Learning and Technology

Tuesday, December 13, 2011

Section 7: New Directions for Instructional Design and Technology

The last section of your textbook discusses the concepts of distributed learning, reusability, rich media and the future of instructional design. Focus on the following for your post:

From Chapter 28 locate 5 examples of distributed learning. You may pick and choose from the following list.

Academic distributed learning--Five examples of academic distributed learning would be 1) ecollege that is used in this class in lieu of the traditional classroom structured class; 2) the seminar sessions that I have attended at the Mesquite campus for my history class on Saturdays; 3) the content-related DVDs/videos that I have used myself in my classes to teach students; 4) the text books I use in my classes; 5) the weblogs used in this class (I have learned so much from them!).

Chapter 29 discusses the concept of reusability. Think back over the courses you've had over your educational career and identify one with poor reusability characteristics. Explain how the course could be redesigned to improve reusability without changing the underlying content.

The only course I can think of having poor reusability characteristics would be the anthropology class I took for my undergraduate degree, mainly because I don't use anthropology in any way (at least not the material covered in the class) in my job, in my life, nor is it in the books I read. I didn't exactly enjoy the class, so one way I would redesign it would be to apply the concepts of anthropology (climate, culture, way of life) to contemporary studies or examples in tv shows, movies, etc. Seeing contemporary or new examples would make anthropology more reusable than learning about the use of peyote by Native American tribes of the southwest United States.

Chapter 30 takes a look at using rich media. Find or create a visual for instruction describing its surface and functional features.

This is a short video that I use when I introduce my unit on fiscal policy and government spending. The animation, music, and sound used in the video really grabs the attention of students, which is helpful when introducing a new concept.

Chapter 31 discusses the future of instructional technologies in the near future from metadata to nanotechnology. Describe how nanotechnology could be used to improve a specific job or task you are familiar with.

With a computer implant such as Kevin Warwick had, a teacher would no longer be tied to an overhead projector or a computer, leaving him/her available to work one on one with students.

And finally! Chapter 32 provides two points of view on the direction of the field - the straight and narrow road and the broad and inclusive road. Which point of view do you agree with and why?

I would tend to agree more with the broad and inclusive road, because I feel the broader the perspective, with more points of view, the richer the result.

Friday, December 9, 2011

Section 6: Getting an IDT Position and Succeeding at It

Section 6: Getting an IDT Position and Succeeding at It Due 12/09/2011

Section 6 of your textbook focuses on how to get a job in the profession of instructional design. These rules can also apply to educational technology as well since the two are so intertwined.

Chapter 24 takes a look at lessons learned from the chapter's author for obtaining a position in instructional design. Take a look at a few of the sources provided for job openings from lesson 1 and search for at least 3 positions that are of interest to you. Describe the general nature of the positions and list the skills required for the job. Do you have these skills?

Senior Workforce Performance Consultant
     This is a position at Vanderbilt University Medical Center. "While a Sr. Workforce Performance Consultant doesn't necessarily respond to all issues uncovered in the gap analysis they conduct, they are accountable for identifying improvement recommendations that encompass the many variables in the performance support model (including designing instructional programs) and implementing solutions pertaining to the delivery of education and knowledge." Basically, the person in this position is responsible for finding gaps in instruction and closing them.
Required Skills: critical thinking skills, team building, mentoring skills, leadership skills, experience in instructional design; Bachelor's degree +3 years experience.

Personally, I have all of the required skills, except for experience in instructional design. This position does sound interesting, because one of the things I do already in my teaching position is look for gaps in learning TEKS objectives.

Curriculum Designer

     This is a position at Meijer Stores. This position is for someone to design curriculum across various areas (office, retail, distribution) through many means of instruction (web-based, classroom, mobile, etc.)
Required Skills: knowledge of ADDIE process, ILT, elearning, knowledge in adult learning principles; Master's degree preferred.

