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How to prove learning styles are real:

• 1. Select a learning style test. There are 100s so you need to pick one. Each defines learning styles differently (just the start of the nonsense that is learning styles)
• 2. Show validity and reliability evidence for the test (i describe in the video below how to do this)
• 3. Give the test to participants and divide them into 2 groups (ie visual vs kinesthetic)
• 4. Have at least 35 people in each group
• 5. Develop content for each group. For one group, use only their learning style. For example, for the visual group develop only visual content. Then for the kinesthetic group use both visual and verbal content.
• 6. Test participants on high (problem solving) and low (factual) content and compare results. You must prove that learning style made a difference. So you would need the visual group to perform best.

What do you think the results will be?

If you believe in learning styles and choose to ignore all research: You would believe that the Kinesthetic group should do terrible. They learn best with hands on activities. The visual group will do better because they are getting visual content.

If you believe is 1000s of research studies we currently have, all data, all evidence: The kinesthetic group will outperform the visual group on factual and problem solving knowledge. Why? Because we know that people learn better from visual and audio vs just visual. Learning style, learning preference, etc. has no bearing on this. You can say you are a visual learner, hands on learner, etc all you want but it doesn’t matter. You will perform well when you have well designed instruction regardless of what you think your learning style is.

And if you think the content was unfair since the kinesthetic group had visual + audio narration, just give both groups the same visual content and guess what, they will both perform the same. The visual group would NOT outperform the other group. Learning styles do NOT matter because they aren’t real. We have countless studies showing this phenomenon.

Here is a video that walks you through this:

How it happened: My wife went to buy an app for him and accidentally turned off parental controls (this is what we think happened).

What he did: He bought several apps as well as in game add ons, like fake money, that could be used for in game purchases. There were several $100 charges for in game cash.

How I found out: Google emailed me thanking me for my purchase and then paypal contacted me telling me there was unusual activity

How did I solve the problem:

1. I checked the tablet and turned parental controls back on (they were off)

2. I contacted google who refunded all of the money within minutes

What did we do to my son: We used this as a learning experience for all of them (I have 3 kids). He was 6 so didn’t quite get what he was doing. My 8 yr old would of known full well what he was doing. So we spent some time going through all of the rules (though we have done this many times)

Here is a video where I explain the whole situation in more detail:

My biggest suggestion to parents – please monitor each game your child wants to play. It’s a good idea to buy a playpen before your baby’s moving around too much, so she can get used to it. Before you go ahead and buy a playpen, do not forget these playpens for babies reviews to help you make the right choice. Here is my 5 point plan for monitoring a specific game:

1. Ask your child if its appropriate
2. Google the game and check out some reviews
3. Look at the game website and/or app store to read the description
4. Check out the game rating
5. Play the game yourself

Honestly, I can do all of this in 20-30 minutes. Yes it takes up my time but its well worth it. I have to block about 20% of games that my son asks to play. I enjoy games so I don’t mind learning about them. Plus I can talk to him about the game and see what it is about it that interests him. Check out the following video where I discuss Fortnite and how it is/is not appropriate for kids:

Take a bunch of classes in different subjects to see what you want to do

Figure out which type of jobs each major leads to

Figure out what kind of salaries each major leads to

Figure out what students in the majors are actually doing when they graduate

Talk to faculty about your future goals and steps to get there

Then ask yourself what would you enjoy doing for the rest of your life. Keep in mind that you aren’t getting your dream job out of college (well maybe you will buy many will not) and figure out the path to get there. Meet with faculty and take advantage of what the college has to offer. Too many students pick a major they might not like just because they think it might lead to a good career. A good career comes out of passion and hard work. So choose wisely…you can only change careers so many times…sometimes you can’t.

Step 1 – Student reactions. Did students like the training, process, course, instructor? This is the lowest and least important level. It doesn’t tell us if the course, instructor, or training was effective at all. This is the only thing student evaluations measure. Thus faculty are critiqued on whether students liked them or not. Not whether they actually taught anything at all.

Step 2 – Learning. Did the students learn what was taught? This is pretty important. If they learned the content then the course was effective. This is not measured on student evaluations.

