Section 7: New Directions for Instructional Design and Technology

1)  Distributed Learning:
A. Course Enhancement
At this level, instructional technologies can be embedded in traditional classroom settings to enhance residential learning. For example, a professor who teaches an introductory level biology course may use images from her plant biology image database during her PowerPoint lectures. These lectures may be available for students to consult before or after class sessions via the course Web site. This component of the course model would make learning less dependent upon time and location, and allow students to go through the lectures at their own pace.

B. Hybrid Delivery
At a more advanced level of distributed learning implementation, a faculty member might present the introductory materials, such as terminology for a biology course, as a Web-based multimedia lecture. Students would be required to view these online lectures before attending a particular class session. These multimedia dictionaries can also be made available for use in other courses by other faculty, multiplying their usefulness as teaching tools.
C. Virtual Classrooms
The next level of distributed learning realizes the "any time, any place, at any pace" principle of distributed learning. At this level, learning is independent of time and place, and different students often absorb the material at different times. For example, the aforementioned biology course can be packaged on a CD-ROM, including the prerequisite online lectures and the PowerPoint presentations coupled with audio for distance learners. In this form, the course will lend itself to both residential and distance delivery.
D. Elementary Settings
Distributed learning in an elementary setting would look much like distributed learning anywhere, simply modified for the level of the students. For example, younger students who have yet learned to read or write could use tools like voice thread to record their voice as they share their knowledge. Instead of individually blogging a class blog might be created where student’s thoughts are entered by an adult. Photos and scans of student work could be posted for other’s to learn from. In general the distributed learning would be much more visual and auditory and less text based.
E. Secondary Settings
Finally, with the pressing need to learn languages other than English, students in world language classes could carry on discussions practicing their speaking skills with students in other countries not only learning the language but also studying the culture of that country as well. The limits with distributed learning only can occur with the limits we place on our imagination and students’ imaginations. The role of the teacher moves from the front of the classroom, to one of a facilitator and participant in his/her students’ learning.
2)  Reusability:  I can only think of one course I have previously taken that had poor reusability characteristics.  It was an online course for my Masters degree that researched Gifted and Talented models, and the information discussed had no relevance for my position as an elementary teacher.  The course consisted of researching a person who had an impact on the gifted and talented program and answering questions pertaining to their theories.  I feel that the gifted and talented program is essential in schools, but I feel that the theories we were researching were outdated.  The course could have been more interactive and allowed us to use current theories in the classroom setting and then share our findings with the class. 

3)  Rich Media:  The following video demonstrates the rock cycle.  This is a hard concept for students to grasp.  Its surface features include background music, vivid pictures, and animated diagrams.  These features were extremely helpful.  The functional feature it contains is it a learning tool.  It gives the students a clear picture of the rock cycle in its entirety.

4)  Nanotechnology:  I found a nanotechnology rap that emphasizes the importance of this technology in our everyday lives.  I feel nanotechnology could improve every aspect of my life, especially teaching. 

5)  I lean towards the broad and inclusive road.  This allows for more opportunities to improve the advancement of instructional design.  The straight and narrow road doesn't allow our minds to branch out and be accepting of innovative thinkings.  Just imagine what type of world we would live in if people only followed the straight and narrow road.  There would not have been breakthroughs in the field of instructional design.