Running head: SUMMARY

Final Summary of Modules 6-10 Terry Sutton EDIT 5370 Texas Tech University

SUMMARY Final Summary of Modules 6-10 Instructional Design Teaching at a distance has become more prevalent as another venue that meets the needs of learners. However, course design for distance learning has some distinct characteristics that differentiates it from traditional course offerings in brick and mortar classrooms. Certain considerations must be made when designing a distance education course, whether the course is presented synchronously or asynchronously, that require careful thought and planning. A

systematic approach should be taken to ensure that the course designer or instructor analyzes the relationships among all of the components and stakeholders when making decisions that will affect the all the parts of the whole. (Moore & Kearsley, 2005) Dick and Carey Instructional Design Model This instructional design model encapsulates the fundamentals of instructional design using concepts and procedures for analyzing, designing, developing, and evaluating instruction. (Chang, 2006) The stems included in the Dick and Carey Instructional Model include: Identify Instructional Goal(s): goal statement describes a skill, knowledge or attitude that a learner will be expected to acquire Conduct Instructional Analysis: Identify what a learner must recall and identify what learner must be able to do to perform particular task Analyze Learners and Contexts: Identify general characteristics of the target audience including prior skills, prior experience, and basic demographics; identify characteristics directly related to the skill to be taught; and perform analysis of the performance and learning settings.

SUMMARY Write Performance Objectives: Objectives consists of a description of the behavior, the condition and criteria. The component of an objective that describes the criteria that will be used to judge the learner's performance. Develop Assessment Instruments: Purpose of entry behavior testing, purpose of pretesting, purpose of post-testing, purpose of practice items/practice problems Develop Instructional Strategy: Pre-instructional activities, content presentation, Learner participation, assessment Develop and Select Instructional Materials Design and Conduct Formative Evaluation of Instruction: Designer try to identify areas of the instructional materials that are in need of improvement. Revise Instruction: To identify poor test items and to identify poor instruction Design and Conduct Summative Evaluation (Instructional Design Central, 2013)

Dick and Carey were among the first researchers who viewed instruction as a system rather than a compilation of isolated parts. "Components such as the instructor, learners, materials, instructional activities, delivery system, and learning and performance environments interact with each other and work together to bring about the desired student learning outcomes". (Dick, Carey, & Carey, 2009)

Figure 1 Dick and Carey Model (Wikipedia)

SUMMARY ADDIE Design Model This model is a generic process that has been considered at the core of instructional design and forms a basic framework for developers. The model generally consists of five cyclical phases:

Analysis: In the analysis phase, the instructional problem is clarified, the instructional goals and objectives are established and the learning environment and learner's existing knowledge and skills are identified.

Design: The design phase deals with learning objectives, assessment instruments, exercises, content, subject matter analysis, lesson planning, and media selection. The design phase should be systematic and specific.

Development: The development phase is where instructional designers and developers create and assemble the content assets that were blueprinted in the design phase.

Implementation: During the implementation phase, a procedure for training the facilitators and the learners is developed designed to cover the course curriculum, learning outcomes, method of delivery, and testing procedures.

Evaluation: The evaluation phase consists of two parts: formative and summative. Formative evaluation is present in each stage of the ADDIE process. Summative evaluation consists of tests designed for domain specific criterion-related referenced items and providing opportunities for feedback from the users which were identified. (Instructional Design Central, 2013)

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Figure 2 ADDIE Model (Wikipedia)

Similarities and Differences Many of the steps in the Dick and Carey Model are components of the stages within the ADDIE Model. As an example, the Assessment Phase of the ADDIE Model is divided between the instructional goals, instructional analysis, and the learner analysis in the Dick and Carey Model. Dick and Carey also include the responsibilities of the Design Phase of the ADDIE Model in the defining of performance objectives and creation of instructional strategies. Evaluation in both models is divided into formative and summative. It appears that the Dick and Carey Model focuses on the assessment as an ongoing process throughout the model. This model also delineates steps in specificity whereas the ADDIE Model, in my opinion, works more in a general view. The generality of the ADDIE Model provides more flexibility for the designer, where the Dick and Carey Model would provide continual feedback catching problems within the instructional process just in time for remediation. Characteristics of Distance Learners There is a wide array of individuals who are accessing distance learning. Studies have identified some commonalities within the group that composes distance learning students: Age: Most research indicates that distance learning students tend to be, on average, older than typical students in campus-based programs. In a 2004 survey of potential graduate

SUMMARY school students, it was found that 73% of the students were under the age of 35. In an April 2007 survey of distance learning students it was found that only 58% of students are under the age of 35.

