Section 7: New Directions for Instructional Design and Technology

 

The last section of your textbook discusses the concepts of distributed learning, reusability, rich media and the future of instructional design. Focus on the following for your post:

From Chapter 28 locate 5 examples of distributed learning.

Distributed Learning Examples

Each of the branches of the United States armed forces uses a different system of distributed learning. Members from each branch can and often do receive distributed learning from branches other than their own. Each system is unique and designed to meet the needs of their mission requirements.

Marine net Learning Management System (LMS)

Is the distributed learning infrastructure of the United States Marine Corps. This learning system deploys various learning modules to Marines that are deployed to ships, bases and stations throughout the world and in space. The system incorporates virtual learning environments with video, software, books and end items that are being studies.

U.S. Army Distributed Learning System (DLS)

The U.S. Army Distributed Learning System (DLS) acquires, deploys and maintains a worldwide learning infrastructure that innovatively combines hardware, software and telecommunications resources with training facilities and course content to deliver a cohesive, Web-based solution.

U.S. Navy's Joint ADL – COLAB

Is a system that is run by the United States Navy and focuses on various types of learning. I have personally benefited from the work of the COLAB when I spent time at the USMC flight Rag Squadron in Jacksonville, FL. The work that they conduct is fed in the flight simulators that we (USMC fighter pilots) use to do our training on when we can't get enough flight time.

Training Technology Center
The Training Technology Center is a central location for testing, developing, and showcasing the newest innovations in Gaming and Virtual Worlds. The Center's proximity to the Joint ADL Developer's Environment (JADE) makes it possible to easily explore the ability to integrate these technologies with the current field of LMS technologies. The Center has two main focus areas, the Game-based Training Testbed and the Virtual World Testbed, which are described below.

Game-based Training Testbed The Game-based Training Testbed houses both high-end computers and the newest console systems, providing a perfect location for testing and experimenting with the newest game applications and development tools. The Testbed has a full suite of game software, including examples of current generation game-based training applications, commercial products that have been modified to build Serious Games, and modifiable games that could potentially be used in the development of future Game-based Training applications.
Virtual World Testbed The Virtual World Testbed houses Virtual World technologies and platforms. It is fully networked and capable of running any Virtual World software or servers for applications from low-fidelity, browser-based solutions to fully immersive augmented reality-based applications of virtual worlds supported by our own virtual CAVE environment. The Virtual World Testbed also supports ADL's Second Life Island and JADL's installation on the Team Orlando Island as part of the Military Coalition in Second Life.

United States Air Force's ADL – Advanced Distributed Learning Hub

The United States Air Force uses the second level ADDIE (Analysis, Design, Development, Implementation, and Evaluation) process for content acquisition and development processes. All five of the ADDIE phases are conducted, but at the second level the ADDIE process has a smaller project-specific scope and includes project planning and management activities more geared to developing individual training and education products. Click on the graphic below or on the tabs to further explore the Air Force's processes.

Coast Guard Advanced Distributed Learning Team (CG-515)

Responsibilities

• E-Learning
• E-Testing
• Training Modeling & Simulations
• Electronic Performance Support Systems (EPSS)
• Interactive Electronic Technical Manuals (IETM)
• Learning Management Systems (LMS)
  

Chapter 29 discusses the concept of reusability. Think back over the courses you've had over your educational career and identify one with poor reusability characteristics. Explain how the course could be redesigned to improve reusability without changing the underlying content.

My first semester and the University of Texas I took an online course in English that required us (the students) to report to a room and logon to a computer. The unique thing about this English class was that we were not allowed to talk even though we were in the same room. We were required to chat via the closed network of computers. I found the class difficult at times, not being able to talk to the professor using our voice, and listening to him tell us all of the time that our class was the way of the future. I now can honestly say he was right. The only limitation that I found in the class were those that were linked to the technologies involved in putting the course together. The chat responses were not instant and the correspondence between students and with the professor, at times were hindered due to network and computer failure. Due to frequent network failures, I think it would have been better if their would have been a back up plan (traditional instruction). I enjoyed the course because is showed me what was to come as far as education was concerned. Due to blogs not being in play during 1990, it made interaction extremely slow.

