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    Education Services Specialist
    Education Services Specialist
    Education Services Specialist
    Ebook119 pages1 hour

    Education Services Specialist

    By Beth A. Vivaldi and Shirley E. Johnson

    ()

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    About this ebook

    This handbook can be described as incorporating the basic knowledge base required to design courses or curriculums. It is designed for those individuals who are pursuing additional knowledge in instructional design, or curriculum design, for those who instruct in the classroom or online, or for those who supervise others who design courses or instruct. The fundamental concepts and content do not change dramatically year to year; thus, the recent information on new theories and ID models are enumerated in the classroom. This book becomes the down and dirty essential information one will need to build upon from the classroom. The content included in this handbook serves as the only information required to become an entry-level designer.
    LanguageEnglish
    PublisherTrafford Publishing
    Release dateNov 13, 2015
    ISBN9781490766034
    Education Services Specialist
    Author

    Beth A. Vivaldi

    Dr. Vivaldi received her PhD in instructional design for online learning from Capella University. She has been involved in designing curriculum for the past thirteen years. She devised the two- and four-year criminal justice track, an advanced criminology course, redesigned the capstone course for graduates at the master level (in two separate disciplines) and, recently, the education service specialist certificate that this handbook addresses. She has taught at the undergraduate and graduate levels in the classroom and also, for the past three years, has taught criminal justice courses online at the undergraduate level. She is a progressive thinker and believes that the academic world will eventually embrace the vision of one book per curriculum. Students will be introduced to the up-to-date theories and projects within the classroom by the instructor but only use one book for an entire curriculum structure and learn only the essential information needed. That is why this is called the Down and Dirty series.

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      Book preview

      Education Services Specialist - Beth A. Vivaldi

      © Copyright 2015 Beth A. Vivaldi; Shirley E. Johnson.

      All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the written prior permission of the author.

      isbn: 978-1-4907-6602-7 (sc)

      isbn: 978-1-4907-6604-1 (hc)

      isbn: 978-1-4907-6603-4 (e)

      Library of Congress Control Number: 2015918806

      Because of the dynamic nature of the Internet, any web addresses or links contained in this book may have changed since publication and may no longer be valid. The views expressed in this work are solely those of the author and do not necessarily reflect the views of the publisher, and the publisher hereby disclaims any responsibility for them.

      Any people depicted in stock imagery provided by Thinkstock are models,

      and such images are being used for illustrative purposes only.

      Certain stock imagery © Thinkstock.

      Trafford rev. 11/13/2015

      29167.png www.trafford.com

      North America & international

      toll-free: 1 888 232 4444 (USA & Canada)

      fax: 812 355 4082

      Contents

      Introduction To This Handbook

      Chapter 1 Curriculum Design

      Chapter 2 Instructional Design

      Chapter 3 Adult Learning And Technology

      Chapter 4 Educational Psychology

      Chapter 5 Assessment And Evaluation Of Academic Performance

      Synopsis

      References

      Appendix A. Digital Tools For Educators

      Appendix B: ABCD Model

      Introduction To This Handbook

      Although each course within this handbook has numerous books published on the subject(s), the authors have scaled the information down to what has been determined essential information to complete the task of designing a course or curriculum. The original design was to address only those academic areas of knowledge needed to qualify for the GS-1700 series. The GS-1700 series is the government identified sequence for training and education occupations held within the administration. Although many military instructors may have the initial credentials and qualifications outlined in the job summary, many do not have the 24 hours of academics in the specialized areas in Curriculum Design, Instructional Design, Adult Learning, the Educational Psychology of Learners, and the Assessment/Evaluation of Academic Performance. This set of chapters was devised to bridge that knowledge gap. Therefore, it is envisioned, if you complete the courses [academically] as outlined in this handbook, which encompasses these five areas, you should be able to apply for eligibility in GS-1700 series positions.

      Additionally, the book is also envisioned as a handbook to be used as a refresher and complement to those who are already in the field. There are instructors coming into our military academies who must take the mandated training on how to design courses and instruct before they are assigned to the academies or military organizations that are centered on instructing military subjects. For those, this handbook provides the reference material they need to teach others how to teach.

