Capstone Video

http://screencast-o-matic.com/watch/cI6lYXVKF4

Reflection #7

This section of the textbook addresses new directions and emerging technologies for IDT. For your final post, reflect on how you might apply each of the following in your current or future position in the IDT field:

• distributed or e-learning environments
• reusable design or learning objects
• rich media
•  emerging instructional technologies, such as artificial intelligence, cybernetics, Web 2.0, virtual worlds, electronic games, etc.

The book defines e-learning as a broad term that encompasses all learning involving technology whatsoever, (Reiser 282).   Considering the definition of e-learning I do apply it in my current position.  From when I started teaching 12 years ago to today such many major changes have happened in technology. Twelve years ago I could never tell a student if you need to you can use your cellphone to research ideas for your project. The possibilities are amazing! I'm thankful that devices such as cellphones are easily available for most students. The district I work for in my opinion is still very far behind with technology, in all aspects. I don't think they promote it enough across the content areas, I see it very tunneled to mostly the career and technology courses. Though I do teach a CATE class, I find what is presented to me from the district to be limited, so I research on my own and share with the students.  I try to introduce as many possibilities as  that I know can be tangible for the students that will provide them with a learning experience.

When I think of reusable design or learning objects I immediately think of LEGOS, such as simple toy that provide a child with so many possibilities.  One day a castle, the next a firehouse and even a dog house. Learning objects have a very broad range from a chart in a book to creating a chart in a word processing program that can be saved and reused.  I most definitely apply learning objects in the classroom from the straight forward search engine google to teaching specific software.  When I teach Adobe Flash to my students one of my favorite chapters is on objects; creating, storing and the future use of the objects.  When reading about this section I kept that concept in mind.  Objects that are created in Flash can be very simple such as a sun which can be used as is over and over again, but put into to different settings. As innovations in technology continue to develop so will the learning objects which will provide the student with a richer learning outcome.

Rich Media is another term used for digital interactive media.  Digital Interactive Media is one of courses that I teach.  Within this course the students learn how to create and use rich media. I love for students to learn new software and applications that allow the student to create motion and interaction.  I believe that students these days learn best by making and sharing.  I do teach traditional studio classes which are not computer based so students do not get the same experience as the other class.  When incorporating rich media in the studio courses I am usually the one who creates or finds it to share.  I do find that students also learn better when rich media is used in the right context.  

Emerging instructional technologies, such as artificial intelligence, cybernetics, Web 2.0, virtual worlds, electronic games, etc.are just as important to the future as the rich media.  I think that all are interconnected with each other. I love games, I'm not much of the virtual world type of person but I know many that enjoy it.

A few years ago I was able to attend a week long training on gaming software.  I worked with Run 51 and Unity.  I think that was the best training that I had ever attended.  I was able to learn the basics to possibly bring back to the classroom. Unfortunately I was not able to actually bring what I learned back to classroom for the students due to lack of funding for the hardware that I needed to upgrade the computers in the lab.  Overall it was still an experience that I enjoyed. 

As technology continues to emerge more possibilities will be available for teachers to incorporate in the classroom.  I found this list of web 2.0 tools that I thought was great!  Some of these I currently have students use or I use and others are now on my list.  

http://www.edudemic.com/the-35-best-web-2-0-classroom-tools-chosen-by-you/

Reflection #6

This is my 12^th year of teaching with Dallas ISD.  My current job is as a Visual Arts Instructor at the secondary level teaching grades 9-12.  This year my course load is Art I, Drawing, Ceramics, and Digital Art.  My certifications include Visual Arts, Technology Applications, and ESL.  I am enrolled in the Masters in Educational Technology program, with an anticipated graduation in December 2014.  I plan on teaching for at least one more year after this year and then from there I would like to try something new and different. I’m hoping that this degree will open new doors in the field of instructional design or training.  Whether I stay with education or venture out into the corporate world or even healthcare, I will be open to a new opportunity.

After completing the WorkMatrix^TM ,  I would like to work at either the Level 1 or Level 2 but preferably outside the classroom, and my audience would be adults. I would like to either teach adults in an educational setting or train adults to use technology.  I could see the possibility in the future if I were to work for a corporation or healthcare to move to the level of designing or developing instruction.  Currently location is very important for me in my career, however in the future it may be a great opportunity and experience to have. 