Gender: In most distance learning programs in North America, distance learning students are predominately female, with different studies indicating that between 60% and 77% of students being female.

Employment Status: Several studies indicate that more than half of distance learning students hold full-time jobs outside of the home, with some programs reporting as many as 90% of their students being employed full-time. The students are usually taking courses to help them advance in their careers.

Marital Status: Various studies indicate that more than half of distance learning students are married with dependents. This means that they are often juggling a family and a job with their coursework.

Location: Traditionally distance learning programs have attracted students whose geographic distance from a college campus prevented their enrollment in campus-based classes. This is changing however, with more and more distance learning students living within commuting distance of the college they are attending, but who choose to take distance learning courses because of their convenience.

Status: In one program, 83% of distance learning students have been formally admitted to a graduate degree or certificate program, with the remaining just taking individual courses; 77% of distance learning students are attending on a part-time basis. The remaining 23% who are attending full-time are likely enrolled in a combination of

SUMMARY campus-based and distance learning courses to provide them with more scheduling flexibility. (Academic Technology Center - Worcester Polytechnic Institute, n.d.) Having a good understanding of the of the characteristics and demographics of students who enroll in distance learning courses enables an instructor to facilitate the success of the students enrolled in their classes. Students are typically committed to their coursework since many are interested in advancement. Clarity and defining expectations will simplify outcomes and logistics required for completing assignments. Flexibility and empathy are also accommodations that support students as they have many commitments with both family and employment. (Simonson, Smaldino, Albright, & Zvacek, 2012) Success Strategies for Distance Learning There are multiple resources to give support to students who are moving from the traditional classroom setting to a distance learning course. Most have common suggestions for habits and strategies to ensure success. Goal setting by positive affirmations, analyzing the course materials, breaking lessons and assignments into realistic chunks, and perseverance to

complete assignments are critical. Establishing a regular schedule with ones obligations in mind will help determine the best time to study and complete assignments or assessments. Networking with others sharing her enrollment in the coursework will aid in completion of the program. Selecting another member of the course to share papers for proofing will also help in better papers. Study groups or mentors help increase understanding of a subject through the opportunity to discuss new concepts and skills. Identifying applications for new knowledge and skills as well as analyzing her metacognitive learning styles and what adaptations she may need to make for the requirements of the online aspect of the course material. Keeping in touch with her instructor and asking questions if she needs clarification will also help her be successful.

SUMMARY Finally, celebrate along the way and at the completion of the course with fellow students, coworkers, and family is very important (Shirley, 2013) Reflection on Being a Distance Learner As a distance learner and working as a consultant which requires a great deal of travel, I have had problems with scheduling my learning this semester. There is typically ample time for reading but little time with access to the internet. This is my fourth time working on a degree; my undergraduate coursework was in traditional brick and mortar setting requiring me to leave home for four years and matriculate at college while living in dorms and apartments. My first masters degree took place on campus where I also worked as a graduate assistant teaching classes. When I undertook my second masters degree, I was employed as an administrator working on my educational leadership degree. This coursework required me to drive an hour to and from the campus where I attended lectures. A young mother at the time, there were several family events that I missed or activities that my son was involved in that I was not able to attend

due to a scheduled class or paper due. During this current journey, I am thoroughly enjoying the material and research I am exposed to through this program. I have realized that with some of the courses in the degree plan, I must augment my metacognitive style to adapt to online testing and the lack of having an office of a professor I can access when I fail to grasp a concept or skill. I am an old dog, but I am learning new tricks and I hope to be the instructor someday working with my distance students. So I am diligently taking notes on what works with me as well as what my friends that I am traveling with through this process share as we celebrate and commiserate along the path that our lives are taking us.