      However, further, in doing the research for jobs in this area, the authors found that there are many other civilian agencies (outside the government) that knowledge of these areas would certainly build upon the individual’s resume and make them prospective candidates in the job market.

      We decided to call it a handbook because the book provides only the foundational knowledge base in the specific areas that align with designing a course or curriculum. The information contained in this book is meant to be supplemented through the instructor by including up-to-date articles, Internet links, and relevant real-world experiences in the course syllabi. The authors believe this is the wave of the future: ONE book for an entire curriculum and supplemented by the instructor in the classroom or online.

      Chapter 1

      Curriculum Design

      Curriculum is used in a number of different ways by parents, educators, and businesses; however, without a complex curriculum, one that promotes thinking and reasoning will punish those students who have the greatest needs. Some see curriculum as the academic stuff that is done to children in school (Yates, 2000). Ronald C. Doll (1996), in his book, Curriculum Improvement: Decision Making and Process, goes further, stating: The curriculum of a school is the formal and informal content and process by which learners gain knowledge and understanding, develop skills, and alter attitudes, appreciations, and values under the auspices of that school (p. 15).

      Curriculum is not just a list of content subjects taught over a period of time, on the contrary is an academic plan and a means to get students involved in their learning. According to Lattuca and Stark (2009), academic plans should include the purpose of the curriculum, content, sequence, instructional methods and resources, evaluation approaches, and how adjustments to the plan will be made based on experience or assessment data. According to Wilson (2005), curriculum is defined as that which is taught in schools; a set of subjects, contents, and a program of studies. There are three types of curriculum: taught, learned, and tested. As shown in the next few paragraphs, we will compare and contrast these three types to a state’s math curriculum for applicability.

      Three Curriculum Types

      Considering the Curriculum, n.d. defined taught curriculum as that which is presented in a formal instructional setting. The taught curriculum is a specific set of information presented by an instructor with the expectation that the student will learn the material. Learned curriculum is the set of material that is actually learned by the student. This curriculum determines what the student knows and understands about the world. This can be what was taught as well as material not formally presented. Tested curriculum is the material that instructors consider important enough to warrant assessment of material mastery. Taught, learned, and tested curriculum must be congruent in order to provide students with an effective educational experience. Dijkstra (2004) confessed, "the label curriculum is used to denote either the total of all courses given in a school or the content of the course program in a particular domain" (p. 149).

      When designing a curriculum, an instructional designer will try to address the physical, cognitive, and affective development of the group of learners, taking into consideration the group’s developmental age. You can look at curriculum design as the macro-view to designing a group of instruction to meet a need for a general audience; whereas instructional design normally refers to the micro-view of one specific course or design of instruction geared to a specific audience. To show how curriculum design and instructional design intersect, we will use the example of the curriculum combined in his handbook that aligns to the knowledge base for an Education Specialist (as defined by usajobs.gov).

      Example: The curriculum of the Education Specialist was designed to meet the needs of those individuals who either teach, or supervise those who teach, but have no formal training in any of the following areas:

      1) Tests and measurement: Study of the selection, evaluation, administration, scoring, interpretation, and uses of group and individual aptitude, proficiency, interest, and other tests;

      2) Adult education: Study of the adult as a learner, teaching-learning theories for adults, models and procedures for planning, designing, managing, and evaluating adult learning activities;

      3) Educational program administration: Study of the foundation and methods in organizing for adult and continuing education programs;

      4) Curriculum development or design: Study of the principles and techniques for development of curricula for adult or vocational education programs; and

      5) Teaching methods: Study of teaching strategies and learning styles of the adult learner.

      The category of learners for whom this handbook is envisioned includes:

      • college professors;

      • trainers/instructors in military/police/corrections academies;

      • individuals who work in a training/educational capacity in the military, police, and corrections;

      • individuals who train employees in corporations or supervise those who train in those type entities;

      • individuals who work in an educational advising setting and train on specific subjects (resume writing, education or occupational selection, interviewing techniques, etc.;

      • those who oversee the planning and implementation of training to a large organization of employees, i.e., military, police, corrections, corporations, etc.

      GOAL: To provide instruction within a specific framework (certificate) that identifies this gap of information. Thus the

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