Military Design Portfolio Project
Textbooks
- Read Chapter 16 in Trends and Issues in Instructional Technology
Websites
- Department of Defense Advanced Distributed Learning Program
- Government Technology - If you click on the case studies link on the left side of the screen you can view information technology solutions that have been designed for the government
- Training the Government Workforce
Project Sample
- Xenro Technologies - developed by Beverly Green
Items to be Addressed
- Item 1 - Locate at least three laws, regulations, or judicial decisions that could influence a designer's job. Describe how these decisions will impact the role of an Instructional Designer in this field.
- Item 2 - What entry-level technology skills will be required for incoming military personnel to operate in the new digital environment? Will new personnel possess these skills? If they don’t, what type of remedial technology training would you suggest? Do the tools that you are recommending exist in the marketplace?
- Item 3 - Define and give examples of the military’s instructional systems design model. Given a specific project of your choice, how could you use this model and how would it be affected by the anytime – anywhere-training paradigm? What are the factors that facilitate or constrain your projection?
- Item 4 - Develop an annotated set of 8-10 resource links that will assist an Instructional Technologist developing materials for the military. For example, internet sites that report on surveys, tests and other assessment devices that can be used to assist the Instructional Designer in selecting of tools and techniques. Each site must be evaluated with a 50-100 word overview. All works should be brought together in a section of the portfolio.
- Item 5 - Locate 3-5 professional organizations/publications that would assist instructional designers developing materials for government services. Each resource must be evaluated with a 50-100 word overview.
- Item 6
- Based on the information noted in the below listed table and your view of the instructional technology field, answer the following questions:
- Are there any competency areas/domains within this field that are not represented in the table? If so, what area(s)/domains are not represented? Modify the table to reflect your additions.
- Do you think that a set (or sets) of competencies needs to exist for professionals in the field of instructional design and technology? If a set (or sets) of competencies is needed, will one set of competencies suffice, or should there be several lists, each representing the desired skills of different groups of professionals within the field? Provide a rationale for your answers.
| Activities | Interrelated Domains | Competency Areas (IBSTPI, 1998) |
Competency Areas (NCATE/AECT, 2000) |
|---|---|---|---|
| Research & Theory | Professional foundations (including research & theory) | Professional Foundations
|
|
| Analysis | Planning & analysis | Planning & Analysis
|
Evaluation
|
| Evaluation | Evaluation | ||
| Design | Design | Design & Development
|
Design
|
| Development | Development | Development
|
|
| Management | Management | Implementation & Management
|
Management
|
| Implementation | Utilization | Utilization
|
|
| Last updated: January 2003 | |||
- Item 7 - Find two or more articles or websites that discuss the issue of certification within our field. Summarize the points of views expressed, and describe your own views on this issue. Provide a rationale for your views.