The Media Revolution

With the evolution of technology education have change. Some people believe that in 2020 traditional schools and colleges will be phased out. But how these Virtual Learning Spaces will look in the future? I was shared this though with a friend that sent me this video. I found it amazing. After you watch it feel free to write comments.

The Dick and Carey Instructional Design Model

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The Dick and Carey Instructional Design Model is based on a reductionist model of breaking instruction down into smaller components. Instruction is specifically targeted on the skills and knowledge to be taught and supplies the appropriate conditions for the learning of these outcomes. Dick and Carey Instructional Design Model is divided into ten sections.

Instructional Goals

• What is the goal of the instruction?
• What will the learners be able to perform after they complete the training program?

Instructional Analysis

• What are the skills that they will be involved to achieve in the desirable goal?

Entry Behaviors and Learner Characteristics

• What are the skills that the learners will bring to the learning task?

Performance Objectives

• How will we translate the needs and goals into specific and detailed objectives?

Criterion-Referenced Test Items

• What are the necessary prerequisites for learning new skills?
• How will we check the results of the apprentice learning during the process of the training and at the same time, provide these results to him/her?

Instructional Strategy

• What are the instructional activities that we will follow in order to achieve the terminal objectives (exhibition of information, practice, feedback, testing)?

Instructional Materials

• What type of instructional materials we will use (printed, media, both)?

Formative Evaluation

• What data should we revise to improve the instructional materials?
• How will we make instructions as effective as possible for a larger number of learners?

Revise Instruction

• How will we revise the instruction after the formative evaluation?
• What were the difficulties for the learners and who will revise them?

Summative Evaluation

• Was the system effective as a whole?
• Did the instruction work?
• Did we achieve the desired results?

References
http://www.umich.edu/%7Eed626/Dick_Carey/dc.html
www.sjsu.edu/depts/it/itcdpdf/isddickncarey.pdf
http://www.nwlink.com/~donclark/history_isd/carey.html
http://www.elearnspace.org/Articles/InstructionalDesign.htm
Dick, W. & Cary, L. (1990), The Systematic Design of Instruction, Third Edition, Harper Collins

Briggs, L. J., Gustafson, K. L. & Tellman, M. H., Eds. (1991), Instructional Design: Principles and Applications, Second Edition, Educational Technology Publications, Englewood Cliffs, NJ

Edmonds, G. S., Branch, R. C., & Mukherjee, P. (1994), A Conceptual Framework for Comparing Instructional Design Models, Educational Research and Technology, 42(2), pp. 55-72.

Gagne, R. M., Briggs, L. J. & Wagner, W. W. (1992). Principles of Instructional Design (4th ed.), Holt, Reihhart, and Winston Inc.

The ADDIE Instructional Design Model

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The ADDIE instructional design model is possibly the best-known instructional design model.

The ADDIE model refers to Analyze, Design, Develop, Implement, and Evaluate. Furthermore, provides a step-by-step process that helps instructional designers plan and create training programs with a framework in order to make sure that their instructional products are effective and that their processes are as efficient as they can possibly be.

Analyze
In the analysis phase, the instructional problem is clarified, the instructional goals and objectives are established, and the learning environment and learner's existing knowledge and skills are identified. Below are some of the questions that are addressed during the analysis phase:

• Who is the audience and what are their characteristics?
• Did we identify the new behavioral outcome?
• What types of learning constraints exist?
• What are the delivery options?
• What are the online pedagogical considerations?
• What is the timeline for project completion?

Design
The design phase deals with learning objectives, assessment instruments, exercises, content, subject matter analysis, lesson planning, and media selection. The design phase should be systematic and specific. Systematic means a logical, orderly method of identifying, developing, and evaluating a set of planned strategies targeted for attaining the project's goals. Specific means each element of the instructional design plan needs to be executed with attention to details.These are the steps used for the design phase:

• Documentation of the project's instructional, visual, and technical design strategy
• Apply instructional strategies according to the intended behavioral outcomes by domain (cognitive, affective, psychomotor).
• Create storyboards
• Design the user interface and user experience
• Prototype creation
• Apply visual design (graphic design)

Development
The development phase is where the developers create and assemble the content assets that were created in the design phase. Programmers work to develop and/or integrate technologies. Testers perform debugging procedures. The project is reviewed and revised according to any feedback given.

• List activities that will help the students learn the task.
• Select the delivery method such as tapes, handouts, etc.
• Review existing material so that we do not reinvent the wheel.
• Develop the instructional courseware.
• Synthesize the courseware into a viable training program.
• Validate the instruction to ensure it accomplishes all goals and objectives.

Implement
During the implementation phase, a procedure for training the facilitators and the learners is developed. The facilitators' training should cover the course curriculum, learning outcomes, method of delivery, and testing procedures. Preparation of the learners include training them on new tools (software or hardware), and student registration.This is also the phase where the project manager ensures that the books, hands on equipment, tools, CD-ROMs, and software are in place, and that the learning application or Web site is functional.

