some standard ESO training instead of every ESO in the CG building it from scratch, I'm all for it.
  • 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!
    • cbruncli
      cbruncli on 04 Aug 07
       
      Interesting, I did not know that, thanks.
  • 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.
    • lyplank
      lyplank on 05 Aug 07
       
      Excellent summary of factors affecting salary. As we are both in education, I imagine you are as frustrated as I that education is what I would call underpaid. Also, great reference to Reiser above. 1 point to Sarah from Lori
    • lyplank
      lyplank on 05 Aug 07
       
      Teresa ... great summary of factors affecting salary. 1 point from Lori
    • drleftwich
      drleftwich on 05 Aug 07
       
      Most industry instructional designers find that ISPI is the most useful organization.
    • lyplank
      lyplank on 05 Aug 07
       
      Great point Pat ... this caused me to look into salaries for different fields a bit. I found some interesting differences in salaries for Masters prepared individuals. 1 point from Lori
    • bdashew
      bdashew on 05 Aug 07
       
      This comment could really go anywhere... Teresa and Sarah were among the first to participate this week and they did an EXCELLENT job of summarazing the key points for this week. It really set the stage for the rest of our discussion and allowed us--as a class--to focus on critical issues behind the content. Sarah 1 pt. from Brian Teresa 1 pt. from Brian
    • bdashew
      bdashew on 05 Aug 07
       
      Pat -- excellent application of the course content to your own experiences. 1 pt. from Brian
    • lyplank
      lyplank on 06 Aug 07
       
      Chris ... great point about the need for professionals to do the ISD work. Sometimes multi-tasking is NOT the thing to do. 1 point from Lori
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

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

72.14.205.104/search

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.
Steve Wilhite

Mindomo - Web-based mind mapping software - 0 views

mindomo.com/index.php

mindmapping

shared by Steve Wilhite on 13 Sep 07 - Cached
  • Steve Wilhite on 13 Sep 07
     
    Looks interesting ... still need to give it a try.
Jennifer Maddrell

r511 » Module1-ISD - 0 views

r511.wikispaces.com/Module1-ISD

shared by Jennifer Maddrell on 24 May 07 - No Cached
  • 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.
lyplank

r511 » lyplank - 0 views

r511.wikispaces.com/lyplank

shared by lyplank on 24 May 07 - No Cached
    • Jennifer Maddrell
      Jennifer Maddrell on 24 May 07
       
      Hi, Lori!! I see your sticky note!!
    • lyplank
      lyplank on 25 May 07
       
      Thanks ... I like this feature.
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