Section 5: Trends & Issues In Various Settings

Section 5 of your textbook focuses on trends and issues in various where instructional designers are likely to become employed to include business and industry, the military, the medical field, P-12 education, and higher education. This week's posting will focus primarily on military and education; however, I encourage you to read the chapter in the medical field as it's important to be aware of changes going on outside of education.

• Chapter 18 discusses instructional design in business and industry. Give an example of rapid prototyping and discuss how this could be used in education.

An example of rapid prototyping can be seen in the U.S. military’s of use of a radio that is still in use today that has the nomenclature PRIC 77.  This radio was unique because it used a paper like fill (similar to a punch card with various holes in it) that allows the radios (PRIC 77s) to talk on the same frequency at the same time.  The unique fact about the PRIC 77 is that the radio changes frequencies many times per second.  The only the way the radios can communicate with each other on secured channels are for them to change frequencies at precisely the same time.  If that doesn’t take place, then the radios can’t send and receive information to each other.  The ability to send secure information over the airwaves is important to mission accomplishment and ensuring the safety of our men and women in uniform. 

I remember talking with some of the government service (GS) employees that help introduce the PRIC 77 to the field.  They described a rapid prototyping deployment of instructions to the ground and air forces of the USMC.  As the assistant of the Supply Management Assist (SMAT) team, I was responsible for ensuring the combat readiness of all USMC ground forces equipment in the Third Marine Division (3D MARDIV – From Hawaii to Australia).  I came across the field implementation notes for training on the PRIC 77.

  The objective was to teach Marines that were currently in the field how to use the security fill with the PRIC 77. Many of the military instructors commented in their after action reports about their analysis of the types of information which would be useful to all Marines in the command, feedback that should be provided, and deciding the best way to structure the tutorial was not easy.  Several instructors documented their level of discomfort in running a test-pilot program whose curriculum was not relatively finished. The description of their approach, to deploying the curriculum, implies that they decided on rapid prototyping the tutorial (even though they did not label their approach as such). The prototype was a model of the finished product.  It contained only the key objectives of the final lesson plan.  The prototype was developed in a rather short time period (a day or two at the most).  Testing began immediately with Marines from the S-3 (Communications) and S-4 shop (Logistics & Supply) at the battalion level.   During the instruction, Marines were afforded the opportunity to provide their input on guiding the instruction and improving the curriculum.  After the first two lessons, the curriculum changed with many of the suggestions made by Marines from the first two class implemented into the new version of the lesson plan.  
It is my belief that this example is one of rapid prototyping. First, a model of the system was used to find shortfalls and strengthen the design the final curriculum put into place. Second, the structure of the Marine Corps allowed for the quick synthesis and modification of the system. Third, a slow and uncertain process of analysis and detailed specification was replaced by an efficient process of hands-on design. Although this application was successful, it depended upon valuable input from those benefiting from the instruction, and a willingness to learn through the process of design.
The military has always used the method of rapid prototyping when they have to deploy a new end item to Marines that are currently in the field.  The use of prototypes alone is not the same as rapid prototyping.  Rapid prototyping emphasizes the rapid synthesis and utilization of designs because the medium affords it.   It can also be described as adapt and overcome.

I have had the opportunity to participate in many training exercises as the one above.  The training method does work and helps keep our men and women in the U.S. armed forces alive and ensures that we accomplish our mission.

• Chapter 19 discusses instructional design opportunities in military education and training environments. I had the opportunity to work two summers in Orlando on a faculty fellowship in the advanced distributed learning lab (ADL) discussed in the book and saw first hand some of the constraints placed on some of the tools that could be used for learning. Pretend you are hired as a consultant for the military. They want to use technology in its training, but electronic access is not always available. Using the Full Spectrum diagram, what alternatives could you suggest for a successful program?