I know that if I want to change economic sectors I will need to learn new skill sets.  During my study breaks from this class I research different instructional design jobs and corporate training jobs to see what skill sets I have to learn.  I have started a folder with different jobs that I have printed off outside of education, and checking off skills that I have learned or studied.  My husband thinks it’s kind of funny, but he knows my determination to make a career change.  I have researched the Certificate in E-Learning Instructional Design, which I think would be very beneficial to obtain and would provide extra credentials when searching for a new job.  Many of the jobs require specific knowledge of E-Learning software; this is where I have no training. I have played around with Moodle a bit on my own, but that is about it.  Hopefully one of the following classes will address the skills that I will need to obtain: ETEC 525, 562, or 579.  But if not I am open to finding courses on E-learning software or learn on my own. 

I think it is very important to be part of professional organizations.  I am currently a member of the Texas Art Educators Association and National Art Educator Association.  However, I will be looking to join different organizations that will support my new career path.  I do think as I get closer to graduating it would benefit to join the organizations, as I it could provide networking, job opportunities and more knowledge about the field. A few that I have researched that I think could benefit are the following:

The eLearning Guild-

http://www.elearningguild.com

 Association for Educational Communications and Technology (AECT)  http://www.aect.org/

 American Society for Training and Development

http://www.astd.org/

Reflection #5

I currently work in P-12 education, for this reflection I will look at the trends and issues in the following context: Business and Industry, Military, and Health Care and compare to my current position.

Business and Industry

In this sector of IDT the trends and issues that have developed that I am going to discuss are in the corporate design and development.  In this area an IDT trend that is having a major growth due to companies expanding the boundaries to other countries is in Cross-Cultural Training.  When designing for a cross-cultural staff a designer must look at the following societal cultural factors and learner cultural factors.  It is important for a designer to understand the demographics that they understand the cultural and have experts to help.

One major issue that the instructional designer in the industry is continuously facing is the phrase-“better, faster, cheaper "(Resier 183). To help designers achieve that phase there are four method to assist rapid prototyping, technology-based training delivery, advanced evaluation techniques, and the designer as a researcher. 

When reading about the trends and issues in corporate design and development I was able to relate to my current position to the cross-cultural training.  I currently teach in a high school located in Dallas that has a very large international population.   The school is located in area of town that houses a refugee intake center.  Our school demographics include students from Nepal, Africa, Thailand, Iraq, plus the typical demographics of an inner city school.  We have a very high ESL population.  In the Business Industry one of the trends that the industry is facing is Cross-Cultural Training. That I can easily compare to our campus, we have students from many different cultures that we must find a way to effectively teach the students, but still be sensitive to their culture.

I also was able to see parallels with the issues that the designers face in the industry, such as better, faster, cheaper.  The methods that are used to assist the designers I have also seen being implemented on the campus and district wide.

Military

When reading about the Military trends and issues I found them to be very similar to what is going in the field that I am working in.  The trends that the Military are facing are international responsibilities of national or multinational faces and new technologies (Resier 189).  The issues that the military are facing are funding, technology range, and delivery environment.  I think that if we were to look at P-12 education currently most would agree that these issues are somewhat similar to what we are facing, not to such an extreme as the military.  The military like the districts are always looking at the best way to spend money for training what would be more beneficial?  As for the technology range, I think that the military does have a much higher range then P-12 education.  They must provide enough training and funding for low end of the technology range such as paper-based and the higher end such simulators and virtual training worlds.  However though the budget may be on a much larger scale then education, in the end training and learning are important.

Health Care

When reading about health care education the field to me seemed to be very similar to the military, both can deal with such extremes that are not even relatable to the field that I am in, P-12 education.    Health care is a very broad field that has many different parts that must be thought about each part is interconnected from the researcher in the lab, to the medical supplies, different specialties, doctors, nurses, and management teams.  It is a field that is constantly learning and changing to make processes easier and to solve new problems.  Money is being invested for new innovations in technology that affect all parts of the health care sector.  Health care is about the human finding cures and extending life.  Whereas the field that I am in does not have such a major impact on the human life.  

If there is one common issue that I have read about across all the contexts is funding.  More funding, lack of funding and how to use the funding will always be were the attention is focused.  What is important, what does the learner need, and what is the desired outcome whether you are in the Military, Business, Health Care, or in Education.

Reflection #4

Chapter 14 discusses the concept and evolution of human performance improvement. Several sections of chapter 14 present a variety of non-instructional solutions to performance problems. Identify a performance problem in your area of work and identify non-instructional solutions that may help solve the problem. 