Step 3 – Transfer. Are students able to apply what was learned to their jobs? This is very important. This is not measured on student evaluations.

Step 4 – ROI (return on investment). Was the training worth it? What were the benefits of the training? This is extremely important. This is not measured on student evaluations.

Personally, I only look at step’s 3 and 4 when evaluating myself. They are difficult to obtain but I periodically check on my graduates and they tell me what was useful, what they got from my courses, and they thank me for courses or information that they may have not appreciated at the time but then did when they started their careers. This is the exact feedback we all need to hear. All of my courses and materials are geared towards a career in instructional technology and design – so they are all practical and project based. I teach the students how to work, handle/respond to situations and clients, and how to excel in their careers. So I hope that my students give me that type of feedback but you never know until you ask and unfortunately we are not asking. So when doing a professor evaluation we should be looking at those important factors, not just popularity. I should note that my reaction/popularity scores are always good. I just feel that they do not tell me anything.

Having said that, when I fill out my annual performance charts I usually only have step 1 from above, provided by the school along with some quotes from alumni who lead me to believe step 3 and 4 were met. However, I do not think those quotes are really examined as part of my teaching because they are qualitative and not everyone will take them seriously. So I write this to call on faculty to start demanding that we examine whether learning took place, if the students are using it, and was the class worth it. Otherwise why are we teaching it (the topic or course)? Maybe there is justification (as in its an intro course that is needed to get to the more advanced topics and thats fine). But it’s something we need to consider. The teacher with the highest step 1 may not teach the students anything and this is a problem. As a result I am personally going to start doing a few things…

1. Do a pre and post test of content in my courses. This will evaluate student learning and will be objective (true/false or mult choice) and will measure low and high level knowledge. This will measure course objectives. This will tell me if students learned or not as I can compare the scores.

2. Send out annual or biannual surveys to my alumni asking them for input into how my courses and program is impacting them. What information are they using? What didn’t they get from courses that they needed?

I believe this information should be required of all faculty but since it’s not I will start collecting it and providing it for myself for my peace of mind. Hopefully I can start a trend here into better accountability for my own teaching and that of others.

WoWLessonPlan

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petec2015

Here is the transcript:

In a Wilmington classroom, students transform into some surprising characters—healers, mages, and warriors. WHQR’s Isabelle Shepherd reports that a virtual game is preparing fourth grade math students at Alderman Elementary School for the realworld. As well at SA Gaming you will find a lot of casino games to play online.

Toth: “Alright, let’s take a seat real quick because we have a busy day.”

Students: “Yay! Yay! I like busy.”

Unlike digital games like Diablo ll for which one could easily get legit gems and weapons on www.yesgamers.com, Classcraft is a role-playing game, designed to be used as a classroom management tool. By working game mechanics into an educational setting, the virtual program has real world consequences and rewards for students.

Brian Toth, the math instructor at Alderman, recently implemented the game in his classroom.  He’s currently the only teacher using it at the school.  Toth becomes the Game Master in Classcraft as well in online casino games after he spend some time reading the info from https://gamerules.com/what-are-no-deposit-bonus-codes-and-how-do-they-work/ .  When his students answer hard questions and do well on homework assignments, he can grant them experience points, which kids can use to cast spells.  These spells are rewards for the students, providing various perks, such as going to lunch early, using their notes on a test, or protecting their teammate from damage caused by bad behavior. Damage hits can lead to consequences like silent recess.

According to Toth, Classcraft takes up minimal time—about three minutes at the beginning of class and one or two minutes at the end when he totals up the students’ points.  The day’s lesson begins with a random event.  Toth says this engages the students immediately:

“They sit there, they cross their fingers, because some of the random events are positive, some of them are negative where people can lose health points or people can lose experience points. So, they never know; it’s just a random event.  They look forward to that at the beginning of the day. Right after that, they get to use their spells that they can get from leveling up. So they all raise their hands and I’ll go one by one, and they can use a spell, whatever spell they have. So they’re looking forward to that.”