Chapter 30 takes a look at using rich media. Find or create a visual for instruction describing its surface and functional features.

The Army’s attempt to design a “first-person thinker” video game for training future generals. Army game-designers have been charged by the ground combat service to build a “Massive Multiplayer Online Game” (MMOG) where a wide range of Army training could take place.

“Potentially an MMOG could be created which adheres to the physical and behavioral reality of the world and provides an ‘always on’ environment in which to execute training, something like World of Warcraft.
The MMOG is intended to be run out of a central secure server farm at some secure location. Soldiers all over the world could log in, slip into a digital avatar and trek over to a particular exercise. Terrain, simulated enemies and special rules could be tailored for every training event. If individuals needed to hone urban combat skills for an upcoming Iraq deployment that could simulate the event prior to their deployment. Service members playing “laser tag” in a 3D town based on actual maps of Baghdad is far cheaper than using real men and women during a training exercise. Nothing is better than boots on the ground or a live fire exercise, but additional training can be conducted at a reasonable price to the government and the tax payer that will help keep the U.S. service men and women alive during combat operations.

And finally! Chapter 32 provides two points of view on the direction of the field - the straight and narrow road and the broad and inclusive road. Which point of view do you agree with and why?

I am a believer in the broad and inclusive road that technology plays in our world. Technology, along with its applications will be forever-changing and all disciplines strive to teach their students the best way possible. The unique thing about the broad and inclusive road is that it can provide a continuous opportunity to train and enhance what has been taught in the classroom. Possessing a narrow outlook would not lead to technological advances in the field that could lead to great developments in the future. Maximizing effective positive training results, delivered to the largest number people possible is the name of the game. In order to do this, one must posses an inclusive outlook on the field. Diversity; “Adapt and over come” and only the strong can survive are all traits of having a broad and inclusive mentality.

Section 6: Getting and IDT Position and.....

Section 6: Getting an IDT Position and Succeeding at It

Chapter 24 takes a look at lessons learned from the chapter's author for obtaining a position in instructional design. Take a look at a few of the sources provided for job openings from lesson 1 and search for at least 3 positions that are of interest to you. Describe the general nature of the positions and list the skills required for the job. Do you have these skills? 

Instructional Design Positions

JOB TITLE: Senior Instructional Design Specialist
ORGANIZATION: Oregon State University

POSITION SUMMARY
Oregon State University Extended Campus invites applications for a full-time (1.0 FTE), 12-month, fixed-term Instructional Design Specialist position in the Division of Outreach and Engagement. The Instructional Design Specialist is a professional faculty member in Oregon State University's Division of Outreach and Engagement and reports to the Director of Course Development and Training within OSU Extended Campus. OSU Extended Campus (Ecampus) is a fast-growing, entrepreneurial organization with a commitment to providing access to Oregon State University's programs of excellence. The person in this position provides knowledge and creativity in enhancing the development and design of courses; hands-on instructional design support for faculty developing courses and interactive learning modules; and consulting support to maintain a future-oriented vision for development. This position will work within the Center for Teaching & Learning and will support the campus-based faculty in the development of hybrid courses. 

POSITION DUTIES

90% Instructional DesignProvides ongoing instructional design and development of course materials that will enhance access for both traditional and non-traditional credit learners and non-credit professional development/personal enrichment learners.

Advises and supports academic faculty in developing online and hybrid courses and programs.  Provides training and instructional design to create interactive online course materials enhancing the effectiveness of courses.  Consults with faculty on optimal online design of curriculum and instruction and effective uses of multimedia. Recommends procedures and solutions for effective online learning and instruction.

Contributes instructional design expertise to selected projects as a member of dynamic faculty and staff interdisciplinary teams within and outside the division. This work focuses on enhancing the online global presence of Oregon State University's outreach programs and projects as well as improving each faculty members' ability to contribute to effective and interactive learning experiences for their students and clientele.

Works with faculty to ensure timely completion and delivery of online instructional design projects.

Performs innovative and creative work and presents lessons learned with faculty on campus (seminars/person) and/or colleagues at professional meetings. As technology and software development products advance, explore and make recommendations for multimedia software for faculty

5% Professional DevelopmentAttends professional workshops and meetings, sharing knowledge and networking with other online instructional design professionals. Also enhances expertise by reading appropriate professional journals and trade publications.