I would suggest classroom, garrison and deployed training modules.  I have personally experienced all three as a continuous method of training as a young enlisted sailor in the U.S. Navy, as U.S. Naval R.O.T.C cadet and throughout my time as an officer of Marines.  I have found the three pronged approach to most beneficial in Naval Aviation School and in ground operations training in the USMC.  Many the training aids that I would us would focus on the small laminated cards that could fit in the butt stock of a U.S. Military issued rifle.  The cards would not be reflective and would be easily accessed by Marines during their down time to study while they cleaned their weapon.  In garrison, Marines would have access to computers, books and study aids and study groups.  In the classroom Marines would have the benefit of lead instructors and hopefully those that were responsible for those that were conducting the train the trainer courses.  These are what we consider the duty experts in that particular field or on that particular weapons system.   

• Chapter 21 looks at radical educational change in P-12 settings. I visited the Chugach School District in Alaska and know Richard DeLorenzo very well. I can assure you that this change can occur in our schools. Review the Step-Up-To-Excellence methodology and the GSTE. Outline a staff development activity that will introduce both methodologies to your colleagues. 

I would invite schools from two separate campuses to come together to participate in the team building exercise.  Members (faculty and staff) of each school will form two groups.  Each group will consist of members from both campuses and members of the school board.  A large circle will be formed.  One group will sit along the inside line of the circle while the other group will sit along the outside line.  The group on the inside of the circle will field questions from the group on the outside of the circle.  One question will be asked at a time and one answer will be given at time to ensure that all have a chance to hear and what is being said and an opportunity to take notes.  This particular exercise focuses on what did and did not work as far as their curriculum was concerned last year.

This staff development activity fills the roll of GSTE and SUTE because they both address the district as a whole but conducting staff development with more than one school at a time.  By doing this, the superintendent can share the vision for growth and change with more than just one school.  Faculty and staff can problem solve with members in their own position from other campuses.  There is a greater resource for all to draw upon because more than one campus is involved in training on their own.   

• Navigating through the ranks of a faculty member in higher education can be tricky. A good institution has support for its faculty and provides faculty development opportunities to grow and learn. Research three different university offices for faculty development. Answer the following questions for each office:
• What are the different names used for faculty development?
• What division is it under?
• What services does it offer?
• How often are programs given and what specifically are they?

1.                   Tyler Junior College

◦                      Name for faculty development:  Professional development is the department name

◦                      It is under the division of Human Resources

◦                      What it offers:  Web-based training, Adjunct professor training, wellness training

◦                      How often – At the start of each semester, as desired by the faculty/staff member, and when directed

2.       University of Texas at Tyler

◦                      Name for faculty development:  Training Post & Wellness is the department name

◦                      It is under the division of Human Resources

◦                      Training is continuous.  The raining is online and can be accessed at anytime.

◦                      How often – At the start of each semester, as desired by the faculty/staff member, and when directed

3.      Texas Tech University

◦                      Name for faculty development:  Quality Service and Professional Development

◦                      It is under the division of Human Resources

◦                      Training is continuous.  The raining is online and can be accessed at anytime.

◦                      How often – At the start of each semester, as desired by the faculty/staff member, and when directed

Section 4: Human Performance Technology

1. Chapter 14 discusses the concept of the evolution of human performance improvement. Several sections of chapter 14 present a variety of non instructional solutions to performance problems. Identify a performance problem in your area of work and provide a non instructional solution to solve the problem.

Performance Problems and Non Instructional Solution

A prevalent performance problem that I have encountered during my tenure as a math professor at Tyler Junior College, from semester to semester, is the overwhelming number of students that refuse to do the online homework. Having had the chance to observe the trend of the students not turning in homework, I believe that the best to address the problem would be the model for the International Society for Performance Improvement. This model is referred to as the Human Performance Technology Model (HPT). The objective is to have a homework completion rate of 95% of the total number of students that I teach. The current completion rate is currently in the 70 percentile range. Based upon the cause analysis, it is evident that the students do not see the value of doing the homework. They fail to understand that the best way to succeed in math is to develop a strong foundation and one of the best ways to accomplish that task is to ensure a method that I like to refer to as “quality time on task.”

