Thursday, November 29, 2007
At the end of the chapter, the question was raised at to whether IDT professionals should be subject to credentialing. I think that this is a good idea as it would force universities to have similar curriculum. In a field that's constantly changing like IDT, I think that it's only natural that we're continually assessed so that it forces us to stay on top of the newest trends. It just like with doctors, even after they finish medical school, the tests never end.
Thursday, November 15, 2007
I think the message that chapter is trying to send out is important. In order for the change to systemic, it really needs to be top down so that there's support from the leaders, as well as the financial commitment to help see the changes through. At the same time you need the local support because the book attributes the failure of systemic change to the reluctance and inability to implement the change properly by transitioning from the old to the new.
I'm not sure if this particular field is right for me as I feel like it's too political. I'm interested in the business application of IDT and to see if perhaps it could be a better fit for me.
Tuesday, November 13, 2007
Wednesday, November 7, 2007
I recently discovered this artist about a month ago when my old roommate mentioned that she wanted to see the show, since a Hawaiian Artist, Justin Young, was backing her up as a member of her band. Anyway, what started with supporting Justin, has now transfered to loving Colbie's music, especially "Bubbly". I highly recommend seeing her!
Thursday, November 1, 2007
For example, during my credentialing experience, as well as during my first week of orientation at the school I was working at, much of the science professional development was centered around FOSS kits. In theory, they are great for teachers and students as it exhibits some of the constructivist ideas of hands on learning with teachers taking on a more facilitative role. As a new teacher, I was excited to be able to use such materials, and was severely disappointed when I found out that the kits were scattered throughout the school, incomplete, and were not used. To me I found this to be quite baffling since 2 hours of professional development time was spent on learning about FOSS kits. Since I had such a positive experience with them, it would have been interesting to try to apply some of what the book talked about to figure out why the implementation of FOSS kits failed. Perhaps it was due resistance in the school, and if so, maybe it could be attributed to the subcategories of access or attitudinal behaviors. As the book pointed out, learning about what resistance the implementation was met with, could lead to the development of future strategies to combat resistance. Maybe after devising these combative strategies, research into a new curriculum could begin. However, before a new science curriculum could be adopted by that school, I feel that a careful examination of why the old curriculum failed and why it supported by some staff, should be done so that a clear consensus could be reached, so that the school has a better understanding of what it wants from a program before it begins to go through the first few stages of Roger's Innovation-Decision Process model.
Tuesday, October 30, 2007
In the reading, I really liked the ARCS model categories and subcategories, as they really helped to show me the other ways that motivation can be tied into a lesson other than turning everything into a game. In addition to that, I found the steps of the ARCS design process to be interesting because it really forces the instructor or designer to really think about what motivational element will be included, and take into account the types of learners that will taught. I think if this was used often, that it would really lead to improvements in instruction and design.