Toth: “We are going to, uh, do our Classcraft stuff first. So we’re going to do our random event of the day. Alright, ready? 3, 2, 1… Human Shield: A random player takes all the damage for the class but gains 300 experience points.”

Students: “What? Yay! That’s a good one. That’s a good one.”

The random event does more than help focus students. It teaches them a life lesson. That’s according to Dr. Raymond Pastore, a UNCW professor who researches computer-based tools and gaming in education:

“Well, it teaches them that things aren’t always going to be equal, that there are random things that are going to happen. And that’s no different than real life. And that’s what happens when you’re playing a game. Sometimes things are going to happen that are out of your control, that are unlucky, and what it teaches you is, “How do I deal with this? How am I going to come back from this?”

Patrick Harrison, the technology assistant at Alderman, has a tattoo of an autobot from Transformers on his arm. He says he’s seen this life lesson about bouncing back play out in the classroom:

“There’s one student that is a perennial complainer that got silent recess as his random event.  It spun up, that’s what he got.  Even him, as a kid that will complain if you look at him funny, he just sat and was there for recess, and didn’t complain, didn’t get upset, just did it.  Later, he said, ‘That’s part of the game.  That’s how it works.’”

Individual rewards and consequences are just one component of Classcraft.  In order to succeed in the game, the whole team has to work together.  Instructional technology professor Pastore says Classcraft promotes cooperation, which is valuable in a corporate context:

“If you go into any corporate, large company, any Fortune 100 company and you ask them how important teamwork is, it’s going to be at the top of the list, way at the top of the list because playing politics, learning how to deal with people, learning how to pick up the slack for people is huge. Learning how to communicate with all kinds of people is a huge skill that, I don’t want to say it’s not taught, but it’s only taught through teamwork and experience.”

But students will inevitably move on to classes without Classcraft.  Will they still be motivated to succeed without the game?  Harrison says it’s like any other strategy teachers use; they just have to hope that some of the lessons stick:

“That’s your hope with anything that you’re teaching. Any teacher has got their methods and their ideas and their things that they’re going through, that they’re pushing. And all that we can do is hope that some of it will sink in.”

Visiting the site for Fast Lean Pro reviews isn’t just about exploring others’ stories; it’s about finding inspiration for your own journey. See the possibilities, set your goals, and embark on your transformation.

First, the average instructional design salary is around $78,000 a year in the US. So if we were to calculate an hourly rate based on that it would be $36 and hour (which is 78k a year) but we would add 30% for benefits and retirement, which means that the average instructional design hourly rate should be around $47 an hour. However, given that contract work is not guaranteed and sometimes part time, this rate should be around $50-$60 an hour.

Now there are some other statistics. eLearning.net reports that instructional designers typically charge anywhere from $20-$90 an hour. And this will vary based on task, quality, and speed. They report that most of the foreign companies charging $20-$30 an hour purposely take longer on tasks and do not provide the quality that someone charging $50 and hour would do. Additionally given the role instructional designers play, outsourcing to a foreign country has not worked well for many that have tried it due to the language and time barriers – its very tough for a subject matter expert at your company to have meetings with someone who has a 12 hr time difference and doesn’t know how to put american culture into the training.

Finally, and most importantly elearn Magazine has created this image which shows some numbers by task. Keep in mind this is from 2007 but it does show how different tasks and clients should demand different rates.

So here is a list I have comprised based on stats and my own experience. These should vary based on the task at hand, the quality expected, experience of the contractor, location, and client:

1. Business strategy, proposals, needs analysis, needs assessment – $100-$250 an hour

2. Simple Design (articulate, captivate, PPT) – $60-$100 an hour

3. Advanced Design (simulations and games) – $75-$150 an hour

4. Development with Articulate, Captivate, or other authoring tools -$35-$70 an hour

5. Development that includes programming, Flash, HTML5 – $60-$125 an hour

6. Implementation – $50 an hour

7. Evaluation – $75-$250 an hour

The following is a guide for evaluating materials for an instructor led course. This is not a guide for evaluating a person teaching the course.