The non instructional solutions I have implemented into my class involve dropping the lowest test grade and replacing it with the homework average. This means that the homework average will replace their lowest test grade. I have also offered customized Accu-Placer tutoring for those students that have been completing their homework in a timely fashion. Students increase their chances of testing out of college prep math altogether if they receive the tutoring. If they successfully test out of college preparatory math they will reach their graduation date much faster and they will save themselves a great deal of money.  The final idea that I have implemented this semester involves allowing students ten to fifteen minutes each class period to work on homework and assist them with any questions that they might have concerning the homework. This has created a mini math lab within the class. During this time, I encourage students to work with each other and form study groups that meet after class. I think this process will have a profound impact upon the homework completion rate. All of my non instructional solutions are in place and have yielded higher test scores and homework completion rates.

2. Chapter 15 presents several definitions of electronic performance support systems. In addition to these definitions, locate a few more and indicate your preference explaining why you prefer it. Additionally, describe why you believe EPSS have not been widely used and if they are more likely be become more prevalent in the future.

EPSS Definitions:

• Wikipedia: “An Electronic Performance Support System, is any computer software program or component that improves user performance.”

• LearnThat.com: (EPSS) A system that provides electronic task guidance and support to the user at the moment of need.
  
  
• PC Magazine Electronic Performance Support System: A computer system that provides quick assistance and information without requiring prior training to use it.   It may incorporate all forms of multimedia delivery as well as AI techniques such as expert systems and natural language recognition. 

• Gloria Gery: Coined the phrase "Electronic Performance Support System" in the late 1980s. Her thought provoking book by the same name (1991) sparked a movement that synthesizes user-centered design, usability, information architecture and more, toward a design for computer-mediated work environments that ensures business performance through human performance.

• Barry Raybould: "a computer-based system that improves worker productivity by providing on-the-job access to integrated information, advice, and learning experiences" (Raybould, 1991).

Preference: I prefer the LearnThat.com definition of EPSS because it focuses on providing guidance at the moment of need. It doesn’t just focus on the providing guidance that helps improve performance. By offering the guidance at the moment the student needs it, the EPSS helps maximize the return on investment.

Current and Future Use of EPSS: I believe that EPSS is not in great demand because the results are varied and unpredictable. The price of the technology that is used in the EPSS systems are often expensive and the return on the investment is not guaranteed. EPSS programs will be used more in the future when cost of production and implementation are reduced and when management sees the use of EPSS as a viable investment that is just as important as investing in their employees.

 

3. Knowledge management is the way we manage information, share that information, and use it. Organizations, such as schools, are full of information/data and we must organize that data in a way that we can make sense of it. We use data to make decisions and good data=good decision making. Identify a real or hypothetical problem in your line of work. How might a blended learning approach, including the use of a knowledge management system, be use to solve the problem?

Knowledge Management and the Blended Learning Approach

The Problem
Our martial arts organization is currently trying to push a particular software application to help school owner manage their paperwork and student enrollment issues. By using this program, it is supposed to free up more time for the martial arts instructor to spend more time with students and allow more time for curriculum development. The program is still in early stages of deployment and there seems to be various problems with user interaction. This has led to a great deal of apprehension among school owners that have invested a great deal of money into the purchase of the software. The software has failed to make the life of the school owner easier by not delivering on the advertised promise of streamlining the records management process. Many records are having to be re-entered and various records have been to deleted causing records to have to be regenerated.

The Solution

Implementation of the MAPS management system has the potential of helping school owners become more efficient. I think that MAPS can become a successful tool if they offer a curriculum based instruction on the features of the software at national martial arts events. Incentives would be offered to school owners to take the structured learning sessions by offering a discount on the price of the software to those martial arts instructors that attend the MAPS training sessions. Additional support can be offered to those that have attended the instruction through blogs. Martial arts instructors will meet with the software instructors in a traditional setting and in an online forum. Software instructors will use the online components to keep in constant contact with their students. All of the experiences that the students have encountered, in using the MAPS software program will be loaded into a database for easy retrieval and assessment of the data collected.

4. Describe the types of informal learning you have been exposed to in your adult life. What was the purpose? What was the experience like? Was it engaging? Social? What role did you play? What role did the instructor play?

My Experience with Informal Learning

My informal learning experiences stretch far and wide throughout my lifetime. I have experienced this type of learning as young boy early in my childhood from my family, the vast amount of time that I have spent in dojos (martial arts schools), on the football field, and in the mountains of Seoul Korea at the Hae-In-Sa temple as an adolescent. I have also had my fair share of informal experience while in the military. I have taken part in the learning experiences as an student and as a teacher. In one way or another, it seems that I have always been part of the cycle of education, wether it is as a student, a teacher, or an observer. I have always possessed a strong desire to learn and I enjoy teaching.

