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