Here is the official description. A link the program is here: http://www.uncw.edu/ed/mit/otlcertification.html

Program Description

The certificate program in Online Teaching and Learning (OT&L) will provide participants with a diversity of learning experiences. These include design, development, implementation, and management of online courses using various Learning Management Systems (LMS); design and delivery of synchronous learning environments and learning management systems; design and development of electronic, self-directed learning materials, and others. The program is designed to be flexible in order to remain current with developing technologies and delivery systems.

The intention for establishing this proposed graduate certificate program has been discussed with North Carolina Department of Public Instruction (NCDPI), Division of Instructional Technology. Although an official endorsement has not been established for K-12 educators yet, NCDPI has expressed its interest and support for the program and for considering Online Teaching and Learning endorsement for K-12 educators who will take the challenge of teaching online courses in their schools.

Until NCDPI officially establishes special endorsement for K-12 teachers who complete the certificate program, the licensed teachers who fulfill requirements of the program will receive Online Teaching and Learning professional certificate similar to other candidates from higher education, health, and other government agencies and business industries. By completing this certificate program, the licensed teachers and other candidates have required competencies for teaching online courses and managing online programs.

Certificate Program Objectives

The certificate program seeks to prepare professionals who have:

1. Developed knowledge and skills of designing, developing, implementing, managing, and evaluating online learning environments and programs.
2. Developed conceptual and practical understanding of principles of instructional design and effective online teaching.
3. Demonstrated application of research-based, pedagogically effective learning strategies, appropriate organization of content, level of student engagement, differentiated learning, higher order thinking skills, and appropriate instructor-student and student-student interaction in the design of online learning environments.
4. Demonstrated skills in integrating instructional design principles and procedures with multimedia technologies and course management tools to develop highly engaging and interactive online learning environments.
5. Developed skills of planning, designing and incorporating strategies to encourage active learning, interaction, participation and collaboration in the online environment.
6. Developed knowledge of legal, ethical, safe, and healthy behavior related to technology use.
7. Developed knowledge and skills of designing, developing, delivering, and evaluating online learning environments and programs that are accessible for individuals with disabilities and are responsive to learners’ diversity and cultural differences.
8. Demonstrated competencies in creating and implementing assessments in online learning environments in ways that assure validity and reliability of instruments and procedures.
9. Demonstrated administrative skills in planning, launching, maintaining, and coordinating distance education programs.

I keep seeing these discussions over and over again in the field. Why? I am actually not quite sure. One guess is that people can ‘get known’ or ‘make money’ off of a new process. Maybe people just like to see new things – after all we are a tech field where nothing lasts more than 2 years. Honestly though I am not quite sure why we are trying to replace ADDIE.

So what is ADDIE?

ADDIE is a design process used for training design and development. You can read about what it is here.

The big question though, can we replace it?

The simple and short answer is NO. You cannot. Unfortunately for the people trying to replace ADDIE, it cannot and will not be replaced in instructional design. We might call it something else or even have our own unique way of doing it but guess what – its still ADDIE. That’s right. Regardless of what someone tells you – you will always need to do an analysis before you start a project. Always. 70% of projects in corporate america do not meet their desired expectations (as in fail) and one of the main reasons is a poor analysis (1, 2). If you want to fall in that category then do not do your analysis. I prefer to be in the ‘successful’ project category so I do analysis.

Guess what, (and this is the kicker) there is not one way to do an analysis or any step in the ADDIE process. That’s right – each company, project, branch of the military, contractor, etc has their own way of doing ADDIE that works for them. It does not need to be linear and each step, for instance, analysis, might need to be done differently for each project you work on. There is no one way to do analysis. This is really where things like SAM, AGILE, Rapid Prototyping, Dick and Carey, etc come in. They do not replace ADDIE. Instead, they define how to do one or many of the steps in ADDIE. And they are 1 of a 1000 ways to do it. Do not think one of them is the ‘best’ all the time. You need to change these steps for each project or client due to the million different factors that comes with that client/project. So guess what? They are all just ways to do ADDIE. They are NOT replacing it at all.