5% ServiceProvides service to OSU and the Land Grant system by working on departmental, Division, University, regional and national committees and projects. 

POSTING DATE: 2/2011

My Skills:

I am attracted to this job because it provides me the opportunity to work in instructional design within higher education.  Having the opportunity to help other enhance the content of their courses and work on the cutting edge of technology to help make course become more alive and more engaging to learners is dream.  I love the fact that the position doesn’t do away with or discount the importance of traditional instruction but focuses on building upon a proven product.   I believe that I possesses the skills necessary to thrive in the position and the experience to step in and make an immediate impact with time I served at Drake International as a information technology manager in Australia (building E-courses for global companies that are based in the Pacific Rim), Time spent as the Assistant Training Development Manager for Burlington Northern Santa Fe Railway (responsible for developing E-courses for various departments throughout the company – Headquartered Ft. Worth, Texas) and as a Captain in the USMC serving as the Assistant Officer in Charge of the Supply Management Assistant (SMAT) team (I was responsible for developing various E-courses to ensure the safe and continued operation of all USMC 3d MarDiv ground forces in the  Pacific Rim.

JOB TITLE: Instructional Designer
ORGANIZATION: Performance Learning Systems, Inc.
LOCATION: Allentown, PA ( Applicant must reside in the Lehigh Valley, PA (or relocate at own expense) and commute to office near I-78 and Rte. 100.)
TYPE: Full Time
Under the supervision of the Director of Course Development, the instructional designer is responsible for designing and developing engaging, innovative, and effective online courses for an e-learning initiative. The person we seek works directly with subject matter experts to recommend instructional design approaches based on new and emerging educational technologies, recognized learning theories, current research, defined learning objectives, and student feedback. This is an excellent opportunity for a creative, self-motivated, organized, and detail-oriented team player with proven skills in e-learning program development, creation and selection of media, and application of instructional design techniques to meet adult learning objectives. 
Qualifications:

• Strong interpersonal skills and ability to work effectively at all levels in a collaborative team environment.
• Master’s Degree in Distance Education, Instructional Design, Educational Technologies, or other related discipline is highly preferred.
• Demonstrate enterprising, diplomatic, and proactive problem-solving skills.
• Previous experience using Sakai or other learning management systems.
• Design and develop online courses both independently and as a team player.
• Proven instructional design experience in e-learning.
• Experience and success consulting with subject matter experts and administrative staff on instructional design issues, including the effective use of technology for teaching and learning.
• Knowledge of current and emerging techniques and procedures used in the design, development, and evaluation of instructional programs including methods, materials, and instruments.
• Knowledge of current research and development of learning environments, alternative and authentic assessment methods and techniques.
• Knowledge of current and emerging trends in technologies, techniques, issues, and approaches in adult learning theories and concepts and cultural diversity.
• Excellent written and oral communications skills.
• Ability to work with all levels of employees and management under minimum supervision.
• Advanced computer skills using Microsoft Office Suite, Adobe Acrobat.
• Experience using/developing graphics and other multimedia tools such as Photoshop, Flash, Captivate, and other similar tools.
• Strong working knowledge of html, xml, etc.
• Experience and skill in using instructional applications and web authoring tools such as Dreamweaver and FrontPage.

Duties and Responsibilities:

