New Directions for Instructional Design and Technology

The first example of distributed learning that popped into my head is http://www.pd360.com/. This web site contains online staff development for educators. A second example that I located is Michigan Virtual University and Michigan Virtual School. This would be an example of academic distributed learning. They offer courses for Middle School, High School, and College students through virtual institutions. The third example is the TLT (Teaching, Learning, and Technology) Group. They offer online, distance, and hybrid courses. They are a not-for-profit group that helps college and university educators take advantage of changing technology so they can improve teaching and learning. A fourth example is The University of Wisconsin. They offer hybrid classes where students meet for tradition face-to-face classes but the majority of the instruction is online. The fifth example of distributed learning is Fielding Graduate University. They offer a PhD, EdD, Master’s or just a certificate through their Distributed Learning division. They offer both hybrid and virtual classes.

Since my goal I am trying to achieve is to become a librarian, I have taken several courses on library topics. I would have to pick my cataloging class as the one with the least reusability. The course seemed like it was outdated when I took it and did not feature many of the cataloging aspects that are available online. The course can be redesigned by teaching the same concepts but pulling in more technology. The information taught definitely needs to be learned to succeed in a library but the cataloging was much more difficult because we used outdated methods of finding information.

I am combining the visual for rich media with the discussion on nanotechnology. The graphic could be used in a high school course to help describe nanotechnology. On the surface there are graphics and words. Functionally, the visual gives factual information comparing the size of different objects to nanometers.
After reading and doing some research on nanotechnology, I realized that I already use it in my classroom today. I use an iPod for my reading center. The iPod is a very small device that holds a very large amount of information. In my reading center, I have an iPod touch that is loading with audio of stories and the books that go with them. The students can grab a book, find the matching one on the iPod, and they are ready to go.


When comparing the two points of view on the direction of the field, I would have to agree with the broad and inclusive road. Each student learns in their own way and I do not want to limit them to the straight and narrow road. Students need to use their critical thinking skills and what they have previously learned to work out problems. Technology is changing so quickly that I think you need to think broadly and incorporate ideas that may seem “out of the box”.