SUMMARY Teacher Perspective In my role as an educational consultant for aha! Process, a Ruby Payne company, one of the workshops I present on a regular basis is A Framework for Understanding Poverty. This workshop incorporates actions to educate students and is typically presented prior to the beginning of school. My proposal is to develop an online workshop to support the development of those actions in the context of a school Professional Learning Community. Currently the company is in the throes of discussing webinar offerings and the development of new workshops. I feel that the development of a workshop in Module 8 helped to get me ready for the evolution of my capacity as a consultant to be a part of that transition. Policy and Procedures Related to Distance Education Much thought and structure must be applied to a distance education offering in this new market niche. Many universities and higher education organizations have ventured into this format, however many contact training companies are still in the stand and deliver mode. Analysis of the market, needs assessment, format development, and guidelines must all be discussed and examined in great detail prior to offering a pilot course. Four subsystems of distance education system were outlined in Distance Teaching for Higher and Adult Education

for consideration regulatory, course, student and logistical subsystems. (Kay & Rumble, 1981) In addition, student accessibility including those individuals who have a disability, outreach to underserved populations, and global communities should be planned for in distance education. Regulatory Subsystem This component includes such functions that may affect an organizations readiness for distance education in multiple ways. (Simonson, Smaldino, Albright, & Zvacek, 2012) Kaye outlines the regulatory subsystem as management for the program including decision making,

SUMMARY planning, funding, and assessment. (Kay & Rumble, 1981) Regulation at the federal, state, regional, and professional accreditation agencies guide and determine what can be endorsed

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within course offerings. Within the training market, research and proven results lend credibility to requested workshops and published works. If credit were to be given to participants as continuing education equivalents, that matter would require investigation as to regulation and consideration. Within the aha! Process organization, a distance education management team will be developed to oversee the following functions: Conduct needs assessment and identify market opportunities within the K-12 school/district, higher education, communities, social service organizations, criminal justice systems, healthcare, and business communities for distance education introductory or follow-up training. Inclusive in this needs assessment would also be identification of preferred technologies and formats for training. Development of strategic plans for target markets staying in alignment with the original vision and mission of aha! Process and provision of leadership for future distance education offerings and workshops. Identification of potential workshop offerings, overseeing the development of these workshops, manage the scheduling and marketing to potential clients, as well as research possible accreditation for continuing education credit. Course Subsystem The primary concern for this subsystem comprises design and development of the course or workshops along with the technical support. (Kay & Rumble, 1981) (Simonson, Smaldino, Albright, & Zvacek, 2012)

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The aha! Process organization distance education management team will be oversee the following functions: Establishment of a team to support instructional development and media production in the design and development of the workshops to be offered through distance education. Licensing, operation, and maintenance of the course management system (CMS) such as GoToMeeting as a web-based system that clients are able to access for the workshops/training, as well as facilitating additional Web 2.0 tools to support interaction during the training time period. Ensuring all courseware and training meets standards for accessibility and accreditation as well as collection of individual workshop evaluation and follow-up with clients. Student Subsystem Admission, management, and monitoring the progress of students is a third subsystem. (Kay & Rumble, 1981) In this setting, the support for the distance learner is that for a practitioner who is participating in continuing education. The States of Growth of individual teachers and climate ratings of the corresponding schools where they were employed were studied for a causal relationship as an influence on teacher implementation of training they had received. (Hopkins, 1990) The States of Growth are: 1. Gourmet Omnivores: active participants in many growth opportunities, discriminating about their choice of activities, often generate or initiate opportunities for themselves and others. 2. Active Consumers: similar to the previous group but this group are less initiating and likely to create opportunities where none exist.

SUMMARY 3. Passive Consumers: make up about 70 percent of the population; this group is conforming and highly dependent on the social context, will attend but will seldom implement the content unless there is monitoring and follow-up

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4. Reticents: this group will avoid opportunities for growth and often perceives efforts to effect change as conspiratorial. (Joyce & Showers, 1995) Clients requesting workshops will have expectations for the delivery, ongoing progress, and outcomes with their employees. The quality of the support the employees receive and the accessibility of the facilitator throughout the training period will be paramount in whether each learner is successfully able to apply the knowledge and skills imparted during the training to their work setting to affect change. The aha! Process organization distance education management team will monitor and ensure the following expectations: Participants in distance trainings will receive the same support services as in-house participants which will be integrated with as much information as possible provided online. Facilitators will be easily accessible through email, SKYPE, or phone during reasonable hours. Services will be personalized in an effort to impart the company philosophy of building relationships of mutual respect and responses to requests for information or assistance will be provided accurately and in a timely manner. Logistical Subsystem Logistical components focus on the purchase and maintenance of technical equipment and web services, as well as the contracting and training of facilitators. (Simonson, Smaldino,

SUMMARY Albright, & Zvacek, 2012) Both components will reflect on the quality of the delivery, the satisfaction of the clients, and future referrals. The aha! Process organization distance education management team will monitor and ensure the following expectations: Web-based services for synchronous and asynchronous trainings will be in alignment with the technology available for the client and participants to ensure accessibility.