• Works independently and in a collaborative team environment to design and develop online courses.
• Collaborates with online facilitators to discuss and rectify issues with new and existing courses.
• Regularly communicates with director to define deliverables, discuss project status, design outlines, create work plans, and review timelines. Monitors quality assurance of courses and assessments.  
• Develops and maintains process flow and procedure where appropriate. Develops templates and forms to support process flow and procedure when required. Develops and maintains a strong working knowledge of assigned products and processes.
• Works collaboratively with company stakeholders to produce courses that meet learning objectives and offer value-added benefits to all involved.
• Provides pedagogical and instructional design consultation for subject matter experts. Reviews content with subject matter experts and revises according to feedback. Tests content for accuracy and completeness.
• Consults with administrative staff, subject matter experts, and team members on assessment, design, development and evaluation of educational technology courses, workshops, and demonstrations to promote effective online teaching and increase meaningful student learning and interactivity.
• Applies and modifies various instructional design models and instructional systems components to develop thorough instructional and learning systems and environments. Applies instructional design principles and e-learning concepts to each deliverable.
• Designs and interprets a variety of needs analysis. Uses front-end analyses including needs assessment, task analysis, content analysis, learner characteristic assessment, environmental review, and instructional analysis.
• Conducts applied research and evaluation, interprets data, and recommends procedures and solutions for effective learning and instruction.
• Explores, evaluates, and recommends new technologies, materials, and instruction. Researches and develops applications of new technologies for learning and instruction.
• Fosters relationships with subject-matter experts to encourage feedback and create courses that achieve course objectives and promote student success.
• Evaluates, maintains, and revises existing courses.
• Performs related duties as assigned.

POSTING DATE: 2/2011

My Skills:

As with the previous position, I enjoy the fact that it is higher education.  What has attracted me to the position is the fact that they stress the words creative and self-motivated.  This gives me the impression that I would have an opportunity to push the envelope with newer technologies.

JOB TITLE: Instructional Designer
ORGANIZATION: University of Colorado
This new position will report to the Associate Director of Education, Research, and Information Services at the Auraria Library. The incumbent will work closely with the librarians and staff in Education, Research, and Information Services, with IT services, with Auraria Campus faculty, with other instructional designers on Campus, and with other members of the library staff to develop and deliver innovative instructional programming for our constituents. The position will design and create innovative, interactive information products, tools, services, and digital learning objects  to provide high quality, user-focused learning experiences on an “anytime, anyplace” basis.
Other responsibilities may include, but are not limited to:

• Collaboratively designs and maintains learning environments and tools, including multimedia, digital, and web-based instruction modules, with Library employees. This collaboration includes training, mentoring, and coaching Library employees who will be using these tools to create and maintain information literacy and discipline-specific learning environments.
• Facilitates the development of tools for the effective use of instructional technologies in information literacy instruction, instructional publications (print and digital), and tutorials in various formats for Library users. Works with Campus and Library colleagues to infuse informed learning and information literacy across the curriculum and among diverse learners.
• Identifies points for technology integration into research, outreach, instruction, and information delivery services to improve those functions and actively participates in ERI Services by performing research help and library instruction.
• Contributes to the ongoing usability testing and assessment of Library learning objects.
• Helps to plan, develop and conduct faculty and staff development workshops in support of Library instructional design, resources, and services.

How to Apply
POSTING DATE: 2/2011

My Skills:

Higher Ed is the life for me.  I enjoy the fact that the job description expects the applicant to push the envelope.  I am extremely interested in the digital learning objects.  This is similar to the operational software objects I help created while at BNSF Railway and while I was contracted out to Queensland Rail in Australia.  This job expects you the applicant to create and to work hand in hand with other creative individuals to ensure that the student is working with the best product available.    

Remember that the field of instructional/educational technology is not just focused on education, but on business and industry as well. Look at the resources provided on page 258 in chapter 25 and select one of these links and complete the self assessment. What did you learn about yourself from the assessment? 

I took the self assessment survey that I was directed to by a couple of links.  I found that the survey was fairly accurate as far as how I saw myself.  I think that the surveys are great tools and should be taken from time to time as our interest skill change and or develop.

Chapter 26 lists several websites for professional organizations and websites for professional publications. Visit 2-3 websites for professional organizations and 2-3 websites for the professional publications and address the following:

• Professional organizations:
• Mission
• Cost of membership
• Publications
• Conferences and meetings
• Opportunities for professional development

Mission

The American Educational Research Association (AERA), a national research society, strives to advance knowledge about education, to encourage scholarly inquiry related to education, and to promote the use of research to improve education and serve the public good.