Personally, I have some basic knowledge of elements in this area, like the ADDIE process, but the position does look interesting. I worked in retail a number of years in college, and I enjoyed it very much.

Performance Consultant

      This is a corporate position at DirecTV. This position works with the Learning & Development, Quality Assurance & Analytics, Communications, and Online Learning teams to identify and make recommendations to enhance performance opportunities and improve training effectiveness. A Performance Consultant works with Training Managers, Corporate and/or Care Project Managers, Program Managers, and business owners.
Required Skills: accreditation in instructional design, experience in a call center, Bachelor's required, Master's degree and MS Project Software experience a plus.

Personally, I don't have any of these skills, but the description sounded challenging and interesting.

Remember that the field of instructional/educational technology is not just focused on education, but on business and industry as well. Look at the resources provided on page 258 in chapter 25 and select one of these links and complete the self assessment. What did you learn about yourself from the assessment?

From the self-assessment, I learned that my strengths/interests lie in education and public service areas. Considering I am a teacher, I guess I am in a career field that is suitable to my strengths.

Chapter 26 lists several websites for professional organizations and websites for professional publications. Visit 2-3 websites for professional organizations and 2-3 websites for the professional publications and address the following:
- ~
- Journals and organizations help to keep educators apprised of any laws or policy changes made throughout the year.

Chapter 27 looks at competencies for instructional design and technology professionals. If you were responsible for identifying the domains, competencies, and performance statements for a performance technologist, what would they include and why?

Domains: 1. Design, 2. Development, 3. Utilization, 4. Management, and 5. Evaluation.

I would use these domains (also found in Table 27.7), because I think these competencies fit the requirements for a performance technologist.

Competencies: From pg. Table 27.6, I would use all 10 of the 2004 ISPI/ASTD competencies, because I think these are all extremely important areas for PTs to concentrate on, though I think number 3 (Add value in how you do the work and through the work itself) should be the first competency in every job profession.

Wednesday, November 30, 2011

Section 5: Trends and Issues in Various Settings

Section 5 of your textbook focuses on trends and issues where instructional designers are likely to become employed to include business and industry, the military, the medical field, P-12 education, and higher education. This week's posting will focus primarily on military and education; however, I encourage you to read the chapter in the medical field as it's important to be aware of changes going on outside of education.

Chapter 18 discusses instructional design in business and industry. Give an example of rapid prototyping and discuss how this could be used in education.

Rapid prototyping instructional design is a very cost effective and efficient method. This method is usually never completed, so it can evolve and improve with changes in curriculum focus and technology.

When a design model is published and finalized and tied to one type of technology, it is easy for the model to be obsolete. For example, a program tied to transparencies and the use of an overhead projector really is not feasible in today's classroom due to the cost of transparencies, but also due to the lack of audience response.

Conversely, a rapid prototype design model might have started from a pencil and paper, to the use of a slide projector, to overhead projector, to a computer projector that is common in classrooms today. As you can see in the video, the change in technology should be compatible with a curriculum.

One activity that I use with lessons involves storyboarding concepts. My students enjoy storyboarding, because it engages them on several levels and fits their learning styles. Storyboarding as a learning model evolves with time, because I have used it with students using colored pencils and paper on walls, markers and transparencies on projectors, to PowerPoint slides on a computer. This model can be considered a prototype because I am constantly tweaking and making improvements based on feedback from students as they use it.

Chapter 19 discusses instructional design opportunities in military education and training environments. I had the opportunity to work two summers in Orlando on a faculty fellowship in the advanced distributed learning lab (ADL) discussed in the book and saw first hand some of the constraints placed on some of the tools that could be used for learning. Pretend you are hired as a consultant for the military. They want to use technology in its training, but electronic access is not always available. Using the Full Spectrum diagram, what alternatives could you suggest for a successful program?