Section 3

For this week's reflection activities, I would like for you to concentrate on the following:

1. Chapter 10 discusses evaluation in instructional design and provides you with two evaluation models, the CIPP and Kirkpatrick models for evaluation. Search for at least two other models used for evaluation and summarize these models. Describe how you would use them to evaluate your instruction.

Model #1 Triad model

Flashlight “Triad” model

The Triad model is comprised of five steps.

Step 1. Overview and Confronting the Blob.

In this phase of the model, brainstorming is conducted on all parts of the curriculum that are involved in developing the outcomes for that course. Some of the items that are discussed are, student prerequisites, the budget for the course, availability of required course materials, attitudes and satisfaction of faculty and students, to name a few. Often times a comprehensive list is reached by instructors that who teach similar sections of the same course.

Step 2. Blob to Issue.

This phase of the evaluation is designed to move from a large-scale maze of various elements that have a direct impact upon learning outcomes, to a more manageable evaluation process that can be viewed as one major issue. In this phase the process must address the following questions: What is the most important element of the lesson to you, the designer, and others? Who is intended to complete the evaluation? The next part of this phase requires that the next two questions be answered:

• What are the three most crucial things you fear might happen as a result of using the technology?
• What are the three most crucial things you hope will occur?

Step 3. Issue to Triad

The third and final phase of this model takes each issue selected and creates several “triads.” It is important to remember that a triad is comprised of the technology used (identified by the use of the letter “T”), a particular activity that the technology enables (the activities are identified by the letter “A”), and the outcomes expected for that particular activity (outcomes are identified by the letter “O”).

I have created some examples of “Triads” that I can use in areas that I teach. After generating the triads it is important to focus on only ones you wish to address. It is important to remember that Rome was not built in a day.

Step 4. From Triad to Data.
For the triads that have been selected, questions must now be generated to gather data about the triads. These questions can take the form of interviews, focus groups or even surveys.

• Question Type 1: Technology. These questions are related to the technical infrastructure, its capacity, its functioning, or the degree to which students/faculty were appropriately trained to use/manage it.
• Question Type 2: Interaction of Technology and Activity. These questions are related to the functions and features inherent in various technical systems and their ability to support or enable a specific activity (i.e., "Did X technology enable you to do Y?").
• Question Type 3: Activity. These questions are related to the nature of student tasks, or what students are asked to do.
• Question Type 4: Interaction of Activity and Outcomes. These questions are related
  to the capability for specific technology-based activities to generate predicted outcomes (i.e., "Did activity Z help you to accomplish S?").
• Question Type 5: Outcomes. These questions are related to what students learned, how satisfied they were with a lesson or course, and what changes they would recommend.
  

**Note, The Flashlight Network has a pre-existing database of 500 question. Items are organized various categories and the Flashlight Online tool can be used to create web based surveys.

Step 5. From Data to Next Steps.

Based on the evaluation data, decisions about unit or course (e.g., discarding a strategy, modifying the use of technology or improving support network models) must be made.

Model #2 Objectives - Based model

Ralph W. Tyler headed the evaluation of the Eight- Year Study. He designed a curriculum planning rationale for the participating schools. Tyler continued to cultivate his ideas on the rationale, and published it in 1949, entitled the Basic Principles of Curriculum and Instruction. Tyler believed that the goals of the school should move across a continuum of concerns that speaks to the purpose of the school, the organization of student experiences and the evaluation of those experiences. He only had four basic questions that his evaluation was comprised of:

1. What educational purposes should the school seek to attain?

• In my web development class that I teach I like to focus on the terminal objectives of students being able to build a functional website that will be attractive to potential customers of the website.
• I focus on the enabling learning objectives that would help me accomplish this task
  • Colors used in the website
  • Animation (if any)
  • Navigation tools
  • Payment Gateway functionality

1. What educational experiences can be provided that are likely to attain these purposes?

• Review of current revenue generating websites.
• Assign students to work in groups to develop websites
• Assign students to deliver presentations on the aspects of sites that they like that they have found through their research of the world wide web.