Cost of Membership:

Starting in October, as members renew their membership for 2011 or new members join AERA, annual dues for Regular and Affiliate Members will increase from $120 to $150, for Student Members from $35 to $40, and for International Affiliates from $100 to $110. Dues for International Affiliate members from low-income countries as classified by the World Bank will be reduced from $100 to $55. In addition to approving the dues increase, the AERA Council approved a hardship policy whereby members confronted with financial hardship due to unemployment or transitional difficulties may request a waiver of dues for one year. Members who need to request a one-year waiver to remain current members should consult the membership section of the AERA

Publications:

Educational ResearcherRead the Educational Researcher (ER) Editors New Ambition for this Journal (PDF)

AERA Journals AERA Journals Online: Important Access Information All AERA journals are available electronically in fully searchable HTML and PDF formats online. All members receive in print and online Educational Researcher and one other journal of their choosing as a benefit of membership; subscription to additional AERA journals may be added at a discount. Nonmembers may purchase access directly from our publisher, SAGE Publications. All AERA members also receive complimentary online access to two non-AERA journals: Qualitative Inquiry and Sociological Methods & Research, courtesy of Sage Publications. To log in to an AERA online journal or either of the two Sage journals, your user name is your AERA Member ID# preceded by "aera" e.g., aera12345. Note - "aera" is case sensitive. Your password is your last name, unless you have changed it.

Conferences and Meetings:

•	2011 AERA Annual Meeting Details
•	Theme: Inciting the Social Imagination:    Education Research for the Public Good

2011 Annual Meeting - New Orleans, LouisianaFriday, April 8 – Tuesday, April 12, 2011

Opportunities for Professional Development:

Special Interest Groups (SIGs)
Special Interest Groups (SIGs) provide a forum within AERA for the involvement of individuals drawn together by a common interest in a field of study, teaching, or research when the existing divisional structure may not directly facilitate such activity. The Association provides SIGs program time at the Annual Meeting, publicity, scheduling, staff support, viability, and the prestige of AERA affiliation.
SIG Information
2010–2011 Directory of SIGs: A–G | H–Q | R–Z
2010 SIG Membership Form (PDF) Please note that members can add individual SIGs to your membership by clicking on the "Member Login" in the upper left corner, logging in with a user number and password and clicking on "SIG Memberships" on the Member Welcome page.
Important NewsWith the recommendation of the SIG Executive Committee, the AERA Council has approved a moratorium on the review and approval of petitions for new SIGs. The moratorium is in effect from July 1, 2009 through June 30, 2011 to allow the SIG Executive Committee to undertake a comprehensive review of the formation and continuation of SIGs within AERA. For more information, please contact the Governance Department at governance@aera.net.SIG Executive Committee
Chair: Sharon H. Ulanoff, sulanof@calstatela.edu Current Roster 
Resources for SIG Officers
SIG officers can visit this page to find useful handbooks and forms.

My Analysis:

I am drawn to the research aspect of this organization.  From what I know of research so far, I think I will enjoy it.  I am excited to find other organizations that have research as one of their focuses of interest.

Mission Statement:

The ELN is a web based network of developers, programmers, and those with a passion for education that has chosen to call ELN their home on the web.  It is here where they collaborate and develop new and cutting edge ideas that help support and enhance the learning process.

Cost of Membership:

Full membership includes all the advantages of associate membership, plus an enhanced package of exclusive benefits, including:

• A membership badge and certificate
• A subscription to e.learning age magazine (worth £75)
• Voting rights
• The opportunity to act as a judge for the E-Learning Awards
• The opportunity to serve on the eLN board

Full membership is available at four levels, with varying additional benefits:

Level 1 @ £75;

• Discounts on all eLN events (worth £70 each event)*

Sign up here for Level 1 Membership


 Level 2 @ £195

• Free attendance for the member at one eLN event (worth £125)
• Discounts for the member at further eLN events (worth £70 per event)
• The facility to advertise products and services on the Marketplace area of the website

Sign up here for Level 2 Membership


 Level 3 @ £395

• Three credits for free attendance at eLN events for employees at the member's organisation (worth £125 each)
• Discounts for attendance at other eLN events for three employees from the member's organisation per event (worth £70 per person per event)
• The facility to advertise products and services on the Marketplace area of the website

