Section 5: Trends and Issues in Various Settings

Rapid prototyping is a method in which concepts are quickly visualized for the purpose of testing. Keeping the prototype simple reduces cycle time, in turn lowering costs and decreasing time to market. This method can also be used in the development of educational technology. For example, if an instructional designer was trying to work through issues with a digital training application, they could use simple paper cutouts to create a mock user interface. This would allow very quick visualization of their concept. To further increase the fidelity of the concept, the designer could use a graphics program with simple interaction (Adobe Flash, Fireworks, etc.) to create a more refined prototype. All of this could be accomplished before writing any code or programming.

The availability of training resources to military forces depend heavily on their location. If units are at their home base or even an established expeditionary base, full training resources (i.e. computers with network access) are typically available. However, as is quite often the case, when units are deployed to remote locations educational technology resources become scarce. In this situation, units could be equipped with mobile training devices, capable of satellite network access for data transmission, for use in field training. The device would of course have to be engineered for durability and resistance to harsh environments. A user could access a pre loaded application by entering in their occupation code. This information would narrow down the vast amount of information to only that which is related to the specific occupation. From there, depending on the situation, the user could either input key words via type or speech for situations requiring a rapid response or simply work through typical lessons in the case of accomplishing training during downtime.

To introduce the Guidance System for Transforming Education & the Step Up to Excellence programs for systemic change, I would develop a staff development activity. The activity would start with a general overview session outlining the methodology of both systems. Then I would split the faculty into two parts and assign each to a group respective of each system. Then with proper background materials and facilitators in place, I would ask each group to create a preliminary plan for change based on their respective system.

The Office of Faculty Development and Instructional Support at the University of Houston, is housed under the Educational Technology & University Outreach. They promote and support faculty and programs using technology to enhance the learning experience in the classroom through workshops, events, and personal planning assistance by instructional designers. This is accomplished by holding nearly weekly workshops to discuss various resources: Blackboard, Respondus, Turning Point, Turnitin, & Wimba. Also, weekly events called "Faculty Fridays" are held to discuss instructional best practices.

At Stanford University the Faculty Development & Diversity Office offers their faculty more holistic development, including resources for research (guides, funding, etc), teaching (facilities, equipment, etc), computing & technology, professional and personal (career, family, health, etc).

Finally, at Harvard University the Faculty Development and Diversity office, under the Senior Vice Provost, provides all faculty: prospective, junior, and senior, a plethora of development offerings. These include: professional mentoring, media training, publishing guides, support for establishing and managing a lab, grant management, research guidelines, protocols regarding internal and external funding opportunities, assisting faculty in fulfilling their teaching and advising responsibilities, and managing work-life.