Obviously, considering your audience in instructional design is understandingly important when your audience is the military. The quality of military training is vital due to the fact that everyday, the quality of the training could be the difference of life or death. So, with some trainings, the more realistic and more hands on, the better prepared the military is for anything.

The ideal situation for instructional design when working on a military project would definitely be geared toward training in a military classroom. The situation and parameters are controlled, and while there are some constraints as far funding and its applications, the training itself can be done using the most basic paper based materials to the complex computer based.

Like in public education, the ideal situation when working with the military is hardly ever the case or opportunity. Many times, the training could be necessary for troops who are deployed with limits to technology available. Some of the other issues with dealing with training deployed personnel is the availablity of time, resources, as well as security and protocol of the training itself.

To have a successful program, flexibility in the instruction design is the key. If paper-based instruction will work, without compromising safety, security, and location of deployed troops, then the instruction should be included into the program bundle. However, if it won't work, the program should be designed to accommodate computer or perhaps satellite communication based instruction. This means that the program should accommodate the type of access available, whether on LAN, military secured wifi, or satellite communications. In other words, the instruction design should include multiple facets of access in order to accommodate the locale of the training.

Chapter 21 looks at radical educational change in P-12 settings. I visited the Chugach School District in Alaska and know Richard DeLorenzo very well. I can assure you that this change can occur in our schools. Review the Step-Up-To-Excellence methodology and the GSTE. Outline a staff development activity that will introduce both methodologies to your colleagues.

Both Step-Up-To-Excellence and GSTE methodologies involve almost a pyramid structure where the zenith is the result of an assessment and redesign of the method where needed. In order to introduce these methodologies to my colleagues at a staff development, I would first divide them into groups of 4-5, preferibly mixing up content departments. For example, I don't want the groups to be all math teachers or all science teachers, because with these methodologies, you really need to have a mixture of thought processes. Each group will designate a leader/presenter for their group.

1. 60 minutes: Each group would be given a hypothetical student situation, where each student has a different learning style and excels/struggles in various subjects. Their assignment would be to design a program that would facilitate continued success in the strong area and improvement in the weak areas.

2. 30 minutes: Group leaders will take the student plan to one other group and present the plan designed for the hypothetical student. The new group will review the plan and point out any ideas or areas they see might need clarification or improvement.

3. 20 minutes: Leaders return to their original group and present the ideas of the group from step 2. Groups will make changes, if needed.

4. 30-45 minutes: Each group will present their student and plan to the entire staff, allowing for questions and input for each student.

After this activity is through, the two methodologies can be presented, pointing out which groups used which methodology without knowing it. Because some teachers are very hesitant to change ( ;P ), if they see that they use one method already without realizing it, adopting or altering instruction to fit any changes will be smoother.

Navigating through the ranks of a faculty member in higher education can be tricky. A good institution has support for its faculty and provides faculty development opportunities to grow and learn. Research three different university offices for faculty development. Answer the following questions for each office:

For this question, I used UT , Texas A & M , and Texas Tech .

What are the different names used for faculty development?

All three universities call it faculty development.

What division is it under?

UT: Faculty development programs are handled by the Graduate School.
TAMU: Faculty development programs are handled by the Office of the Dean of Faculties and Associate Provost.
TTU: Faculty development programs are handled by the Office of Vice President of Research.

What services does it offer?

UT offers various grants, fellowships, as well as research assignments.
TAMU offers workshops for CTE and ITS that is designed to help professors improve student learning in their classes, as well as grants and assistance while working on research.
TTU offers awards, scholarships, and grants for research assignments. The university also offers training for grantwriting.

How often are programs given and what specifically are they?

UT offers applications for these programs once a year. These programs are designed to allow faculty to conduct research in their fields, as well as mentoring and guiding students who are working on their post graduate work.
TAMU offers several workshops throughout the year that focus on improving teaching skills of professors. They also offer development research leave. Leave must approved at least a year ahead of time.
TTU has no timeline as far as professional development. Specifically, these programs are designed to improve faculty knowledge in their field of expertise.