A performance problem that I see at work this year is low motivation and teacher dissatisfaction due to scheduling, which has affected the performance of teachers in the classroom and with completing the required paperwork (i.e. benchmarks, grading, lesson plans). It is a two part problem that has the motivation low, both deal with organizational leadership and design.  Part I:  This year most teachers teach seven out eight classes on a traditional schedule. Notice I said most, not all of the, there are two to three in each department that only teach six out of eight.  That does cause low motivation and a feeling of inequality.    Part II: Some teachers have an extremely high number of students.  For example one science teacher has over two hundred students, teaches seven out of eight and has multiple preps. Then down the hall the other science teacher has one hundred and fifty students and teaches six out of eight, and has only a single prep.  So there is a clear reason for the lack of motivation and dissatisfaction from a portion of the teachers on campus, when talking to the teachers they say it’s not fair everything should be distributed evenly.

Where does a problem like this stem from and how is it fixed so that the teachers are once again satisfied.  The problem comes from a lack of data from the campus to supply to the district for funding teacher positions, feedback from the teachers on what prep they want to teach, the lack of staff to support the student body, not using individual capacities (resources on campus), what are the motives behind certain teachers have double planning and others do not, and knowledge on designing a new master schedule to reflect the changing student body.  As seen in the graph below what I have described is the cause analysis: 

http://www.ispisouthflorida.org/Resources/Pictures/HPT%20Model%20Pic.jpg

The non-instructional solutions that I have seen to help solve these problems, has primarily come from the principal.  In previous years situations like these always comes about at the start of a new year.  I would say that this year there are solutions that are actually working.

• There is now documenting and collecting of trends for our campus, so that when teaching positions are designated each year he will be able to show the data to retain positions.
• The principal is putting in place a new organizational design that requires input from the department chairs. 
• The principal is also asking for feedback from the teachers on planning periods, and subjects taught.
• Attention has been given to the district about the need for more staff.
• A new system is being put into place for the designing the master schedule for next year.  

Chapter 15 presents performance support systems. Define performance support systems and explain how a performance support system might (or might not) help solve the problem you identified above.

Performance support systems are the integration of different tools to help the user perform a task.  EPSS (electronic performance support systems) is defined as any computer software program or component that improves user performance.    An EPSS can be used for creating a schedule for the teachers, and from that the class sizes can be addressed.  I know that there is a couple of EPSS systems that the district uses Gradespeed and Chancery however from my understanding there are flaws with each that at times makes it difficult to work with the scheduling. 

Chapter 16 explains knowledge management: the way we manage information, share that information, and use it to solve organization problems. Organizations, such as schools, accumulate a great deal information/data, which must be organized in a way that we can make sense of it in order to use for making decisions. What knowledge would help solve the problem you identified above and how would that knowledge need to be collected and managed to help facilitate problem solving? 

In my opinion the knowledge that would help solve the problem identified in the beginning would be tacit knowledge, common organizational knowledge, and undiscovered knowledge.

Tacit knowledge is the knowledge of experience and insight. On campus there are very experienced staff that have come from other campuses and districts, and can provide insight on possible solutions to the master scheduling.

Common organizational knowledge is explicit knowledge that everyone who needs to know actually does. This type of knowledge is seen specifically with groups of staff members for example: department chairs, instructional specialist, counselors, and administrators to name a few.  The only problem that I see with this knowledge is that at times it does not cross over into other groups, it may only remain linear.

Undiscovered knowledge, is knowledge that is not seen, but if it was recognized it could benefit the organization. There are times that staff members that you would never expect come up with a solution to a problem, and that staff member may be overlooked due to their position. 

To collect the knowledge that is needed a Knowledge Management (KM) system would have to be utilized to help facilitate the problem.  There are three components KM is built on: codification, collaboration, and access.  For the problem identified bringing together the data, the teams and the software will be needed to help facilitate the problem.

Chapter 17 describes types of informal learning. What informal learning experiences have you participated in at your organization? Could those informal learning experiences be shared with others? Could the knowledge gained in those settings be codified and managed? And should it be managed or should the informal experiences be replicated or broadened for others?

Informal learning experiences I believe are individual for each person.  Informal learning can occur anywhere, typically in the break room or copy room on campus.  I always find that teachers like to share their ideas and opinions so something new is always being processed.  As an art teacher I attend trainings at local museums and galleries quite often, and I find those experiences are the most exciting for me.  I usually meet other art teachers, see new ideas, learn about new works of art, and even old.  The dialogue that occurs there broadens my knowledge to share with others.  I do find it is difficult to replicate the experience; however I can share and hopefully inspire and spark interest.  The knowledge that occurs in those setting in my opinion can’t be codified and managed; I see it as a time for living life and being in the moment without any objectives.

