Someone we respect

In all seriousness, I enjoyed the discussion tonight about different types of adopters. It's funny to think about people I know (including myself!) who fit those categories really well! I have one good friend who is my go-to person in almost anything I want to buy. If she is using it, I know I want one too. She is totally an "early adopter" -- well-respected, a role model, and has some disposable income to use on the new "stuff". But when it comes to computers, I turn to my "mac boys" -- that'd be my brothers. They are not quite innovators, but they watch the innovators closely. When the new technology has proven itself, they are among the first on-board (at least in concept; they often have to wait until they can afford the new gadget). Then I have another brother-in-law who is really an innovator, at least where computers are concerned. He is a self-titled "geek", and he has more computer stuff than he can keep in his house. He's got everything, and a lot of it is great (but a lot of it is not). The late majority has to be my parents (well, at least my dad - and my mother-in-law) They are more skeptical, and it takes all of us to convince them that this or that new thing will really impact their lives in a positive way. And for laggards. . . well, I guess in some things that'd be me. . . at least when it comes to some things, like my kids having cell phones, cable tv in my home, and all manner of things that my kids have on their agenda. It's funny how an "early majority" person becomes a parent, and suddenly they are a luddite and a laggard. Ah, the plight of my poor children!

I do think that it is important in light of this discussion to target those early adopters. I was thinking about it on my way home, and a lot of what we do and don't do really is driven by who we see doing that same thing. Christmas lights -- no way am I going to be one of those "environmentalists" who covers their homes in blueish led lights (even though it would definitely save me money) -- Twilight -- am I one of those groupies?? I hope not (but I did like the books. . .) -- Harry Potter? -- you bet! I even have a Mrs. Weasley costume -- and the list goes on. It does seem like it's more about who else does/uses/likes it than whether or not I think it has merit. Even if I do like it, if the people I respect think it is silly, I will usually do/use/like the thing in a more covert way (Star Trek rings a bell here. . . just don't tell that I was a Trekkie even before the new movie came out!)

It's all about getting people that are respected "on board".

Adoptions

I have to laugh at the word "adoptions". I remember when my husband went to the math textbook adoption meetings a few years ago. I had vision of cute little bouncing baby math books.

Just in time!!

The "Just in time" article was indeed "just in time" for me. . . just in time to save me from being overwhelmed with the time involved in making an instructional design!

I know there is a place for making sure that all of the details are in place, and for spending a whole semester solving an instructional problem. Writing textbooks, developing curriculum, and even some corporate instruction may require that level of detail. But I've been wondering for awhile how to incorporate some of what we are learning to a more everyday situation. In essence, I've been wondering how to shortcut this system.

I liked a lot of the thoughts this article had about ways to combine steps, overlap steps, and generally do things faster and better. Yay for Just in Time!

Computers in the classrooms

I enjoyed the reading this week, mostly because it was almost just a list of the different concerns that are "out there" about using technology in our classrooms. No one is saying that technology does not have a place in the classroom, but it is very useful to note some of the things that we all need to consider, and maybe compensate for, as we make decisions about how to teach things.

I thought the suggestions at the end of the article were interesting. The first was what you usually think of: think before you act. Consider the ramifications before you fill a room with computers.

The second suggestion, however, to have a group of people somewhere who evaluate these things and let educators know . . . that is a really good idea!! And then I got thinking about my husband, who is a 4th grade teacher. Every summer he does contract work for UEN, and what he does is find websites to link to the core pages that UEN hosts. He checks the pages they already have listed to make sure they are related, checks links, and finds new pages that fit the topic. It's actually really cool, and I have found myself going to UEN to find educational web pages now that I know they have a good list. But I don't think many people know that this information is out there. It's not quite an independent group of people evaluating software, but it's close -- and it's right there on the web!!

Like Diagramming Sentences

I have to admit, this project contains an incredible amount of detail! I have felt more than a little bit frustrated trying to get everything together.

I went back to the first chapter of the book and re-read what was said there about teachers and this method of instructional design. I am comforted to recall that the book states that most teachers will hardly ever use this process in its entirety, but rather pick and choose from the skills they have learned. The book also stresses that after learning this discipline of instructional design, most teachers find that the way they approach teaching will be forever changed, and that the reader ought to reserve judgement until after they have also implemented the methods.

I am reminded of two things I actually enjoyed in high school - sentence diagramming, and solving complicated math problems. I remember many friends then (and students I tutor now!) saying that they could never see a time when they'd use these very complex skills. Although I did happen to enjoy both of these activities (wierd, I know. . .) I have to admit that both disciplines have changed my way of thinking in very positive ways. I find that, due to diagramming sentences, I understand (and remember!) grammatical structures that others I know barely remember learning. And although math has been useful to me in my life, I also believe that the study of complicated math problems helps us with our logical reasoning skills even if we never formally use the skills in our adult life.

Maybe (I hope) this detailed process of Instructional Design is the same way. As an educator, I don't plan to go through the whole process, at least in the detail we have in class. But I am hoping that the things I am learning will help me as I structure lesson plans and assessments in my future life.

I'm looking for the mouse. . .

As the parent of a 4-year-old, this story cracks me up! My son, of course, much prefers the interactive (his favorite - Legend of Zelda!) to passive media (sadly, too bad for Sesame Street).

I am thinking about how applicable this idea of "looking for the mouse" is to our jobs as instructors. We accomplish so much by being more interactive whenever possible. Especially as instructional designers, we always have to think in terms of structuring our products to be interactive. Without interaction, our learners will become merely passive viewers. With it, they become a part of the instruction.

Kozma vs. Clark

I have found the whole Kozma/Clark debate to be both enlightening and frustrating. I can see what both of them are trying to say, and of course, I think that the "truth" is somewhere in between (or are their arguments really all that incompatible with each other in the first place?) Like Clark, I do think that it is the method that is the most important. However, like Kozma, I think that media can be a positive factor in students' learning. Looking at some of Kozma's other comments in our Learning Theory class (like many others in this class) I was reminded again how important it is to consider the cognitive needs and background knowledge of the students. What we need to remember as teachers and/or instructional designers is to use media where appropriate.

I really liked what Wade Meier posted last Friday in the discussion. He cited a 1994 article from Jonassen, Campbell, and Davidson which stated: "this debate should focus less on media attributes vs. instructional methods and more on the role of media in supporting, not controlling the learning process." I think that sums it up really well. Media can be a great tool, and it is incumbent on us to use it well.