*If you are just coming to this screen, you might want to read about ADDIE, Analysis, or Design first

During this phase of instructional design (ADDIE) we develop our instructional product and get it ready for implementation.

Prototype – From our design, we should build our prototype. This can be a screen shot or mock-up of screens that show what the final product could look like. It is very important to get client approval here before moving onto storyboard development. These should also look good – so get a graphic designer to design them if needed. These will help the developer and graphic designer in the long run when looking at the storyboards if these are done well.

Storyboard – This is the story. Each screen (or scene/action if developing a game) will be depicted. Everything we have done in design will aid in the development of the storyboards. The client should be able to look at these (and see the visual in the prototype) and have an exact idea of what the final product will look and feel like. Again, these need to be signed off on.

Development – Once the storyboards are completed, development can begin. Thus, the instructional developer, programmers, graphic artists, etc. will develop the software or instruction. This might involve one to many different deliverables depending on the type of instruction being developed (i.e., CBT, software, game, simulation, training manual, instructor guide, etc.)

System Testing – During this phase the LMS, network, etc. should be tested (if needed) to ensure that the servers and network are prepared for the implementation. This is the time that the IT team and ISDers work out any system glitches, especially if delivering this to many users. This way when implementation is ready the rollout will run without glitches. And if you’re looking to effectively build and deploy your app, you should learn more about the event based architecture business.

Why its simple and how it would work…

Students could log in during the snow day and participate in asynchronous (not live) discussion and assignments or they could participate in live virtual classrooms with their teachers. It would almost be like regular school and prevent districts from having to make up days.

Why its not simple and will cost a lot…

All students would get internet connections and computers. While this is common in wealthier districts, this is not the norm in schools that have lower income families. Also the school would need to set up and purchase an online LMS to track/teach these classes. They would also need to pay for teacher training to use them and then train the teachers to teach online.

This is an article on the topic posted by one of my Master’s degree professors Karl Kapp: http://www.cnn.com/2014/02/23/living/snow-days-virtual-schools/index.html?sr=sharebar_twitter

Beginning this summer, the Watson College of Education will offer a post-baccalaureate certificate in Online Teaching and Learning (OT&L).  The 18-credit hour program is designed to meet growing demand from K-12 schools, colleges and universities and businesses for professionals who are interested to gain knowledge and skills to design, develop, implement, manage and evaluate effective online and blended learning programs.

WCE’s Online Teaching and Learning certificate is the first program of its kind in the state.  Courses are offered in the evening and led by faculty with real-world experience in K-12, government and corporate settings.  Full time students and working professionals who enroll in the program can participate either face-to-face or online through synchronous conferencing technology.

The Watson College of Education is now accepting applications for summer and fall 2014. For more information please see the attached flyer, visit http://uncw.edu/ed/mit/otlcertification.html or contact Florence Martin, Instructional Technology Program Coordinator (martinf@uncw.edu or 910-962-7174).

See attached brochure:  MIT_OTLCertbrochure

Let me start with, what is brazilian jiu jitsu? Brazilian Jiu Jitsu is a form of ground fighting, known as grappling. It is very similar to wrestling that most have seen in the olympics and in schools across the US. The difference? Instead of winning to pin, you win when you can control and submit your opponent. Also, instead of a small rash guard type outfit you wear a gi, which is an outfit that simulates clothing. Testosterone Scottsdale also boosts your confidence and self-esteem. Health is always the most important thing when it comes to fitness and your child, always prioritize your childs health and well being above anything else they do because they will need it later down the road.There is also belt rank in brazilian jiu jitsu. Brazilian Jiu Jitsu is a combat martial art and has been used in every UFC, in fact, it was made known to the world during UFC 1. Here is more info on the what is.