Reflection #3

http://carolmunro.com/?page_id=19

The two models that I have chosen are Tyler’s Objective Model and Eisner’s Connoisseurship Model.

Tyler’s Objective Model

Ralph Tyler developed this model in 1949.  He was the original idea of the concept of curriculum evaluation.   He coined the term “evaluation” to encompass his idea of aligning measurements and testing with educational objectives. The model that he has developed has been the building block of what we have today in curriculum and evaluation.  By developing this model he was able to clearly identify what was to be taught and measured. 

Tyler’s model is a four part summative model that consists of objectives, instructional strategies and content, organization of learning experiences, and assessment and evaluation that was designed based on four questions:

1. What is the object of education?
2. What teaching experiences that we have to provide in order to achieve educational object?
3. How to effectively organize the educational experience?
4. How can we know whether these objects have achieved? (How to evaluate?)

I would use this model when teaching very specific content objectives (TEKS), that I know are need for the district mandated ACP for an Art I course.  There are cons for this model I think that it can lead to tunnel vision that you are only focusing on the objective to be taught, no other outcome.  It probably would not be the ideal in a diverse environment, but when it comes to the test, all take the test regardless of language and special needs. 

Eisner’s Connoisseurship and Criticism Model

I thought it would be appropriate to research this model of evaluation given that I am an art educator.  According to Eisner (1998), connoisseurship is “the art of appreciation” and educational connoisseurs are those who have a distinctive awareness of qualities in different settings. Eisner’s expertise-oriented evaluation was influenced by his background in art education.  Eisner emphasizes the importance of an evaluator as judge and relies on qualitative data.  At times it is difficult to explain the success of an arts program due to the lack of quantitative date (figures & percentages).  With this model the evaluator is said to have an “enlighten eye”.  The evaluator is considered to be the expertise in the field and is the one that will provide the evaluation.

I would use this model for evaluation for a lesson in abstract art, such as the student’s ability to illustrate the idea of abstraction.  I the evaluator would require an expertise in order to determine the success for a lesson.  Many times my fellow colleague and I will sit down and evaluate our student’s projects together, so that there two experts involved.

This model it is used in other professions.  When walking this morning with a friend of mine, who is a clinical therapist, I asked her if she was a connoisseur in her field, especially when it came to evaluation of a client.  She explained that though she did have a checklist for evaluating her client, in the end it is her expertise that makes the diagnosis.

http://devpolicy.org/wp-content/uploads/2011/08/emr_evaluation_pic1.jpg

The questions that I would believe to be useful  to know are the following:

• What are our demographics?
• Are the test questions written on the appropriate age level?
• Do we have the resources needed?
• Is the classroom instruction aligned with the test materials?
• How relevant was the instruction to learner?
• Is the information appropriate for the learner?
• What is the cost effectiveness of producing this evaluation?
• What are the long term goals?
• How will teachers be held accountable for results of the evaluations?

http://www.unl.edu/gsa/career.shtml

Phases of Situational Leadership

Phase 1: Leaders tell their people what to do and how to do it.

Phase 2: Leaders provide information and direction, but there's more communication with followers. Leaders "sell" their message to get people on board.

Phase 3: Leaders focus more on the relationship and less on direction. The leader works with the team, and shares decision-making responsibilities.

Phase 4: Leaders pass most of the responsibility onto the follower or group. The leaders still monitor progress, but they're less involved in decisions.

When planning a professional development in technology during a time of economic decline I would use the four phases above in the following manner.

Phase 1: First I would develop an outline of the professional development sessions that would contain what to do and how to do.  

During this time I would ask what are the resources here on campus.  Who specifically uses the resources? What is the most effective use of the resources?

For example, the Math and English classrooms on our campus typically use the ELMOS, and the Smart Boards are typically used in the Math and Science classrooms.  This may be a perfect example of managing resources during a time of economic decline.  As not all departments have the same resources due to funding.

Phase 2: I would get on board a group of core teachers that use the specific technology in their classroom daily, this will be the team. The team should have a proficient knowledge of the technology. The team will then plan, organize, and develop the professional development session for the targeted group of teachers.

Phase 3: During this phase I would coach the team, and build relationships with the team.   Provide encouragement and rewards for their hard work, listen to any concerns or problems that the team may be dealing with during the development of the session.