2. How can these educational experiences be effectively organized?

• The experiences will be recorded in a rubric that catalogs what they liked in particular about each site they viewed
• Journaling will be another was to organize their experiences of what they have created and what they have researched.
• Group discussions will also be held on what is and is not effective in developing a rich and interactive website.

3. How can we determine whether these purposes are being attained?
   

• Students will be assigned to web design groups and build websites.
• Websites will be hosted and students from the department and the school will be asked to visit the site online.
• Suggestions from site visitors will be cataloged for the developers to review and enhance their site.

Tyler believed that the curriculum also had to be responsive to the main elements of an educative experience:

1. the nature of the learner (developmental factors, learner interests and needs, life experiences, etc.);
   

• Are there any prerequisites for the course
  
• Has the student expressed an interest for website design
  
• What does the student bring to the table (is he/she a graphic artist, photographer, or traditional artist – sculptor, actor, set design etc.
  
  

2. the values and aims of society (democratizing principles, values and attitudes)
   

• What doe the industry currently require of those in the website design field.
  
• What are business owners looking for in those that design their websites.
  
• What are the legal obligations for a web developer.
  
  

3. knowledge of subject matter (what is believed to be worthy and usable knowledge).
   

• What must the student learn in order to be effective and thrive in the world at large. What knowledge sets must we teach the student in order for the student to become gainfully employed.
  

2. Think about a technological innovation within your social system that was recently introduced (social system = place of work, home, etc.). Any innovation has what is known as perceived attributes - relative advantage, compatibility, complexity, trialability, and observability. Describe these attributes of the innovation and which of the attributes assisted and/or hindered adoption of the innovation. For example, was it not compatible with the existing beliefs of the system or was it overly complex to use or understand?

There is a company that is promoting their program that manages students records along with their payment. The program is being recommended by the company and some instructors that are currently using the program.

• Relative Advantage – It is to make managing your students paperwork much easier.
• Compatibility – The software is advertised as being compatible with various gateway payments systems but is not compatible with several of the larger banking systems that are used throughout the world.
• Complexity – The system doesn't seem to difficult to operate but some working knowledge of accounting software is preferred.
• Trialability – The company has overcome this obstacle by offering a 30 day free trial. I don't think it is enough because you only see it in action for one pay period. Many schools are set up to receive payments from students once a month.
• Observability – Many owners seem to like the program but many don't want to make the large monetary investment for a program that doesn't save them a great deal of time. Many of the owners that I have spoken with already have some sort of accounting software in place that also aides in the preparation of their taxes.

It does not seem that the software will receive an overwhelming vote of confidence from the current school owners. The incompatibility of the software to with other payment gateway programs is, in my mind the key, for it not doing so well in the trials. If a school owner has to use another program to process credit cards and checks, then switch to an entirely different system?

3. Chapter's 12 & 13 focus on project management and how to manage projects when resources are scarce. You have been assigned to develop a series of professional development sessions focusing on technology use in the classroom for teachers. How will you use Situational Leadership to facilitate this project?

 Below is the military perspective of situational leadership.  Please enjoy.

For this project I will turn to the introduction of the Digi Pad to the mathematical classroom. In developing this lesson that focuses on this particular technology, it will be important for the curriculum to have a single look and feel throughout all of the lessons. As the instructional project manager and instructional designer (due to the fact that we are on a budget I will wear two hats), it will be important for me develop a clear and concise channel of communication for all team members. Given the fact that we are on a tight budget we will have a “duty expert” on our team (one that is extremely familiar with the Digi Pad). We will also include end users (teachers and students), our subject matter experts (teachers that are currently using the Digi Pad) will also be kept in on the loop as the instructional design take shape.

I will most likely use the Tao of situational leadership. This is also referred to as the Yin and Yang of leadership. The Yin is the more passive side of the equation. Leadership activities are tailored toward the readiness of the team. The Yang is far more active and is considered to be aggressive. It is here where the leader develops team members toward the objective doing their work independently. Due to the time constraint and budget. I will use the Yin method of situational leadership. I have chosen this because the instructional design team will be made up of members from our institution and I will not be well versed in the areas of each members strengths and weaknesses.