Wednesday, November 23, 2011

Section 4: Human Performance Technology

Not all solutions to learning and/or performance require an instructional one. Many times a non-instructional approach is the better solution. This week's posting concentrates on human performance, electronic performance support systems, the use of knowledge management systems, and the concept of informal learning.

1. Chapter 14 discusses the concept of the 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 provide a non instructional solution to solve the problem.

In education, I have seen a number of programs, processes, evaluations, interventions, and assessments adopted with the intention of achieving a higher degree of HPI. In the paragraph titled "Systemic Versus Linear Thinking," on pg. 136, there are a couple of sentences that I think should be emphasized with those who adopt and foster education policy: "In the human resource and development arenas, individual types of interventions...have yielded to more systemic and integrated approaches...This has fostered movements such as HPI, which views performance outcomes as the end result of a number of interacting elements such as clear expectations, timely and specific feedback, access to required information, adequate resources, properly aligned policies, efficient procedures, appropriate incentives and consequences, targeted training, comprehensive selection systems, communication of values, knowledge sharing, and varied management support activities, as well as many others."

I wish more professionals in education were familiar with HPI/HPT.

That being said, the question asks to identify a performance problem at work and provide a non-instructional solution to solve my problem. In Texas education today, the biggest issue facing teachers is the institution of the STAAR testing protocol. Teachers across the state are frustrated, myself included, because we have been told that its coming, it’s harder than TAKS, the question approach is different, the special education portion is different, etc.; and yet, NO ONE, not even TEA, can say what is on the test and how it will be scored.

The frustration for teachers stems from a multitude of areas: from the constant denigration we get from the public, from politicians, from our own administrations about how much we don’t challenge students or how unprepared for college students are; job performance evaluation is based partially on yearly standardized test scores; budget cuts by the legislature; etc. So, from the section I quoted above, teachers aren’t getting what HPI views as ‘interacting elements that figure into positive performance outcomes.

Unfortunately, with education, there are no easy solutions, nor instant gratification. Problems like these are always going to exist for teachers, because education is not a business, while many of these models are designed for the business world.

Most of those other frustrations can't be changed. My solution, for me and at my campus level, would involve a modification of job aids, organization of lessons and sequence, and team building. I would change the organization of my curriculum and classes, and work on team building exercises/activities with teachers in my department and campus. The team building activities are paramount, especially when dealing with things like testing, because the tests are all interconnected. For example, a student can know everything there is to know about math or science, but if they can’t read a question, they certainly can’t answer it. So, the skills learning in English class are important in math class. Getting departments to work together can strengthen a campus’s approach to education and student performance improvement. Student progress and improvement = teacher performance improvement.

2. Chapter 15 presents several definitions of electronic performance support systems. In addition to these definitions, locate a few more and indicate your preference explaining why you prefer it. Additionally, describe why you believe EPSS have not been widely used and if they are more likely be become more prevalent in the future.

Definitions a and b: click here These are the definitions used in the book.

Definition c: click here

Definition d: click here

A. An Electronic Performance Support System is, according to Barry Raybould, "a computer-based system that improves worker productivity by providing on-the-job access to integrated information, advice, and learning experiences" (Raybould, 1991).

B. Gloria Gery defines it as "an integrated electronic environment that is available to and easily accessible by each employee and is structured to provide immediate, individualized on-line access to the full range of information, software, guidance, advice and assistance, data, images, tools, and assessment and monitoring systems to permit job performance with minimal support and intervention by others." (Gery, 1989).

C. An electronic performance support system (EPSS) is a computer-based environment that facilitates skill and knowledge acquisition within a particular domain of study. As well as its pedagogic utility, an EPSS can also be used to augment and enhance an individual's performance beyond those limits that are set by innate natural ability. EPSS techniques can also be embedded within computer-based learning systems in order to improve the efficiency and effectiveness by which students can acquire skills and knowledge.

