Synthesis
Synthesis of Flight path and the ETEC 565A course.
In my initial Flight Path, I stated that I was unsure of my personal objectives for the ETEC 565A course as I normally use the first two weeks of a course to get acquainted with the instructor and the students. Uncertain of the learning objective’s specifics, I proposed three goals that I wanted to accomplish prior to the end of the course. These goals included:
- Develop a stronger understanding of effective formative and summative assessment in a digital format;
- Develop a wider understanding of individual learning goals within standardized performance oriented content. (With a focus on digital environments); and
- Learn more about educational technologies that could benefit the schools in my organization.
As I reflect on this Flight Path, I realize that I have not achieved any of the goals I initially proposed. I believe that the requirement to provide my Flight Path may have been requested prematurely and the goals were not aligned to the activities and discussion occurring during the conduct of the course.
Goal 1: Initially, this goal was directed towards specific differences pertaining to formative and summative assessment in a digital format. The course did not offer any content on this subject, but provided overview information in the area of assessment. The Moodle assessment tool creation was a valuable learning experience as I was able to apply my learning of question formats to an assessment tool. I was also able to compare the assessment tool within Moodle to those of Outstart, Desire2Learn and WebCT. Through this activity, I developed an appreciation of the required deliberation (development time, affordances offered by the LMS, etc) that must be allocated to the development of assessment tools.
Goal 2: As I reflect on this goal and the meaning of “standardized performance oriented content”, I feel my military background has influenced my opinion of the learning objectives in training and educational curriculum. From my experience in military training, it is expected that the instructor will transfer the exact skills and knowledge to each student or apprentice; thus standardized performance oriented content. While the debate goes on, the fundamental difference between training and education can be compressed into a perhaps philosophical statement: training is ‘learning to do’ – education is ‘learning why’. Perhaps this goal would be better managed at a Training Development seminar.
Goal 3: This goal is not an easily attainable goal. In the military, the Information Management (IM) group provides very strict guidelines governing the use of technologies to ensure the security of the Defence networks. In light of the restrictions upon the use of technologies, and the requirement to have any technologies reviewed and analyzed, this goal can be considered a dream. DND has licences with Desire2Learn and Outstart. The internal firewalls block most Internet sites and downloading open source content is strictly forbidden.
So, the question I ask now is what have I learned from this course….
- The SECTIONS Model is a great resource that I will use to modify my own evaluation model. While I am not a fan of group work, the LMS Evaluation Rubric activity was extremely beneficial to my current work environment and to understand the perspectives of others.
- The information (Module 4) on traditional forms of web publication, social media and Web 2.0 technologies reduced an immense cobweb of questions and uncertainties. Experimenting with the different tools opened my eyes to numerous possibilities for change and the integration of approved technology in my own training system.
NOTE: Please do not construe my limited points as a lack of learning. I have learned more from this course then from most of the MET courses I have taken. I have been challenged in many ways during the semester both in my academic and personal life. I take from this course a greater appreciation of my role as an advisor to training in terms of educational technology and the requirement to be critical when conducting evaluations of LMS platforms. I have learned a great deal from my follow co-students. Thanks to all for the support and the opportunity to engage in the various dialogs.
SECTIONS
The Bates and Poole’s SECTIONS Model was used to evaluate my personnel digial tool kit and my ability to integrate what I have learned.
Students: The students in the military courses are identified in the training documentation. Target population characteristics include prior learning and training, educational level, technology skills, literacy skills, experience level and other relevant characteristics. As each course pertains to a specific skill set required, the student must be considered for the individual course and not in a general category.
Ease: Due to the transient nature of the military instructor, the technology employed in school must be easy to use and reliable within the Defence Intranet. Normally, before a technology is purchased, specific criteria must be fulfilled and performance tests conducted. Technology must be intuitive to both the instructor and the student as no time is allocated in the training programs to learn the training technologies.
Cost: Costs are the single most influencing factor in the acquisition of training technologies. Public Works and Government Services Canada (PWGSC) provides strict guidelines on the acquisition and tendering of all contracts for Federal spending.
Teaching and Learning: As an advisor to training, it is my responsibility to ensure that technologies are applicable to the content and learning environment. Instructors are dismayed at technology acquisitions that hinder their ability to transfer requisite skills to junior members. When a technology is not suited to a learning environment, the tool will not be used, resulting in a waste of funds.
Interactivity: Interactivity in training technology varies greatly in military training. Normally, training attempts to emulate real situations; thus each training technology is distinct to the training situation. Normally, online courses conducted in distributed learning environments will engage in asynchronous discussions. The use of synchronous activities is limited.
Organizational issues: Significant organizational issues that impede the use of technology in military training programs include the restrictive firewalls within the Intranet. Firewalls protection can be heightened without notice, resulting in the LMS restrictions on the use of chat, uploading/downloading of documentation, and other restrictive actions. As training occurs over operational networks, the extensive use of online courseware is negatively looked upon as the LMS flexibility is not reliable in the current environment.
Novelty: Technology employed in military training is not considered novel. Technology acquisitions are either Off-the-shelf or existing training employed by other militaries.
Speed: Speed is considered a significant issue in the creation of military training in e-learning formats. If the training program was contracted, then a procedure must be followed to have a contractor amend the material. If the material was created by a military member, the member may be posted to a new unit, and the expertise lost.
Next steps…
As my MET program draw to a close, it is essential that I continue to remain current in both educational technology and how it affects the training environment. Currency is a difficult task to accomplish as technology changes at a rapid speed. During my degree, I have had the opportunity to network with many individuals engaged in training and/or education; these networks will be my starting point to maintain my currency. My degree has also opened doors to websites, conferences and educational material that I intend to frequent. Lastly, I intent to keep on participating in conferences and conventions focusing on information technology, training and simulation including Interservice/Industry Training, Simulation and Education Conference (I/ITSEC).
References for
Bates, A.W. & Poole, G. (2003). Chapter 4: a Framework for Selecting and Using Technology. In Effective Teaching with Technology in Higher Education: Foundations for Success. (pp. 77-105). San Francisco: Jossey Bass Publishers.
ITSEC. (2010) About I/ITSEC. Accessed online 10 Apr, 10 on the World Wide Web: http://www.iitsec.org/ABOUT/Pages/default.aspx
Desire2Learn. (2010). Company Overview. Accessed online 10 Apr, 10 on the World Wide Web: http://www.desire2learn.com/about/
Outstart. (2010). Company Overview. Accessed online 10 Apr, 10 on the World Wide Web: http://www.outstart.com/about-us-company-overview-new.htm