Of the four types of leadership styles, I would prefer to use the supporting style – This would be for people that don't require a great deal of direction and they are generally seen as being competent in their field. If the members of my team seem to be accomplishing the objectives and require little support from me then I will shift to a delegating style of leadership.

To form this group I would definitely draw upon professors / members from the graphic arts, computer science and math departments, student council, and the curriculum and instruction committee. I would pull of these members together and place them in key position outlined by the graph below. By doing developing this program in house we keep cost to a minimum by not having to go outside the institution to develop it.

 

ETEC 561 Week 2 Reflections

 

Week 2 reflections

• Identify a specific learning goal and how you would incorporate two learning theories highlighted in Chapter 4 to achieve this goal.

My learning objective is to help my students become more comfortable with use of the Pythagorean Theorem as a mathematical tool and not a brutal mental torture device. The first approach I often use, that is found in our text, falls inline with the Situated Learning Theory. This theory states that if you place students in a real-world situation and you give them the opportunity to interact with others working on the same objectives learning will occur. I am big believer in this form of education. It is the realm where “book knowledge” and “real-world knowledge” collide. It is here that the principles learned in the classroom will take shape before their eyes and in their hands. It is here where the student will master the knowledge and it will become a part of them.

To start students out I will have them look at architectural photos of various buildings and structures and have them find the triangles located within those structures. Once they have learned to spot triangles in structures, they start to become less apprehensive about the theorem and focus on seeing triangles in every day objects. The second step is to have them determine if the triangle is a right triangle or not. At this stage of the lesson, students are now applying the key points of what makes a right triangle. Many of my students in college-prep math have far less anxiety about the lesson at this point as compared to when we started the lesson. This is in large part because they are on a mission of self discovery and many of them look for triangles in the professions they hope to be working in. People that are trying to get their fireman's certification use the theorem when having to determine how far they have to extend the ladder to reach a window, welders use it when they have to weld a support bar for an angle and football players use it when they have to take an angle to tackle an opponent that has the football. The students start to see the right triangle every where and are now motivated to define what they see by the use of numbers in the form of the Pythagorean Theorem. I encourage students to provide a brief presentation on how they see the theorem being used in their perspective field of work or leisure activity.

Through this process, the student has gained an opportunity to apply a particular knowledge set to something that they find interesting. They are not asked to merely memorize the theorem and apply in a vacuum. They have the opportunity to apply it to objects and situations that arise in their world and thus, they have found uses for their mathematical tool and the learning that takes place is more often than not, permanent.

The second process I would use to teach this objective is best described as the Schema Theory. This theory states that a persons understanding of the future will be based or is based upon their current knowledge set. I have chosen and will continue to employ the constructs of this theory because I have found, based upon my own personal experience that many students do not grasp the mathematical concepts unless I can put it into a language that they can understand. This means that I can not, at least when I first introduce the lesson, speak purely in mathematical terms. I have to “break it down” using language that each student is familiar with. Often times this requires me to cover a particular point in the lesson several different ways. This only done to establish a common base-line of knowledge.

In this case, I would use pictures of triangles and describe the sides as one, two and three or left side, right side and long side as opposed to “a”, “b”, and “c”. I choose to do this because one I introduce letters to numbers, many of my non-traditional students seem to panic and emotionally shut down. This technique has allowed me to keep them on track longer until I can get my point across and have them looking for triangles in their everyday lives or perspective careers. Once students are able to develop the base of knowledge that involves the Pythagorean Theorem, then they will be able to apply it in an abstract format such as vector graphics in physics and or plotting in mapping and surveying. Many students will be and have successfully, after having been taught by this technique, grasped the concepts of their perspective disciplines that utilize the Pythagorean Theorem, very quickly. Establishing their knowledge base in this fashion helps provide them with a great deal of confidence.

• Find a reference (other than the book) that describes Gagne’s Nine Events of Instruction. Then create a table or chart that compares and contrasts those events with the first principles described in chapter 7 and describe how you would apply each of the first principles to the goal you've developed from the first activity in this reflection.

