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In the chapter “Reusability and Reusable Design” is to provide an overview about the issues related to the reusability in instructional Design and Technology field. The key questions; the author Robby Robson is trying to address is what the meant by reusability and what are the requirements for the reusability. To address this question, the author is giving the information about use of Meta data, management of rights, technical interoperability and an understanding of reusable design. The main point of view presented in this chapter is – the instructional designers have to study the reusability techniques and apply them in their work. In addition instructional designers have to develop a discerning eye to use the opportunities and a practiced hand for finding the reused resources instead of building from the scratch. However, I believe the emerging ideas of network neutrality and the open source foundation would reduce the challenges of getting rights, managing rights and interoperability. There are three reasons I believe the argument of reusability and reusable design is not completely sound. Continue reading Reusable and Reusable design: I believe, the emerging of network neutrality and Open source platform will reduce the challenges of getting rights, managing rights and Interoperability
Constructivism is a theory about how people learn; ‘based on the idea that knowledge is constructed by the knower based on mental activity’ (Skaalid, 2009). The history of constructivism dates back to the days of Socrates- his dialogue with his followers. However, modern constructivism theory evolved with theories of child development and education (progressive education) by Jean Piaget and John Dewey (Wilson and Liepol, 2004). In a constructive class room, learning is built based on the previous knowledge, by active participation, by reflective methods (what they learned), collaborative, inquiry based and evolving (Wilson and Liepol, 2004). The approaches of constructivism is that learning is based on inside out rather than outside in. In other words, this theory emphasizes on practice based learning rather than communication based learning (Reiser and Dempsey, 2007, p.42 and 46). But, I think good learning is based on both practice and communication based learning. There are five reasons I believe that learning should be a combination of effective communication and practice based learning. Continue reading Constructivism: Apart from practice based learning, I believe good learning is accomplished only when combined with communication based learning.
The main purpose of this topic “Current Competencies and ethical standards for IDT Practitioners” is to provide an overview about the current competencies and ethical standards for Instructional Design and Technology practitioners by ibstpi (International Board of Standards for Training Performance Instruction). The key ideas we need to understand in this topic are the different roles as IDT practitioners as well as the main domains of ID competencies. In order to address the above topic, the authors provide information. The roles of an IDT practitioner has been divided into three – such as instructional designers, training managers and instructors and an additional role as performance technologist. The conceptual frame work of the competence is based on four domains such as professional foundations, planning and analysis, design and development and implementation. However, I believe soft skills and culture has a huge impact on competency and ethics on an individual and organizational level. In addition, there are three reasons that I believe that the argument of this topic is not completely sound. Continue reading Current Competencies and Ethical Standards for IDT practitioners: I believe, soft skills and culture has an impact on Competencies and Ethics
“The Case of the Developing World” by Jan Visser provide a sense of role and responsibility of an instructional designer in the international development context, in particular the developing countries situations. The key question the author is addressing here is – How does an instructional designer respond in the tremendous diversity in the instructional settings? In order to address this question the author is giving the information and ideas on different topics such as situation sketch, one world or many worlds, reinvention rather than transfer and appropriating technologies for appropriate use (Reiser and Dempesy, 2007, p.236-238). The main point of view presented in this article is, to encourage instructional designers to design in an international development context. However, I believe, the success of an instructional design is based on the felt need and the leadership within the instructional settings. There are three reasons I believe that the claim the author is making is not completely sound. Continue reading Designing Instructional Technology in an International Development Context: I believe, the success designing IT in an International Development Context is based on the felt need and the leadership of the instructional settings
In the chapter, Electronic Performance Support Systems: Visions and Viewpoints by McKay and Wager is to provide tools and resources that help to solve the human performance problems. The key question that the authors are trying to address is – how the EPSS can improve performance in the work place. In order to address this question, the authors are providing important information such as the components of an EPSS, goals, and scopes of performance support and the designing of EPSS with a model called ED4: EPSS (Define, Design,Develop and Deliver). The main point of view presented in the chapter is, traditional training is ineffective and inefficient for many performance problems of today, but EPSS approach can provide information, advice, learning experience and tools to perform a task with minimum support from others. In other words, it is a “Just -in Time” training in a shorter period of time (Reiser and Dempesy, 2007, p.148 and 150). However, there are three reasons I believe the success of an EPSS is based on the internal and external environment of an organization. Continue reading Electronic Performance Support System: I believe, the success of an EPSS is based on the Internal and External environment of an organization
In the chapter, ‘Managing Scarce Resources in Training and Project’, by Goldsmith and Busby is to give an insight on economic and management concepts for managing scarce resources such as people, time and money in training projects. The key question the authors are addressing is – how to manage these scarce resources? To address this question, the authors give information about two significant concepts such as supply and demand and the economic life cycle. These two concepts are based on the business environment or the economic conditions. Demand refers to the need for the training program and supply refers to the available resources. The rise and fall in the economic activity results in the economic cycle (Reiser and Dempesy, 2007, p.125, 127). The main inferences the authors are making in this chapter is that the application of these concepts will help the training manager to make good informed decisions and help to deal with scarcity and inefficiency. However, I believe, the success of a training project is based on the effective co-ordination of these scarce resources in the globalized environment. There are three reasons; I believe, the authors’ assumptions are weak with regard to the impact of Economic Cycle on the resources in a globalized environment. Continue reading Managing Scarce Resources in Training and Project: I believe, The Economic Cycle impact on resources will be different in different countries due to the Current Globalized Environment
Jeroen van Merrienboer’s four component instructional design (4C/ID) model is an example of holistic instructional design model. The Holistic design model proposes a solution for the existing problems in the field of education such as compartmentalization, fragmentation, and the transfer paradox. Firstly, to solve the problems of compartmentalization, the author
argues for the implementation of whole task which is based on the real-time experience. Secondly, the author advocates the scaffolding of whole task performance; a move from single to integrated objectives to solve the problems of fragmentation. Finally the author proposes a solution for the transfer paradox by mathemagenic methods; a shift from teaching for test to teaching for transfer (Reiser and Dempesy, 2007, p.73). However, I believe the success of this approach is based upon the user setting and final implementation of strategies. The following paragraph analyzes the above three solutions and reveals the weaknesses of the assumptions of the solutions.
Continue reading Is holistic design approach a solution to the existing problems in the field of education? I believe, the success of this approach is based upon the user settings and ultimate implementation strategies.