Sign up here for Level 3 Membership
 Level 4 @ £595

• Five credits for free attendance at eLN events for employees at the member's organisation (worth £125 each)
• Discounts for attendance at other eLN events for up to five people from the member's organisation per event (worth £70 per person per event)
• The facility to advertise products and services on the Marketplace area of the website

Publications:

None: 

Conferences and Meetings:

Visual language for designers - an hour with Connie Malamed

Date: 21 March 2011

Time: 13.00

Venue: Online

What's next in learning management

Date: 15 July 2011

Time: 10.00 - 16.00

Venue: Holborn Bars

Converting classroom courses

Date: 21 October 2011

Time: 10.00 - 16.00

Venue: Holborn Bars

My Analysis:

ELN is has a great presence on the web and it is structured in such a way as to allow you to pick and choose what things are important to you and your own development within the field.  I found that many of the personal development venues are held on-line and that is understandable given the nature of the organization.   

• Professional publications:
• Focus/Goals of the journal
• Submission guidelines
• Is this a peer reviewed journal?
• Is the journal online? 

American Journal of Distance Education

Focus/Goals:

AJDE is the internationally recognized journal of research and scholarship in the field of American distance education established with the mission of disseminating information about research and scholarship in the Americas. Distance education describes teaching-learning relationships where the actors are geographically separated and communication between them is through technologies such as audio and video broadcasts, teleconferences and recordings; printed study guides; and multimedia systems. The principal technology of current research interest is the World Wide Web, and subfields of distance education therefore include on-line learning, e-learning, distributed learning, asynchronous learning and blended learning.

Submission Guidelines:

Submission of Manuscripts AJDE encourages the submission of articles about methods and techniques of teaching at a distance, about learning, and about management and administration but also encourages authors to write about policies, theories, and values that drive distance education. Articles should be based on research, although all methods and approaches to research are welcome. Authors are advised to ensure that their work is appropriately grounded in a review of existing literature. Submissions are accepted with the understanding that they will be subject to review and editorial revision and that they neither have been nor will be published elsewhere. The Chicago Manual of Style, fifteenth edition, should be used as the guide for manuscript style, especially for quotations, references, reference lists, punctuation, style, and grammar. If the manual is not available, authors should study previous issues of AJDE. Manuscripts should be submitted electronically by e-mail as an attachment in Word format. The length should not exceed three to four thousand words, including captions, bylines, notes, and references. All manuscripts and inquiries about articles should be sent to: Michael Grahame Moore, Editor The American Journal of Distance Education College of Education The Pennsylvania State University E-mail: mgmoore@psu.edu Inquiries and proposals regarding book reviews should be addressed to the Book Reviews Editor, Dr. Michael Beaudoin, at mbeaudoin@mailbox.une.edu, and those concerning Interviews should be sent to the Interviews Editor, Dr. Darcy Hardy at DHardy@utsystem.edu Citations When referring to another work, give the author's last name and year of publication in parentheses and without punctuation, unless page numbers are included. References are placed before marks of punctuation when possible. (Smith 2001), (Garrison, Anderson, and Archer 2000), (Stewart et al. 2004), (Mason 1998; Neuhauser 2002), (Thomas 1997, 1989b), (Jones 1998, 69), Jones (2002) states . . . Reference List* (see examples below) Citations are keyed to a reference list at the end of the manuscript which is alphabetically arranged by authors’ last name. The year of publication follows the author’s name. Title capitalization is used for journal titles, sentence capitalization for book and article titles. The basic reference list formats are: Last name, Initials. Year. Article title: Article subtitle. Journal Title Volume (issue): pages. Last name, Initials, Initials Last name2, and Initials Last name3. Year. Book title. City: Publisher. Notes Avoid the use of notes. If essential, notes are numbered consecutively in the text and listed at the end of the manuscript before the reference list. Do not use footnotes. Long Quotations Quotations over three lines should be indented from the left margin and clearly separated from the body of the text. Review Procedures Submissions are refereed by two individuals identified by the editor. A manuscript is judged on the basis of originality, scholarship, clarity of discourse, and significance, as well as the degree to which the subject matter contributes to the study and practice of distance education. Referees’ notes and editorial comments are usually communicated to the author when revision is requested. Articles are submitted on the understanding that if rejected, the editor is NOT obliged to supply reviewers’ comments, and WILL NOT enter into correspondence concerning the merits of the article after a decision to reject it has been made. The editor retains the final authority to accept or reject manuscripts. Copyright Prior to publications, a copyright transfer form must be filled out, signed by the author, and returned to AJDE. Publication Agreement Compensation Compensation for articles published in AJDE will be three copies of the issue in which the article appears for the main author and one copy each for all other authors. Reference List Examples* Journal Articles: Collis, B., and J. Moonen. 2002. Flexible learning in a digital world. Open Learning 17 (3): 217-230. DeTure, M. 2004. Cognitive style and self-efficacy: Predicting student success in online distance education. The American Journal of Distance Education 18 (1): 21-38. Muirhead, B. 2002. Research advice for today’s online doctoral students. U.S. Distance Learning Association Journal 16 (6). Available online at http://www.usdla.org/html/journal/JUN02_Issue/article03.html Nellis, P., D. Hosman, J. M. King, and C. Armstead. 2002. Web-based faculty development using time-revealed scenarios. New Directions for Community Colleges 120:27-34. Books, One Author (or Editor): Khan, B. H., ed. 1997. Web-based instruction. Englewood Cliffs, NJ: Educational Technology Publications. Roberts, T. S. 2004. Online collaborative learning: Theory and practice. Hershey, PA: Information Science Publishing. Wlodkowski, R. 1999. Enhancing adult motivation to learn. 2nd ed. San Francisco: Jossey-Bass. Books, Two or More Authors:Chute, A. G., M. M. Thompson, and B. W. Hancock. 1999. The McGraw-Hill handbook of distance learning. New York: McGraw-Hill. Moore, M. G., and W. G. Anderson, eds. 2003. Handbook of distance education. Mahwah, NJ: Lawrence Erlbaum Associates, Inc. Sallis, E., and G. Jones. 2002. Knowledge management in education: Enhancing learning and education. London: Kogan Page. Chapters in Books:Duffy, T. M., and J. R. Kirkley. 2004. Introduction: Theory and practicing distance education. In learner-centered theory and practice in distance education, ed. T. M. Duffy and J. R. Kirkley, 3-13. Mahwah, NJ: Lawrence Erlbaum Associates, Inc. Paulsen, M. F. 1995. Moderating educational computer conferences. In Computer Mediated Communication and the Online Classroom. Vol. 3, Distance education, ed. Z. L. Berge and M. P. Collins, 81-89. Cresskill, NJ: Hampton Press. Papers: Roblyer, M. 2002. A rubric to encourage and assess student engagement in online course conferences. Paper presented at the Society for Information Technology in Teacher Education Annual Conference, March, Nashville, TN. Stuart, D., E. Varonis, R. Oswald, and E. Newton. 2003. From theory to practice: Using Web-based instruction for professional development. Paper presented at the Ohio Learning Network Annual Conference, Columbus, OH. Dissertations: Bunker, E. L. 1998. The ICCE/ICDE Conference Proceedings: A forum analysis of a distance education discourse community. Ed.D. diss., The Pennsylvania State University, University Park. Graham, C. R. 2002. Understanding and facilitating computer-mediated teamwork: A study of how norms develop in online learning teams. Ph.D. diss., Indiana University, Bloomington. Miscellaneous: ELRA Group, Inc. 1986. Adoption of telecourses: The adoption and utilization of Annenberg/CPB Project telecourses. Annenberg/CPB Project. Photocopy. Marttunen, M. 1998. Learning of argumentation in face-to-face and email environments. ERIC, ED 422791. McGrane, S. 2000. Is the Web truly accessible to the disabled? CNET special reports. Available online at http://www.cnet.com/specialreports/0-6014-7-1530073.html DEOS-L Issues raised in AJDE are frequently the subject of discussion on DEOS-L, the moderated listserv of The American Center for the Study of Distance Education. To subscribe to this free listserv, visit http://www.ed.psu.edu/acsde/deos/deos.html

Peer Reviewed?  Yes

Is the journal online? http://www.ajde.com/submitting.htm

My Analysis:

I believe that the journal will be of benefit to anyone in the field of education and to anyone interested in research in the field.