Gagne's Nine Events of Instruction: http://ide.ed.psu.edu/idde/9events.htm

 Video:  Nine Events of Instruction:

According to Robert Gagne, there are nine events that activate processes needed for effective learning. Gagne believes all lessons should include this sequence of events:
(Click on an event for related instructional strategies)

Events

Reference:http://ide.ed.psu.edu/idde/9events.htm

• Develop a new goal or using the one you've already developed, briefly describe how you might use the whole-task approach, scaffolding, and mathemagenic methods to help students learn to perform a task.

Whole-Task, Scaffolding, and Mathemagenic Methods
The learning objective of using the Pythagorean Theorem will remain my theme while I discuss how I would employ the various learning methods. I would employ the use of the whole-task learning method first. I would solve equations (real-world examples) requiring the use of the Pythagorean Theorem. Doing this, will give the students a complete overview of the process and give them an idea of what they are working towards. This helps alleviate the notion that accomplishing the learning objective is pointless in the “real world”. The next method falls under the category of scaffolding and I would do this by generating handouts or scaffolding notes, that I would distribute to the class that would help them keep up with discussion. On the back of the handout would be a self test (not graded by me) that covered the discussion and would allow students to measure their own knowledge set on the subject. After taking the self test students will work with each other and receive guidance from me to ensure that all of the questions on the self test are answered correctly. After students have demonstrated that they have achieved the enabling learning objectives (problems worked in class and home work) their skills will be tested in practical applications. This is best described as the

mathemagenic method. This method is employed to cement the knowledge learned. Students will be required to conduct experiments and solve real-world problems that involve the use of the Pythagorean Theorem. This will be done in groups to help the students develop self-confidence in themselves and their abilities to learn and apply what they have learned to the world around them.

• You have been hired to design a course for a topic in your area of specialization. Using Table 9.2 as a template, what would you incorporate into each subcategory to motivate learners?

Attention	Perceptual Arousal: Students find right triangles in the world around them.
	Inquiry Arousal: I ask students to show me right triangles in nature and in structure and to identify the sides.
	Variability: I will have perform a micro teaching exercise on how they applied the theorem and solved a problem.
Relevance	Goal Orientation: Employ of the theory of Zone of Proximal Development and allow students to help each other learn.
	Motive Matching: Allow students to perform micro teaching exercises to build confidence in the subject matter after they have demonstrated that they can perform the task.
	Familiarity: I will provide real-world examples of the theorem being employed to solve problems.
Confidence	Learning Requirements: I will assign the students problems where they will have to find the third side of a triangle after they have been given the other two.
	Success Opportunities: I will assign less difficult problems first to build their confidence and then assign progressively harder problems.
	Personal Control: I will provide guidance to the students by asking probing questions to get them to think about what should be their next course of action in solving the problem and make a note to praise their efforts. I feel that this is just as important as getting the right answer. I will also
Satisfaction	Intrinsic Reinforcement: I would encourage this type of reinforcement by providing the student with progressively harder problems that will get right if they follow the procedure I have outlined for them in their notes to solve the problems.
	Extrinsic Rewards: I will provide rewards such as giving extra credit points to students to be applied to their exam if they demonstrate a strong work ethic in class. I will also provide items like pieces of candy or gift cards to snack bar for student participation.
	Equity: I ensure that the learning process is a shared load that borne by both student and teacher. It is my job to be prepared and to challenge them in a positive way and it is their job to be an active and responsible learner.

• Finally, after completing these activities, discuss the benefits of engaging in design research.

Research allows those in the field of education to make decisions based upon the data gained from the design research. The information gained from the research helps provide educators with various options to try and improve upon the learning experience that is taking place in their classrooms and in cyberspace the world over.

The key benefit of engaging in design research is to enrich the learning experience not only for students, but also for teachers. To ensure that our educational institutions are keeping our country strong and providing our young people of tomorrow with a fighting chance to compete in an every shrinking world and even more global market than we have ever seen before. Knowledge is king and the ability to pass that knowledge on to others and to ignite the passion for learning, innovation, hard work, and success all stem from our (parents, the community, teachers and professors) ability to improve upon the instructional models we are currently using. Learning is life and if we fail to learn then we are doom to die.