D. Electronic Performance Support Systems (EPSS) is a challenging application area for developing intelligent interfaces. Some possible scenarios for using domain, task, and user models for adaptive performance support were explored in the context of the Adaptive Diagnostics and Personalized Technical Support (ADAPTS) project. ADAPTS provides an intelligent, adaptive EPSS for maintaining complex equipment.

I like definition c, because, simply it is directed toward education. All of the definitions basically explain and lead to the same goal, but definitions a, b, and d are applied to business world, c isn’t.

I believe EPSS traditionally hasn’t been applied to education, because of licensing costs. Computer program licenses are expensive, and in the past, this has been an excuse not to invest in a technology program. However, in the last 3 years, my district has invested in several EPSSs, such as AWARE, CSCOPE, Eduphoria, and SuccessEd. All of these programs fit these programs.

3. Knowledge management is the way we manage information, share that information, and use it. Organizations, such as schools, are full of information/data and we must organize that data in a way that we can make sense of it. We use data to make decisions and good data=good decision making. Identify a real or hypothetical problem in your line of work. How might a blended learning approach, including the use of a knowledge management system, be use to solve the problem?

A real and hypothetical problem in my line of work would usually revolve around classroom management. Johnny is a high school student that is very intelligent, yet he is a constant discipline problem for 5 of his 7 teachers. Three of his teachers have issues with his work ethic, meaning that he refuses to do his assignments, not because he does not understand. He just does not see the point to the assignment. Another teacher reports that he disrupts and distracts other students. Another teacher reports that he picks on other students. The remaining two teachers have none of these issues with this student.

Knowledge management, in this case, would be utilized in several components.

Codification—this component deals with the database my campus uses to store our student information (name, address, parent names, phone numbers, GT label, SpEd label, ESL label, grades, attendance, etc.) This database is a technical tool that supports the school.

Collaboration—Between the campus database, email, and peer-to-peer conferencing, teachers and administrators are able to ask for/give input on a student’s performance and behavior issues.

Access—Every teacher, administrator, and parent has access to the database through the portal. Obviously, teachers and administrators have access to all students; while parents only have access to their child’s information. The access to this information is available anytime and anywhere.

Using all 3 components of KM, teachers, administrators, and the parents can assess the issue and find a solution so that Johnny’s discipline problems and grade problems can be solved.

4. Describe the types of informal learning you have been exposed to in your adult life. What was the purpose? What was the experience like? Was it engaging? Social? What role did you play? What role did the instructor play?

The most interesting example of informal learning I have been exposed to is not something I have learned personally. I have a friend who moved to the United States from Mexico when she was in 10^th grade. She knew practically no English. However, 10 years later, she is an English teacher. She was able to pick up speech patterns, pronunciation, vocabulary, and auditory English from watching cartoons. Obviously, reading and writing English were learned through formal methods. It was interesting to watch cartoons with her and she would ask me the meanings of phrases and words, and as time went on, her inquiries were less and less.

This experience, for her at least, was very engaging, because she was exposed to a new language in an interesting and social way. When I was with her, I took on the role of tutor (I don’t want to say teacher, because I wasn’t giving instruction). Our English teacher that year was amazed at the progress she made from the beginning of the year to the end. Her reading and writing skills improved, as well.

Friday, November 18, 2011

Section 3: Evaluating, Implementing and Managing Instructional Programs and Projects

Section 3: Evaluating, Implementing and Managing Instructional Programs and Projects DUE: 11/18

All too often instruction is developed with little thought as to how evaluation of learning will occur, or the evaluation of the effectiveness of the instruction. Evaluation is usually an after thought - an add on. It's time to start thinking about evaluation on the front end of the instructional design process.

Additionally, there is resistance to the adoption of technological innovations and we must develop an understanding of why and how to facilitate the adoption of innovations with an understanding of why there is resistance.