Evaluation
The evaluation phase consists of two parts: formative and summative. Formative evaluation is present in each stage of the ADDIE process. Summative evaluation consists of tests designed for domain-specific, criterion-related referenced items and providing opportunities for feedback from the users.

• Review and evaluate each phase (analyze, design, develop, implement) to ensure it is accomplishing what it is supposed to.
• Perform external evaluations (e.g. observe that the learner on the job can actually perform the tasks that were trained).
• Revise training system to make it better.

References
http://www.dennistester.com/addie.htm
http://www.intulogy.com/addie/
http://www.ptrain.com/products/instde...
http://elearning.menhaj.com/methodolo...
http://ed.isu.edu/addie/index.html

Philosophy of Education/Training

As Instructional Designers/Instructors we should know our Philosophy of Education/Training. But what is Philosophy of Education? Is it the process that we follow in order to achieve some results? Is it our believes of how the people learn? Is it the method we contact a class? A lot of explanations can be given from different perspectives.

In my opinion, philosophy of education/training is our approach to guiding learners along the path of knowledge. My philosophy of education/training can be expressed by the educational progressivism and constructivism pedagogy. The main principle of the educational progressivism is that humans are social animals who learn best in real-time activities with other people, and one-step further that people learn best by interacting each other (social constructionist pedagogy).

Based in the John Dewey's model of learning, as a trainer/instructor I should:

1. Become aware of the goal,
   
2. Define the objectives,
   
3. Propose hypotheses to achieve the goal,
   
4. Evaluate the consequences of the hypotheses from one's past experience, and
5. Test most likely solution

After finding my philosophy of education/training the next challenge was to define how will I practical use it? The answer in this question has to do with the answers in four other questions:

1. What is the purpose of the philosophy?
2. What are the instructors and learners perspectives?
3. What are the key elements of the philosophy?
4. What tools I will use in order to achieve the desirable results?
   

In my opinion, the purpose of education is enhancing individual effectiveness in society and giving learners’ practical knowledge and problem-solving skills. We should keep in mind that interest and experience are key elements in learning. Furthermore, we should guide learners through educational experiences. Using discussion and not lecture as well as, experimental and project method as tools to teach our learners.

What is your philosophy of education/training?

Skypecasts

Did you ever dream to be in your home and on the same time to have a discussion with all of your learners? Your dream came true with the difference that you can also see them live!!! You can (video)conference call up to 100 people at a time for free. Your dream is called Skypecasts.

The only thing that you need is to install in your PC/MAC a free piece of software called SKYPE and a web camera. The real-time learning was not so easy before.

Book module

If you believe that a power point presentation does not provide your students with multi-page resources or you and your students prefer the book format, probably it is the time to introduce your self on Book module.

Only for Moodlers, the Book Module is an easy way to create multi-page resources with a book-like format. The main advantage of the book format is that you can easily print out the whole book or individual chapters using the print icons near the top of the page. Carefully it is not an interactive module but you can easily link to choices, forum and other interactive course materials. Created by Petr Skoda is a useful tool for teachers and learners.

The Moodle Philosophy

Moodle is designed based on a learning style which is called Social Constructionist Pedagogy.

With simply words, that means that people learn best by interacting with each other, student to instructor, instructor to student(s), student to student(s) etc. General speaking we can say that the difference between a traditional class and the social constructionist philosophy is the difference between a lecture and a discussion. Also, this was the teaching method/style that Socrates has introduced in the ancient greek education best known as dialectic method. Furthermore, Moodle offers eleven kinds of interactive course material. The first six refer to the interaction between student and teacher,

1. Assignment,
2. Choice (a single question),
3. Journal,
4. Lesson (branching activity),
5. Quiz,
6. Survey (only available to the teacher, student),

and the last five refer to the interaction between student(s)

1. Chat
2. Forum
3. Glossary (students contribute terms to site-wide glossaries
4. Wiki
5. Workshop

The Moodle

Moodle is an Course Management System (CMS), a free, Open Source software package based on Social Constructionist Pedagogy. It has a significant user base with 18,204 registered sites with 7,270,260 users in 712,531 courses (as of November 15, 2006), speaking over 70 languages in 196 countries.

This short video is an introduction to Moodle and an interview with it's creator Martin Dougiamas

eLearning and Ear Training

"Ear training or aural skills is a process by which musicians learn to identify intervals, chords, rhythms, and other basic elements of music".

One decade ago music teachers had to know how to play the piano, and that because piano was the appropriate tool for a music teacher that he/she wants to teach ear training. Moreover learners had to attend in ear training courses loosing time on transportation and without be able to retake a course that didn't attend/understand.

Nowadays with the help of technology music teacher does not need to learn how to play the piano and learners can retake a course that didn't understand. The only thinks that are needed is the appropriate software and access to the modules that created.