Focus/Goals:

This is merely a collection of work that if focused on Research articles and publications that can be accessed via the web.  The aim of The International Review of Research in Open and Distance Learning (IRRODL) is to disseminate scholarly information to scholars and practitioners of open and distance learning and teaching worldwide.

Authors submit their manuscripts online by registering with this journal, logging in, clicking the Author and Start a new submission links, and following the screen instructions through a five-step submission process.

Editorial Process
Submission topics must relate to open or distance learning and may be placed in the Research Articles section or a Notes section. Research articles, including all references, tables, and figures, should be 3,500-5,000 words and should not exceed 7,000 words. Submissions that significantly exceed this limit will not be accepted for review. Tables and figures are encouraged, and they should be placed within the text, not at the end..

Format

Upon registration, an authentication email is sent automatically, which requires the registrant to validate his or her email address. Users cannot log in to IRRODL’s Web site until they validate their email addresses. Sometimes, validation emails are diverted to users' junk or trash folders. If you have trouble logging in to IRRODL’s site, please contact us at irrodl at athabascau.ca.

Submission topics must relate to open or distance learning and may be placed in the Research Articles section or a Notes section. Research articles, including all references, tables, and figures, should be 3,500-5,000 words and should not exceed 7,000 words. Submissions that significantly exceed this limit will not be accepted for review. Tables and figures are encouraged, and they should be placed within the text, not at the end.
Research Articles
Blind, peer-reviewed scholarly articles that feature theory, research, and/or best practice in open and distance learning (3,500-5,000 words).

Notes
Shorter articles or abstracts, which are reviewed by the editors, associate editors, or other scholars; they may be featured as one of the following:

Research Notes - reports of ongoing and recently completed research projects (1,000-3,000 words);

Field Notes - shorter pieces describing innovative projects, applications, or interventions in distance education programs (1,000-3,000 words);

Book Notes - opinion pieces and reviews of recently published scholarly books on topics relevant to open and distance learning (approx. 1,000 words);

Conference Notes - reviews of recent open and distance learning conferences.

Originality

Manuscripts submitted for review and possible publication in IRRODL must be original material that has not been published nor submitted for review/publication elsewhere.

Peer Reviewed?  Yes

Is the journal online?  http://www.irrodl.org/index.php/irrodl/index

My Analysis: This is a great tool but I don’t particularly care for the fact that they don’t want the author of the article to have submitted the publication to someone else.  It does seem that they have created a valuable online resource.



Chapter 27 looks at competencies for instructional design and technology professionals. If you were responsible for identifying the domains, competencies, and performance statements for a performance technologist, what would they include and why? 

Professional Foundations
Domain 1
	Communicate effectively in visual, oral and written form. (Essential) Apply current research and theory to the practice of instructional design. (Advanced) Update and improve one’s knowledge, skills and attitudes pertaining to instructional design and related fields (Essential) Apply fundamental research skills to instructional design projects. (Advanced) Identify and resolve ethical and legal implications of designin the work place. (Advanced)
Planning and Analysis
Domain 2
	Conduct a needs assessment. (Essential) Design a curriculum or program. (Essential) Select and use a variety of techniques for determining instructional content. (Essential) Identify and describe target population characteristics. �(Essential) Analyze the characteristics of the environment. (Essential) Analyze the characteristics of existing and emerging technologies and their use in an instructional environment. (Essential) Reflect upon the elements of a situation before finalizing design solutions and strategies. (Essential)
Design and Development
Domain 3
	Select, modify, or create a design and development model appropriate for a given project. (Advanced) Select and use a variety of techniques to define and sequence the instructional content and strategies. (Essential) Select or modify existing instructional materials. (Essential) Develop instructional materials. (Essential) Design instruction that reflects an understanding of the diversity of learners and groups of learners. (Essential) Evaluate and assess instruction and its impact. (Essential)
Implementation and Management
Domain 4
	Plan and manage instructional design projects. (Advanced) Promote collaboration, partnerships and relationships among the participants in a design project. (Advanced) Apply business skills to managing instructional design.  (Advanced) Design instructional management systems. (Advanced)       Provide for the effective implementation of instructional products and programs. (Essential)