1. Chapter 10 discusses evaluation in instructional design and provides you with two evaluation models, the CIPP and Kirkpatrick models for evaluation. Search for at least two other models used for evaluation and summarize these models. Describe how you would use them to evaluate your instruction.

The two other models that I found were Connoisseurship Evaluation (Eisner) and Goals Free Evaluation (Scriven).

The Connoisseurship Evaluation model involves using an expert in the field appraising the worth and value of an innovation. For example, if the project involved the analysis of earthquakes and their processes, a seismologist evaluating the validity, accuracy, and the "newness" of a project could conceivably be conducting a connoisseurship evaluation. This is a common practice for projects and design evaluations in upper level education.

I would use this model of evaluation when the project is out of my area of expertise. I am familiar in the areas of social studies, history, government, economics, and English. However, projects oriented around math, science, or computers, I would definitely need an expert opinion on evalulating the worth of a project. If I were running a science fair, I would use this model in the judging process.

The Goals Free Evaluation is model that leaves a design project with an open ended objective. Rather than answering a yes/no question, a goals free will answer higher level thinking questions, such as why? or how come...? Goals free allows for a whole spectrum of design products from start to finish. Often, the results are enriched when compared to a goal or objective oriented project.

I am most likely to use this model for any project. I like this method because it encourages thinking outside the box and higher level thinking. I see this model being compatable with the new STAAR standards.

2. Think about a technological innovation within your social system that was recently introduced(social system = place of work, home, etc.). Any innovation has what is known as perceived attributes - relative advantage, compatibility, complexity, trialability, and observability. Describe these attributes of the innovation and which of the attributes assisted and/or hindered adoption of the innovation. For example, was it not compatible with the existing beliefs of the system or was it overly complex to use or understand?

One of the new toys I have in my classroom is a Promethean board, which I absolutely love. This interactive whiteboard helps me to engage my students into my lessons by allowing them to visualize concepts, but they can also involve them kinesthetically. The hands-on activities that the ActivBoard supports keeps my students focused on the concepts and objectives of my warm-ups and daily lessons.

3. Chapter's 12 & 13 focus on project management and how to manage projects when resources are scarce. You have been assigned to develop a series of professional development sessions focusing on technology use in the classroom for teachers. How will you use Situational Leadership to facilitate this project?

I have chosen installing a virtual pen pals program as the topic of my professional development sessions. This opportunity helps to connest one student in a state to another student in the US, or even the world. Provided the school computer system can support such a program, it would expose to students to different cultures and ways of life, as well as new perspective to national or world events.

Friday, November 11, 2011

Section 2: Theories and Models of Learning and Instruction

EXTRA, EXTRA!

HAMPSTER EXHIBITS THE ABILITY TO LEARN!

Identify a specific learning goal and how you would incorporate two learning theories highlighted in Chapter 4 to achieve this goal.

The learning goal I am using is from a lesson I taught this week in my economics classes. The unit covers personal financial literacy, and the specific lesson is about checking accounts and keeping an account up-to-date.

Learning Goal: The student will be able to, by identifying and utilizing the parts of a check, correctly fill out a check and a deposit slip, as well as balance a checkbook and reconcile a bank account when mistakes or funds are left outstanding.

Activity: The introduction to the activity is having students act out purchasing an item using cash (which is only Monopoly money!), a check, and a debit card. These three activities are activities that they have more than likely observed when shopping with a parent, sibling, grandparent, friend, or themselves. In most cases, cash transactions are observed by students everyday at school in the cafeteria. Debit card use is usually observed or performed by students 1-2 times a week. Check use is not as common anymore, so most students have to recall when they have observed adults using checks. This utilizes a multistage theory of memory processing that has been internalized and learned without students realizing it. This is cognitive information processing theory.

