Current Issues & New Directions

1. Section VIII addresses new directions and emerging technologies for IDT. Select three of the following and reflect on how you might apply them in your current or future position in the IDT field:

• distributed or e-learning environments
• reusable design or learning objects
• networks or Web 2.0 technologies
• rich media
• digital games or simulations
• virtual worlds

What learning goals or objectives could the technologies you selected help learners foster? Could the technology facilitate attainment of that learning goal better than traditional instruction? Why or why not?

As a current and future instructional designer in technology, (IDT) I have a lot to keep up with. Unlike many areas of learning, IDT requires that the leader is constantly learning and sharing with others, which forces further understanding. One of my favorite trends over the last few years has been the introduction of digital games Into the classroom and into learning. I have watch teachers go fromTeaching studentsFrom the front of the classroom to allow themThe flexibilityI'm learning in small groupsWith the challenge ofAchieving certain goals.It makes me think of a time when I was younger and playing Mario Brothers regularly trying to beat my friends. Each activity I didn't got me further in the game and allow me to advance to higher levels ff challenging activities. With the introduction of badges and other gaming type promotional activities, students are constantly challenging themselves to further understand the information at hand, so they can move further into activities. With the right planning, the teacher can create a Very inviting gaming environment that encourages the kids to want to learn.
It started with games like Second Life. Do you remember that? Second Life allows the user to create their own virtual world and live in it. For some, it became so realistic that they lost track of their normal everyday life. Because of that, many began to see you virtual reality games as a bad thing. For quite some time and had a negative connotation. With the introduction of Minecraft, virtual reality games became reality with the younger generation as well. The amazing thing is that it introduced a whole new style of learning. Using Minecraft in my classroom has and will allow me to continue challenging students through different activities in different subject areas in a way that I can't do in real life. When working with the younger students, I am able to teach shapes and measurements and similarities and differences and engineering and design and creativity and collaboration and so many other things all in one small program. The best part of Minecraft is that it allows students to challenge himself beyond the teachers requirements. I absolutely love the idea of using virtual worlds throughout our learning environment these days.
E learning environments has become the new norm in all areas of teaching. With the introduction of flipped learning, teachers all over the world began implementing the use of videos to teach their students concepts outside the classroom. One of my favorite activities over the years was to create a flipped learning challenge where the students were given a website link and that was it. Over the next two weeks, they took themselves through individual and collaborative learning activities to produce the final product that they've been shared with the School leadership in District school board. It was built around the idea of flipped learning and project-based learning. As a librarian, I have a fantastic opportunity to work with teachers creating similar activities for classrooms all over my school. One of the best end goals I have this year is to create a media day similar to SXSW, where students can share their masterpieces with the entire educational community.
When comparing these types of learnings with traditional classroom learning, I feel that students become much more engaged and willing to learn beyond the goals we originally set for them. For me is not just about learning, but about teaching students how to learn and sharing with them the joy in discovering. I often think traditional learning misses this concept.

2. Section IX focuses on issues related to instructional design, rather than new technologies: professional ethics, diversity and accessibility, the nature of design, and providing instructional guidance. For each of the technologies you selected above, discuss what ethical issues using the technology might present. Does the technology enhance accessibility and accommodate diverse learning needs? How and/or can you design instruction using that technology? How much guidance would instruction with that technology require? What kinds of guidance would be necessary?

There're many ethical issues that come into play when discussing the three topics above. The first is whether students rights are being protected. When creating in a digital environment, this often isn't the case. Beyond students rights are student safety. Our students being protected from each other and from, the negativity that exist in the world. While many think that protecting them is only further endangering them and not teaching them how to protect themselves. I believe a little bit of both Is needed. As a technology user, I love the ability to accommodate my own needs while using the computer. If I have hard time seeing I can make the text bigger. As a learner with a medical issue, I am able to turn the brightness of the screen when it begins to affect my use. In fact, a few years ago I was told I should never get on the computer again. Fortunately, Many computer companies have started to accommodate in many ways beyondWhat's the average person realizes. The new e-books allow for virtual participation in activities, collaboration with friends and colleagues and real world application that wasn't available just a few years ago. My favorite is Discovery's new Techbooks. They are up-to-date, real world and full of virtual activities, interactive models, the latest and greatest learnings and phenomenal tools for learners, both students and teachers. These types of learning environments often require less guidance over time and can produce a high level of learning at the students pace! What a great concept for all future learners to be exposed too.