These were the first thoughts when I visit this website
http://www.mhhe.com/socscience/music/benward7/index.htm

Distance Music Education

Distance education is not something new. From the middle of 20th century universities had introduced distance education courses. With the help of technology, more and more universities around the world introduced not only distance education courses but also distance education degrees. A general definition of distance education is, the formal educational process in which the majority of the instruction occurs when student and instructor are not in the same place. The methods of distance education can include both synchronous, like Internet relay chats (IRC), and asynchronous, like email, instructions.
In fact, we could thing that music is probably the last subject that one could see in a distance education course, at all levels of music, face-to-face instructions has been the rule. However, not only in higher education but also in elementary and high school education some progressive music teachers have introduced distance music education courses.

Furthermore, we can say that the technology has changed the teaching methods and consequently the role of the music teachers. Two centuries ago, a music teacher should have known how to play an instrument. Nowadays, it does not necessary for a music teacher know how to play an instrument but should definitely know how to use new technologies if he/she wants to be able to teach students and be effective. In 1982, music teachers began replaced vinyl records and magnetic audiotapes that had been introduced in the1960s, with compact discs (CDs). In the 1990s music teachers began replaced videotapes that had been introduced in the 1970s with videodiscs (DVDs). With the evolution of technology music classrooms became concert halls. In the middle of the 1980s, the variety of music software was so many and their use was amazingly increased which made obligatory for music teachers to know how to teach with them. In the same period of time, musical instrument digital interface (MIDI) was introduced. MIDI has incredible teaching possibilities. Music teachers should know how to develop that software and also how to teach with it.

In the 1990s, the Internet was introduced in education. As the Internet became ubiquitous, music teachers understood that they should explore possibilities for utilizing this resource to help students learn. For example, a lot of music teachers develop Web sites and Web site communities. They have begun to use this powerful communication tool.

Nowadays the challenge for music teachers is that they should feel comfortable using the new technologies. One way for that is self-instruction, a second way is outside assistance, such throw university courses, and a third way is the training courses that the music technology companies provide as they want to inform the music teachers about the new products. Furthermore, the music teachers should follow the technology process. Technology changes day after day and music teachers should follow technological changes if they want to be to be able to select the appropriate technology that they will use. In addition to the above, we have to illustrate that distance music education is effective only when the distance courses or programs have been carefully planned and are focused on students’ needs.

Moreover, distance music teachers should spend a lot of time because distance music education is more like teaching students privately than teaching all the students at once. Because of that, all the individual attention that the students receive, the students get know their online teacher better that those in the traditional classrooms. Furthermore, the on-line class discussion and the Internet-based assignments that have been introduced in many distance courses, is effective for the students because allows them to learn from their classmates.

In contrast, the introvert students have a great deal of difficulty in the distance courses and they need instigation from their teacher. In the same condition are also the students that are not used to modern technology. We cannot say that the benefits always guarantee success for every student.

To conclude, the evolution of technology has offered the opportunity to music students to join a quality of music education that had little to do with the geographical location and more to do with using the technology to connect people. The only thing that we should keep in our minds is that technology is used and will be used to assist the educational process.

Instructional Design for Degital Enviroments

INSTRUCTIONAL DESIGN FOR DEGITAL ENVIROMENTS (2007)
• TOPIC: Google Scholar and Google Book Search
• AUDIENCES: Bowling Green State University Faculty
• OBJECTIVES: Navigate Google Scholar and Google Book Search, utilize the full capability; apply knowledge gained from these resources to improve the course that the faculty instruct.
• PRINCIPAL ROLES: Programmer/Writer, develop Alpha prototype, develop Beta module and final module complete.
• SKILLS/KNOWLEDGE GAINED: Instructional Design, antragogy, computer simulations, decision-making tasks, step-by-step sequencing, learning objectives and outcomes, formative and summative learner strategies, and formative and summative evaluation strategies.

Distance Music Education

LITERATURE REVIEW (2006)
• TOPIC: Distance Music Education
• PURPOSE: Definition of music education, its methods, its meaning in the world of
education today, the role of the music teachers, and how effective it is for the students.
• SKILLS/ KNOWLEDGE GAINED: definition and methods of distance education, importance
of distance education today, how technology changed the teaching methods, effective use
of technology and effectiveness of distance education.

Instructional Design

INSTRUCTIONAL DESIGN (2006)
• TOPIC: Survey of Western Music History
• AUDIENCES: Graduate students with knowledge in Music History
• OBJECTIVES: History of Western Music from the Ancient and Medieval Worlds until 20th
Century.
• SKILLS/ KNOWLEDGE GAINED: Instructional Design, topic outline, course description,
development of program and module objectives, determines appropriate teaching points,
evaluation, and recourses.

Interactive Multimedia Learning Module

INTERACTIVE MULTIMEDIA LEARNING MODULE (2006)
• TOPIC: Music Theory
• AUDIENCES: Elementary and Meddle school students with no knowledge in Music Theory
• OBJECTIVES: Note duration, staff, clefs and ledger lines, read and write note in ledger lines.
• SKILLS/KNOWLEDGE GAINED: Instructional Multimedia Design, Pedagogical Criteria (pedagogical philosophy, evaluation), Learner Interface Criteria (flexible learning environment), General Criteria (orientation to module, analysis of audience), use of Photoshop and Flash.