Then, I assess students' familiarity with each activity by asking pointed questions, such as, "Which method of payment could cause you money problems?" or "Which method of payment do you find to time consuming?" or "Which method of payment, when used correctly, helps you keep track of your finances?" and, of course, "Why is understanding these methods of payment so important?" Students should answer the last question by explaining the importance of being able to buy items from a seller, and understand the importance of keeping track of their liquid (monetary) assets.

After students have answered questions, they have an activity where they are a given a set of checks, deposit slips, and a check registry. Together, using my projector and an Excel program, we fill out several checks and a deposit slip together. As students observe me filling out a check, a deposit slip, and entering each transaction into my registry; they fill theirs out and enter each transaction into their registries. Students then continue the activity individually with anywhere from 3-6 checks, 1-2 deposit slips, and 10-12 transactions to be filled out. The activity sets up for a mistake to be found when comparing a bank statement with their registry. Students are practicing filling out bank forms and learning the behavior of entering transactions into their account registries as they make them. The practice and repetition.

To reinforce the behavior of automatically entering transactions, I have them maintain their registries with daily transactions to enter for the rest of the grading period.

(Just a little side note...I have used this activity for several years. When I have seen former students who have graduated, many of them tell me that they remember this activity and, even years later, are still in the habit of using their registries as they make transactions.)

Find a reference (other than the book) that describes Gagne’s Nine Events of Instruction. Then create a table or chart that compares and contrasts those events with the first principles described in chapter 7 and describe how you would apply each of the first principles to the goal you've developed from the first activity in this reflection.

I used Purdue University for Gagne's Nine Events of Instruction:

First Principles:

Develop a new goal or using the one you've already developed, briefly describe how you might use the whole-task approach, scaffolding, and mathemagenic methods to help students learn to perform a task.

Continuing with the check writing goal, I would most like use the KS&A approach due to this approach being developed for a competence that has integrativity, specificity, and durability. Basically, the skills learned in this lesson integrates knowledge (of checking accounts) and skills (of balancing the account); can be specifically bound to a profession or a career; and is a durable skill. I believe this approach is more appropriate than scaffolding and mathemagenic, because this skill is a very general, real world skill that is not based solely on academic parameters and competencies in one area; rather, it is a skill for every student to know.

You have been hired to design a course for a topic in your area of specialization. Using Table 9.2 as a template, what would you incorporate into each subcategory to motivate learners?

Attention
Perceptual Arousal:	I will have students act out the process of purchasing a candy bar to capture interest.
Inquiry Arousal:	I can ask questions about the situations performed to stimulate students.
Variability:	I have one student act out buying with cash, with check, and with debit card.
Relevance
Goal Orientation:	I best meet my learners’ needs by incorporating kinesthetic (using money to purchase), audio (listening to the act and me), and visual (watching the act and me) learning methods to meet my students’ needs.
Motive Matching:	I can provide my learners with choices, opportunity, and influence through continual practice and consideration of who and how to spend money.
Familiarity:
Confidence
Learning Requirements:	I can assist in building a positive expectation for success by having activities to complete and using positive reinforcement in class.
Success Opportunities:	Students will be able to handle and use their money many times more easily.
Personal Control:	When learners can balance a checkbook with no mistakes, students will automatically know that they successful.
Satisfaction
Intrinsic Reinforcement:	I can have this activity to continue for several weeks for learners to practice this skill.
Extrinsic Rewards:	I will reward the first learner for correctly balancing their registries with a Snickers candy bar from the first activity as reinforcement for success.
Equity:	I can assist students by giving positive reinforcement while we are working through the activity and after in order to anchor positive feelings for students.

Finally, after completing these activities, discuss the benefits of engaging in design research.

In order for students to be successful in learning and practicing what they have learned in the classroom, teachers must understand that student do not learn at the same age, mindset, skills, pace, or speed. Researching different models of learning design can benefit teachers by showing them new strategies and approaches to lessons they already use, but students continue to struggle with.