suggested business courses

Advice from FedEx Training Managers

Educational Technology Magazine

Week of April 29th (work in progress)

Assignments:

1. Take one area of the main wiki page (microphone) and add 2 pages worth of content, some can be pulled directly from our 7052 wiki. Include links don’t reinvent the wheel if the wheel is working fine. Add explanation as to why you chose the content you did. Start with the Wikipedia page if you want and go from there.

Announcements:

TN ED TECH (TETC) – Conference Dec 2-4
TETC

7090/7095 Study your Flash to prepare for upcoming classes. Ask Dr. Martindale about books on the subject.

GSA gathering at the Greek Festival. Look for info on site.

IDT: GA position, on site.

Academic Superstore

Chapter 27

Should professionals in the field of IDT be certified?

Pros: Adds credibility, gets foot in the door, could be specialized to follow the trends of specialization within the field of IDT, prevents stagnation

Cons: How do we judge, who would judge, how much, would it water down the field of IDT, the field is not mature enough, not enough standardization in the academic programs yet, too many organizations want the control, tests are worthless

Question? What do current leaders in the field say?

Group #1: Yes, to keep up with changes; like K-12 teachers' certification. Should our comprehensive exams result in certification?

Group #2: Yes, but there are a lot of problems. Certification would help IDTers' professional stature. But if the field is moving more toward specialization, how to certify these? Certification will keep microspecialties connected. How? Don't like a test; demonstrate knowledge and prove background and practice with current and past work examined by governing body.

Group #3: Yes, for the recognition. Changing technical needs make it necessary. Offer CEUs. Define the field and its practitioners. Given by portfolio, project-based, from area of activity. Maybe an assessment. A 4 or 5 part process, lasting 1 or 2 years. Who runs it? Who is THEY? Organizations need to get along for the good of the profession.

(Different professional organizations compete for the ability to certify because doing so allows them to receive funds.)

(CPT is a certification, administered by ISPI. P will find out how much it costs and post it.)

--This week: in order to have the wiki useful to us beyond this course, each person will take charge of one topic on the "microphone" page and give a couple of printed pages worth of entries / orientation to the topic, filled with links and description of what's on those links.

Group #4: No. It's a distraction, just a way to make people jump thru hoops. Not the way to do professional development. Maybe a test would help the field, but would be an artificial hurdle. The field is too diverse and spread out. Don't want to encourage the good-old-boy system. We question the value of having letters after your name. The main thing is are you good at what you do. That's your foot in the door. Until the field becomes "The Field," trying to corral all these cats into one pen isn't going to happen. Maybe in 25 years the field will coalesce. Imposing a structure at this time is not necessarily a good thing. What do the long-standing professionals in the field say about it?

(The Ed. Technology articles have been scanned and will be on the UM drive.)

Group #5: No. Standalone certifications are worthless. IDers should be degreed and connected to behavioral sciences, curriculum development. Employers look for specific skills, not certifications. We build portfolios through our experience.

(Then an alarm went off somewhere, and P went to take care of it.)

Back to Group #5: D: A certification would be kind of like the Good Housekeeping Seal of Approval. J: Why shouldn't a degree in IDT be sufficient?

Dr M: the authors of Chapter 27 have a lot of good references. The U of M uses ibstpi standards. T will find out why ibstpi is never capitalized. Pronounced "ib-stippy."

We are in the wild west of IDT. There is a land grab regarding standards and certification. Isti wrote the NET standards.

Chapter 28

Distributed Learning: Any training that involves a variety of methods or means, including technology or media.

Learning Objects: Any object in electronic format used with intent to teach (module, PowerPoint)

SCORM: Set of standards for creating and identifying learning objects so that they are able to be reused and are readily identifiable. Intro to SCORM

Learning Management System (LMS)

Metadata: Place to store learning objects, method to find learning objects, think of tags or labels like on delicious,

Dublin Core: Standard set of metadata fields

Advance Distributed Learning (ADL)

LETSI: non profit, non military, working on SCORM 2.0

Interactions vs Interactivity

Interactions are between the people (learner and instructor, among learners, or learners and the content)
Interactivity tends to focus on the delivery system and learning environment.

VCOPS – Virtual Communities of Practice Wenger's site

EPSS- Electronic Performance Support System

Authoring Tools: Allow the content specialist to become the programmer and create instructional content.

1. 1 Authoring Tool is PowerPoint

Chapter 29

Surface Features vs Functional Features
Post graph on page 317

Mayer’s Principle:
Modality Principle:
Coherence Principle:
Summery of principles

Chapter 31

Emerging technology: Jackets, Push/Pull principle, Artificial Intelligence (AI), Neuroscience, functional MRI