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Support staff and facilitators will be highly qualified and meet any certifications required for accreditation or by the client or agency contracting for the distance training.

Facilitators will be trained both on the culture of aha! Process, Inc. along with the Web 2.0 technologies, training management factors, online discussion and management, and other andragogical strategies to facilitate the distance education format.

Accessibility Subsystem No Child Left Behind (No Child Left Behind, 2002) is an example of recent legislation that encompasses education of students with special needs as a component of the larger bill intended to provide an educational environment that is more inclusive, flexible and accountable attributes associated with distance education. Some of the reasons for implementing distance education include increasing access to learning, improving cost effectiveness, improving the quality of existing educational structures, and enhancing the capacity of the educational system. (Moore & Kearsley, 2012) Enhanced accessibility is identified as one of the reasons for embracing distance education. Accessibility can be specific to rural, suburban, and urban locals, schools of any size, and based on additional constraints (e.g., transportation needs, family responsibilities, and family members work schedules) that may or may not coincide with

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schedules established by brick and mortar learning facilities, and specific strengths and needs of some of the participants with disabilities. (Woods, Maiden, & Brandes, 2011) The aha! Process organization distance education management team will monitor and ensure the following expectations: Work with any client organizations to ensure that American with Disabilities Act (ADA) accommodations for participants are fully met within the scope of the distance training offered. Provide materials in support of scaffolds needed for participants who lack technical opportunity or skill due to want of exposure or practice in an effort to ensure a satisfactory training experience. Incorporate flexibility within schedules and delivery to ensure that the participants have ample time to complete and master each component of the distance training. Copyright Copyright is "a form of protection grounded in the U.S. Constitution and granted by law for original works of authorship fixed in a tangible medium of expression. (Congress, 2013) Copyright covers both published and unpublished works of authorship. A work of authorship must be original in order to meet the qualifications for copyright protection. For clarification, the work must show creativity and evidence of some intellectual effort on the part of the author. In addition, the work of the author must be fixed in a tangible form meaning somehow the work is in a permanent state such as printed in copy or recorded. For copyright protection, these works include the following categories: Literary works Musical works

SUMMARY Dramatic works Pantomimes and choreography Pictorial, graphic, and sculptural works Motion pictures and other audiovisual works Sound recordings Architectural works (University, 2010)

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Under the law, the individual or entity that owns the copyright of a work has the exclusive right to do or authorize the following activities: Reproduce their works Use their works to create new derivative works Distribute copies or recordings to the public by sale or transfer of ownership Perform in public choreographic, dramatic, literary, musical works, pantomimes, and/or motion pictures or other audiovisual works Perform sound recordings in public by means of digital audio transmission (University, 2010) Many instructional activities incorporate these exclusive rights and are a murky area for educators who have no clear understanding of the law. Even the courts have revisited the copyright law repeatedly to establish what fair use constitutes with no real definition of the concept having emerged. (Congress, 2013) Section 107 of the United States Code outlines guidelines for fair use providing factors to be considered as follows: 1. The purpose and charter of the use, including whether such use is of a commercial nature or is for nonprofit educational purposes

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16 Nonprofit, educational, and personal uses are generally favored fair uses while commercial uses are less likely to be deemed fair use. Although educational use in and of itself will not assure that your use is a fair use, by the same token not every commercial use will fail as a fair use. Transformative uses, uses that result in the creation of a new work, with a new purpose and different character are favored as fair uses over uses that merely reproduce an original work. The more transformative a particular use is the less significant the other factors will be as they weigh against fair use. (Louisville, 2013)