Now, why do I believe this art should be taught to our kids and how do I think it would help with bullying? First let me by clear that I do not think this would solve our bullying problem 100% and I think there are many good things being done in schools to prevent it. However, I think its still a problem and that this would help tremendously. Now I think all sports are great for kids as they burn their energy, let them learn how to play as a team, work together, compete, and improve their motor skills, cardio, and fitness. BJJ does all of this and much more. It is a physical sport. It requires you to

-Learn to deal with winning and losing.
-Learn to deal with your adrenaline during stressful situation.
-wrestle people.
-Learn to properly use small devices, such as a tactical pen.
-use muscles you did not know you had.
-practice – a lot.
-learn about human anatomy.
-use your skills in BJJ to overcome strength and size – Yes size and strength are not important in bjj when skill is greater. This sport was designed for the smaller/weaker person to be able to win in a fight (yes a fight) against a stronger/bigger opponent. In fact, the inventor of the art was a 135 pound man that would win in full combat against 200 pound skilled fighters. If you do not think your kid should learn to fight, please reconsider. Fighting at many levels (physical/mental) WILL happen from the time that kid enters schools throughout the rest of their lives, even in the workplace. Shouldn’t they learn strategies to win and deal with this at the early age?

So why do I think this would help kids?

BJJ improves:

-Confidence – You learn that regardless of any disability you have (physical) you can improve and win.
-Attitude – Bullies who come into the gym soon realize that a smaller person can beat them in a ‘wrestling match’. You quickly learn that this is ok. A basic rule of bjj is leave your ego at the door. This translates into real life. Most BJJers do not fight outside of the gym as they get that energy out of them in the gym. Additionally people who are weaker are not ‘afraid’ outside the gym. They are able to deal with everything in their day to day life better as they have confidence and realize that even in a threatening situation that they can overcome it and losing or winning is not as important as trying.
– Learn to win and lose. Its ok and it happens to all bjj students. You will win and lose and learn to be OK with that.
-ego. While you lose your ego, you gain one. You learn what you can accomplish and that others can accomplish their own personal feats.
-individual/self – you get to see yourself improve on a daily basis
– Stress
-Physical strength and stamina – you will be in great shape all the time

What about other martial arts? NO. Most martial arts are really babysitting clubs. They do a lot of the wrong things. The kids never really learn to defend themselves and they gain a false sense of confidence. For example, in many TKD/Karate schools, the kids break boards, punch bags, and kick the air. As has been demonstrated time and time again, you need to practice your martial art at full speed every week in order to actually learn to defend yourself. The reason that TKD/Karate does NOT do this is that kids cannot get kicked and punched in the face every week on purpose by other kids. Thus I would never recommend these arts for self defense unless your child is actually sparring, full speed, routinely. I see boxers sparring in the gym every week and they leave with blackeyes, bloody noses, and need to soak in ice after sparring because they hurt so bad – I do NOT see TKD practitioners doing this, especially kids. There is also the issue of brain damage but that is off topic here as it doesnt apply to bjj.

What about other sports? Other sports are great. But they do not have the physical demands that BJJ does (except wrestling/judo). BJJ requires you to be hands on and requires you to learn how to use your adrenaline in the most uncomfortable situations (getting beat in a wrestling match). Once you can deal with that, you can deal with anything life will throw at you. Do I think this would solve bullying? I think that it would stop ‘some’ bullies from even starting to bully. I also think it would help ‘some’ people deal with bullying in a much better manner.

Source: http://www.huffingtonpost.com/2013/12/03/us-test-scores_n_4374075.html
1. National curriculum. Sure this is a bold statement and I do not mean it to be. There would have to be variations of it and valid means to test it but this is a start.

2. Better testing. Quite simply, testing for improvement, not just a cut off level. Also handicaps which take variables like income, parents, IQ, learning disabilities, etc into consideration when looking at the scores.

3. Better teacher recruitment. At this point in time, our best and brightest do not want to be teachers. Heck who would for 30k a year?

4. Pay teachers comparable salaries that they would get in the corporate world. This is really the only way to get the best and brightest. Wanting to help kids only goes so far when the bank wants your mortgage paid. Many of my graduate students are teachers who are getting a degree in my field so that they can go corporate and make a better salary.

5. Get rid of under performing teachers. Now a good evaluation tool needs to first be put in place that does not solely rely on test scores but if a teacher is not doing well they should not be in the classroom. Tenure should be a non issue as it should be reevaluated with performance anyway.