Section 7:  New Directions in IDT
 

Ch. 27-Distributed Learning
Growing corporate use of distributed knowledge makes very good business sense to me.  The idea that you can train while at work and immediately apply the new knowledge instead of waiting until you get back from a conference or workshop helps the learner internalize the information much more effectively.  While in college, I worked at the pharmacy in a Wal-Mart and completed all of my training on their intranet stations at my own pace and, unfortunately for my paycheck, on my own time.  Wal-Mart’s training program was skills-based (ex. running the register and customer service) and knowledge-based (ex. information on harassment and Wal-Mart’s policies) was not what I would consider “rich media” which facilitates true learning by creating an intriguing educational experience, but more of one where the employees themselves provided their own impetus for learning through the use of the training program.  Still, it was better training than having someone who was in a hurry to get back to their own work rushing through explanations and leaving out crucial details and information.  In Wal-Mart’s case, their electronic training programs train thousands of workers every day.  This makes getting updates in information and changes in policy relatively quick and easy to disseminate to employees of all levels.  I see this type of online or electronic training increasing as companies look for ways to trim budgets and improve worker efficiency.

            I am also a big proponent of the use of distributed learning in the form of virtual classes and hybrid classes in the academic setting.  Many young adults fresh from high school and even older adults continuing their education do not have the time, financial capacity, or opportunity to attend traditional classes at a traditional university.  Online courses that enable the learner to work at their leisure allow students to live their normal lives while furthering their education.  Hybrid classes are beneficial by providing periodic access to an actual instructor and/or classmates while still allowing student paced learning.  Several years ago, I took two Spanish classes from Collin College that employed this hybrid format.  I did all assignments at home, but had the opportunity to meet and practice speaking Spanish with my instructor and classmates several times during the semester.  For me, this face-to-face interaction with the instructor mostly served to validate my conceptualization of the progression of my learning in acquiring a new language.  This form of learning in the academic setting is sure to continue to gain in popularity as students carefully weigh the benefits of their ease and affordability.

This site shows different aspects of virtual classes in the academic setting.   http://www.youtube.com/watch?v=J8jrZMJRolY

Ch. 29-Reusability and Reusable Design   
         “A very basic way to improve reusability is to use formats that completely separate content from presentation. Using these formats allows presentation elements or “the skin” to be changed without changing the content” (Reiser, 2007).        

During my undergraduate work, I took an education class in which the instructor attempted to have the class apply high-level problem solving skills to address the complex issues the university was currently facing ( in their own board meetings) while simultaneously learning and using the Parliamentary Process. The instructor’s teaching method was not designed efficiently at all.  The instructor gave a handout on Parliamentary Process procedures at the beginning of the semester and did not address it at all.  Her idea for the class was to have only the students, with no instruction or instructor intervention, hold mock board meetings that incorporated the unfamiliar (to the students) Parliamentary Procedures.  This strategy failed miserably.  The students were so bogged down trying to follow the appropriate procedures and speaking out-of-turn, that very few of the complex school issues were ever discussed and debated.  The issues the instructor had planned to discuss were of high importance and relativity because most educators will face some complex situations during their careers as educators.

            The design success of this particular class would have been made better by separating the Parliamentary Procedure element into a section of its own to be introduced before trying to implement it in a mock school board meeting situation.  By clearly separating the knowledge to be learned into manageable sections, the instructor could then easily determine what was being discussed and if learning was taking place.  Also by having clearly defined sections, different issues that arise as education evolves could be easily inserted into the framework of the class as other less important issues fade or are resolved.  The lack of good design in her class made the goals, terms of evaluation, and any positive outcome of the class hard to see.  Although the content could have been useful, it was wasted on the students because of the design flaw in the structure of the class. http://www.slideshare.net/benton44/reusability-and-reusable-design-2307663

Ch.30-Using Rich Media

tiefighter.net

Although this is not an animated graphic with eye catching surface features, it does have a clear functional effectiveness that pairs simple graphics with orderly text .  On the surface, the pictures are clearly drawn and although they show no direct movement (directional arrows).  In more functional terms, the reader can easily determine which part of the tie loops around the other  as well as which direction it it supposed to go.  The simple pictures illustrate the complex (to me) task of tying a tie that is described in the written text.  It is written in a straight forward manner using numbered steps and simple language.  The text and simple graphics work together to reinforce the message or instructions for the task of tying a tie. tfforfree.netfforfreeThe text          

 Ch. 31-Emerging Technologies

action.foe.org

            Nanotechnology is a very exciting (as well as a little scary) field of technology in my opinion.  One non-technological job I think will soon be made much easier by nanotechnology is that of having to continually apply sunscreen to myself and my children.  Cutting edge sunscreens with embedded nanotechnology or nanoparticles already determine sun exposure.  Soon they will be able to automatically spread to apply evenly on the body and even adjust the level of protection afforded to the wearer.  This makes the problem of spotty coverage and the guessing about SPF no longer a worry for busy parents and water logged children. The following is a link to a very helpful article discussing the safety and effects on humans of nanoparticles used in sunscreen.  http://2020science.org/2009/07/03/nanotechnology-sunscreens/

Ch. 32-Future of ID

aesthetech.weebly.com

I agree with the broad and inclusive road because I firmly believe that the more selective and non-adaptive something is, the less likely it will survive and be able to contribute in an ever-changing society and world. I also like how the broad and inclusive road embraces the idea of sharing knowledge through many different and new sources instead of cleaving to the traditions of old. This broad road also seems more willing to invite people of different educational backgrounds (ie-me, and English teacher turned librarian) to mix ideas and outlooks on technological and educational issues today.