2. The nature of the copyrighted work Factual works, published works and scientific articles that are factual in nature are more likely to be considered available for fair use than are creative, imaginative, artistic, or unpublished works. Additionally certain "consumable" works, e.g. workbooks and standardized tests are not likely to be considered available for fair use. (Louisville, 2013) 3. The amount and substantiality of the portion used in relation to the copyrighted work as a whole The statute gives no bright line indication concerning how much of a work may be used under fair use but the implication is that use of the whole work is less likely to be considered a fair use. Thus, use of only a small portion of a work is favored. However in some circumstance e.g. uses like research, classroom use, and personal use that already weigh in favor of fair use, you may use more of a work. In fact in such cases use of the entire work may be appropriate and allowable as a fair use if using that much is required to

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17 accomplish your purpose. A commercial use of the same material in the same amount could weigh heavily against fair use. Amount and substantiality is also a qualitative measure and at times use of even a small portion of a work may be considered too much to qualify as a fair use if that portion used is considered to be the "heart of the work." (Louisville, 2013)

4. The effect of the use upon the potential market for or values of the copyrighted work Generally the consideration for this factor is whether or not there is some economic harm to the owner of the copyright as a result of your use. Courts have established the availability of permissions or licenses as one of the potential values for copyrighted works. This factor alone, however, cannot determine whether or not a use is fair. Positioned as the fourth factor it is a bit easier to consider market effects. If the first three factors weigh in favor of fair use then market harm should carry less weight even when considering the permissions market, since the market is for permissions that are required. Conversely, if the first three factors are tipping the balance in favor of permission then market harm will carry more weight in the balancing of the factors. (Louisville, 2013)

SUMMARY References Academic Technology Center - Worcester Polytechnic Institute. (n.d.). Retrieved from 2013: http://www.wpi.edu/Academics/ATC/Collaboratory/Teaching/students.html Chang, S. (2006). The Systematic Design of Instruction. Educational Technology Research & Development, 417-420. Congress, T. L. (2013). Retrieved from Copyright: United States Copyright Office: http://www.copyright.gov/

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Dick, W., Carey, L., & Carey, J. O. (2009). The Systematic Design of Instruction. New York, NY: Longman. Hopkins, D. (1990). Integrating Staff Development and School Improvement: A Study of Teacher Personality and School Climate. In B. Joyce, Changing School Culture Through Staff Development (pp. 41-70). Alexandria, VA: Association for Supervision and Curriculum Development. Instructional Design Central. (2013). Retrieved from http://www.instructionaldesigncentral.com/htm/IDC_instructionaldesignmodels.htm#dick carey Instructional Design Central. (2013). Retrieved from http://www.instructionaldesigncentral.com/htm/IDC_instructionaldesignmodels.htm#dick carey Joyce, B., & Showers, B. (1995). Student Achievement Trough Staff Development: Fundmentals of School Renewal. White Plains, NY: Longman Publishers. Kay, A., & Rumble, G. (1981). Distance Teaching for Higher and Adult Education. London: Croon Helm/The Open University Press.

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Louisville, U. o. (2013). Copyright Guidelines & Resources at UofL. Retrieved from University of Louisville: http://louisville.edu/copyright/resources/four-factor-analysis.html Moore, M. G., & Kearsley, G. (2012). Distance Education: A Systems View . Belmont. CA: Wadsworth. Moore, M., & Kearsley, G. (2005). Distance Education: A Systems View. Belmont, CA: Wadsworth. No Child Left Behind. (2002). Retrieved from ED.gov U.S. Department of Education: http://www2.ed.gov/policy/elsec/leg/esea02/pg107.html Shirley, R. (2013). 7 Success Strategies for Distance Learning. Retrieved from World Wide Learn: http://www.worldwidelearn.com/education-articles/distance-learning-success.htm Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and Learning at a Distance. Boston, MA: Pearson. University, A. (2010). Copyright for Teaching. Retrieved from Find More: http://www.american.edu/library/documents/upload/Copyright_for_Teaching.pdf Wikipedia. (n.d.). Retrieved from http://en.wikipedia.org/wiki/Instructional_design#Dick_and_Carey. Wikipedia. (n.d.). Retrieved from http://en.wikipedia.org/wiki/ADDIE_Model: http://en.wikipedia.org/wiki/ADDIE_Model Woods, M. L., Maiden, J., & Brandes, J. A. (2011). An Exploration of the Representation of Students with Disabilities in Distance Education. Online Journal of Distance Learning Administration, 1-12.