Phase 4: During this phase I would monitor the team.   As the team is preparing for the professional development session the team will make the all final decisions that are needed for the professional development.

Reflection #2

In the reading this week I was introduced to the term epistemology. Epistemology is defined as a branch of philosophy of addressing knowledge-How we know and what it means to know,(p.46). Researchers in this field want to know are there limits to what we know and how much any one individual can know. Epistemology focuses on knowledge and understanding knowledge. Instructional methods/theories, on the other hand, are more concerned about how to develop knowledge and the learning process. Theories are frameworks that describe how information is absorbed, processed or retained during learning. Other factors such as cognitive, emotional, environmental, social, cultural experiences can play a role in the understanding and acquisition of knowledge.  Instructional methods are used for the learner to acquire new knowledge. There are several different methods for presenting material to learners with the hope that they will gain the knowledge and continue to learn. Some of the methods include: lecture, demonstrations, simulations, collaboration, role play, case studies and several others. 

http://home.sprynet.com/~owl1/brain.jpg

From the reading my understanding of contextualist epistemology would be that context (real life) is the core to learning.  So depending on the context, the learning would occur and change as the context changes.  Learning would also occur from culturally developed tools and artifacts. If the tools change so will the learning. The learners cultural surroundings do play a part of the context.  In this theory there are truths and the truths are recognized as it is relative to the situation.

Relativist stance believes that there are many possible truths. Relativism follows the theory of constructivism which learning is active, from experiences, and each learner has a different interpretation of the outcome. There are also extremes to constructivism called radical constructivism and social constructivism. The social would believe that collaboration is the only way to learn, and that all experiences, learning outcomes are based from others.  The radical would place the learner as being responsible for their own learning.  As an art teacher I use the constructivist point of view,  of course with slight limitations.  As I do have to provide a system of grading . The students are provided with the problem to solve (project), and then from their experiences, reflections, collaboration and engagement the students produce a solution to the assigned project.

However, when it comes to the final project I can see the positivist stance being used.  Positivist generally apply the behaviorist principles and believe that there is only one truth.  The  theory of behaviorism is based on the idea that all behaviors are acquired through conditioning.   Behaviorist use positive/negative reinforcement to change and observe the end results.  All behavior can be measured, and there is no consideration of emotion.  At the end of the project I ask the following- Do you have a project? Is it finished? Did you follow the guidelines? What happens when those requirements are not observed?  There will be  a negative result, a failing grade.  The end result is observable, it is clearly defined with a right or wrong. 

Created by: Kristin McCloskey

 When comparing the differences in problem solving between a behaviorist and constructivist it depends on several factors such as: teacher, learner, environment, experiences, expectations, and motivations.

A behaviorist would problem solve very directly,  it would be a right or wrong answer.  I still remember my teacher from the first grade gave an an art assignment, we had to color a picture of an apple.  I don't recall if there was specific directions, but I took ownership of that apple (constructivism).   I colored my apple in many different directions-think of a checkerboard pattern with a purple crayon! I thought it looked great.  I failed the assignment, my teacher said that there is only one way to color an apple and an apple is red.  It has stuck with me ever since! 

As for motivation, for me several years later I am an art teacher.  The apple did not stop me.   I think motivation is very important, I also find that each student reacts differently to the idea of motivation.  Some students like the absolutes to motivate and others prefer the experiences that allow for multiple truths.  As an educator I view motivation as the key to successful learning.   Regardless of what model or theory is being used, if there is motivation from the student the learning will happen.   

http://coloring-page-book.com/apple-coloring-page-3015.html

Reiser, R.A., & Dempsey, J.V. (Eds.) (2012). Trends and Issues in Instructional Design and Technology (3rd ed.). Saddle River, NJ: Pearson Education.

Reflection #1

1. How do the definitions in the first chapter compare to your own definition of instructional or educational technology?  What experiences or other influences have shaped your definition? 

How has your definition changed from examining the definitions in the first chapter of this book?

Before I even started reading I took a few minutes to brainstorm the question:

What is my definition of Instructional or Educational Technology?

When defining the field of instructional or educational technology I immediately think of the media.  Media as in tablets, computers, videos, software, apps, printers, cameras, smart boards, elmos; anything that would fit under the umbrella of technology. Then to add the terms instructional or educational I think of the learner and the learning process.  What is my purpose for using the technology?  Are the students using it or am I using it to deliver a lesson?  So I would say my definition of instructional technology is that it is a study that implements and/or facilitates the use of technology during an instructional lesson to promote learning. 

