Section 5: Trends and Issues in Various Settings

• Chapter 18 discusses instructional design in business and industry. Give an example of rapid prototyping and discuss how this could be used in education.

Ø  As I read Chapter 18 about rapid prototyping and how it can be implement in education, I thought of students of Career and Technology Education (CATE) students.  Students in programs such as Computer Drafting can generate 3 dimensional using computer aided design software.

• 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?

Ø  After reading the problem Staff Sgt. Rios has with training his new crewman cross-trained on different weapons and the communication system.  The implementation of Deployable Learning Resource Centers (DLRC) will be a brilliant resolution to Staff Sgt Rios’ problem.  Because I have limited knowledge with the military organization, I have no other suggestions for a successful program.

• 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. 

Ø  Step-Up-To-Excellence (SUTE) is an exceptional methodology because my district is implementing this methodology.  We have witnessed successful results based on our TAKS scores.  Before the implementation of SUTE we had 3 Unacceptable campuses out of 11 campuses, as of the last TAKS administration, our district did not have any Unacceptable campuses.  This is a great stride for our district.

Ø  Since my district is implementing SUTE, our teachers are familiar with it; therefore, I will introduce the GSTE methodology, then we will break into small group to compare both methodologies SUTE and GSTE.  Afterwards, teachers will share their findings and discuss how GSTE and/or SUTE will benefit the campus and district.

• 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.

Name of University	What are the different names of used for faculty development?	What division is it under?	What service does it offer?	How often are programs given and what specifically are they?
University of Houston	-Staff Training and   Development -Educational Development	Human Resource	Other educational and training opportunities on UH campus: a. Administrative or technical training b. Continuing Education courses. c. Other courses offered by university institutes or centers.	Did not specify
University of Louisiana	-Training and Development -Professional Development	Human Resource Management	-Faculty Technology Center - Other professional development offered by university institutes or centers.	-As neeeded
University of Lamar	-Staff Development -Professional Development	Human Resource Management	-Professional development offered by university institutes or centers	Did not specify