I definitely feel that my own experiences have influenced my definition.  I have been teaching a CTE (career and technology education) course for the past six years. With that experience I'm very eager to say that instructional technology is all about the media, however I do know that just because you have a computer, software and so on you must have a plan, there must be a process.  

While reading the first chapter in the course textbook I discovered how the field of Instructional Technology is continually changing.  The change is due ideas, innovations, and advancements in technology.  Many of the definitions I understand and use on a daily basis when instructing my students.  I did laugh a little while reading the 1920s definition, by Dorris, about the 'seeing experience', it is not a bad definition what so ever, at the time it was fitting!  In my classroom yesterday it was also fitting!  I teach Visual Arts-my classroom is covered with posters, this past week all I used were the posters as part of instructional lessons.  My point being is that from the 1920s to now all the definitions are relevant.  The audiovisual, the process, the systematic process, human learners, problems, solutions, ethics these are all part of the now definition of instructional design and technology. The definition will continually evolve as does the technology, the learners, and the instructors. 

So as I was thinking about my definition at the start of the reading at the end of the reading I would say my definition has not changed much.  I think that what I am trying to state is the current definition from the AECT: 

Educational technology is the study and ethical practice 

of facilitating learning and improving performance 

by creating, using, and managing

 appropriate technological processes and resources.

2. Next, think of a lesson or unit of instruction that you have developed. How does that lesson adhere or fail to adhere to the six characteristics of instructional design? How would you redesign it to better adhere to the six characteristics.

For this reflection I'm going to use a lesson from my Art I course, I have provided a very brief summary of the lesson.

Title: Abstraction of Emotion 

Lesson Summary:  

TSW learn about the five basic lines (horizontal, vertical, zig zag, curved, and diagonal) and the characteristics associated with each type of line.  

For example: Vertical lines are considered to be strong and stable whereas zig zag seem to be very unpredictable and changing.

TSW learn about the concept of abstraction, the idea that art work has no recognizable subject matter and has been organized strictly by the elements of art and the principles of design.

TSW learn that the use of color in art work can depict, suggest, and imply emotion.

Artifact:

TSW produce an abstract composition using the lines of their choice to convey their selected emotion with the materials provided. 

Student Centered Instruction: Possible-The current way the instruction is delivered it is not student centered, however if I developed an online module it could be.  I do think as the lesson progress during class time it does become student centered.  I'm a strong believer in having the students respond to each, ask each other for direction.  So it may not start out student centered by the midpoint it turns to the students.

Goal Oriented: Yes-The project is goal oriented, all projects are design have a goal.  If there is no goal, then the students will have no direction whether I am the instructing or facilitating there is always a clear defined goal. 

Meaningful Performance: Yes-I would assume the artifact is the meaningful performance in my case.

Outcomes can be Measured in a Reliable and Valid Way: Yes-Rubric-Every project has a rubric which clearly measures the outcome.  

Empirical, Iterative, and Self -correcting: I think that this area is specific for each subject area.  I may collect data different then the core classes; however I do collect data so that I can be aware of understanding.  Examples can range from in class instruction such as multiple response strategies, to the completion of the project so that I can assess for the following year, what changes need to be done for understanding.

Team Effort: No-Not this particular project.  But I do understand the concept, as I was the video yearbook sponsor for many years and that was a true team effort!

3. In the 3^rd chapter, Reiser distinguishes instructional media from instructional design, excluding teachers, chalkboards, and textbooks from the definition of instructional media. Why? Would you consider teachers, chalkboards, and textbooks instructional media? Is the purpose of instructional design to incorporate media into instruction? 

I think that Resier excludes the teachers, chalkboards, and textbooks because they are still the essential pieces of education, the common blocks.  I personally do not consider the teacher, chalkboard, and textbook as instructional media.  I think that the three are a package deal; it comes with the keys to classroom.  However, I do believe that the three can support the instructional media presented in the classroom.  Therefore I believe that all other instructional media embellishes and adds depth and understanding to the instruction design that is delivered in the classroom, online, and/or in businesses.   

Reflection:

The above diagram is called the ADDIE model which represents the fundamental concepts of the instructional design process. The ADDIE model is based on a systematic product meaning to agree to adopt rules and procedures as a way to move through a process. It does not mean that one just go through the steps without stopping, reflection is necessary for a meaningful process.  From my experiences I believe that this model is a very effective when designing instruction for the classroom.  The model promotes a strong learning environment that ensures learning will occur.