#5110 A Design of No Words

My wish for symbols from last week has been granted!  As a daughter of an art teacher, the elements and principles of design are not new, but how various populations respond to visual design elements and principles in instruction is new, specifically in regards to the use of color.  I will be making use of color codes in my next Instructional Design.  Braden's Visual Literacy indicates that "color codes have been found to facilitate achievement in complex self-paced tasks, particularly with criterion tasks that are visual in nature.  I foresee the need of color coding through out all future iterations to ensure the success of those following my instructions.

#5110 Tied My Hands With Text...

... and now I am blogging about it, which feels ironic.  I wish I had time to express myself in symbols alone just to make up for the sheer amount of words I crafted when a picture would have been better used!

While text based instruction is limiting, especially when describing physical action, hyperlinks can provide clarification, checks for understanding, opportunities for self-correction, and feedback.  However effectiveness of instruction can be limited based on assumptions in prior knowledge made by designers, as well as the potential lack of a common language.  For example MY topic!  Not only did it describe physical actions, it described physical actions involving materials that are not a part of the common person's vernacular.  

In looking at what text only instruction could provide a learner I am drawn to the thought of the visually impaired.  While Ikea directions and detailed schematics can break down necessary physical actions, those symbols are not easily navigated by those with visual impairments.  Text based instruction is easily translated into audio by already existing web tools.  When developing computer based instructions, best practice should always include text based instructions to accommodate for those with disabilities, even when your primary delivery is image based.

While text based instruction should always be provided, I feel that video and images would have greatly improved the effectiveness and efficiency of this instructional piece.  As a designer I cannot rely on my audience having any understanding of how these specialized elements work together or are even named.  Images provide a check for understanding far superior than any analogy I could create.

That being said, the practice of breaking down instruction into explicit directions provided me the designer with a detail understanding of every step.  It was tedious, but I now have a strong outline of what all future design iterations must include.  I plan on using the practice of beginning with text based instruction to aide me in other projects.

#5110 Media in Learning and Teaching W1

***For the few that have read my few blog posts***

Never been much of a blogger (obviously).  It seems really quaint, and I would love to spend more time writing, but that would require spending less time doing something else.  And I really am not willing to give up any time of the things I am doing now.  So for the next three months posts that you see here will be associated with #5110, one of my graduate classes at UNT.  Maybe the practice will stick?  I do somewhat more frequently post my independent thoughts, topics, and resources here. I named it Time Enough for a reason.

*** End of message explaining #5110's sudden appearance***

On the use of media to teach and learn...

Depending on your definition, media for learning and teaching, could date back to the cave drawings in France.  Media as an instructional method, even when crudely used, attempts to provide an experience for the learner when the real thing is not possible.  This could be the simplifying of concepts through the taking away superfluous information.  Or to replicate real life to the closest approximation so that the learner might as well have been there.  Or, to so further enhance an experience so that only through the use of media could you experience some new reality that would otherwise not be possible without the use of technology.

While designing instructional materials is a large part of my job for the past seven year, the use of media to communicate, learn, and teach is a human thing, not just a construct of education.  We use language, gestures, symbols, sketches, photographs, video, audio, models, diagrams, ect in nearly all of our interactions!  A life dependent solely on language to communicate would be very difficult.  Case in point (we are about to get super personal), my daughter (4.5 yrs old) has a "sluggish colon".  And in investigate/resolving this issue I was directed by her doctor to observe, evaluate, and document her daily expulsions.  Without the hilariously titled app "Poop Log"'s written description, analogies, AND drawings, this would have been a very difficult experience.  Even the Share function of the app was helpful as it turns out #crowdsourcing .  

That being said, the experience is how knowledge is constructed, not necessarily through the consumption of prepared materials.  Media is just one tool available to the process.

Do I have an Initiatives Addiction?

Is there such a thing as too many initiatives?  And can you be addicted?  Are there Initiative Interventions?  Can I plan it.....

In education we are all doing more with less, which usually is viewed as a bad thing.  But it appears that I have been forcing this upon myself with the motto "See a need, fill a need!" for a number of years.  I personally think it is exciting, fun and a good way to resolve the problems I see/encounter! But those immediately around me are experiencing Flood Initiative Fatigue.

So here is my question.  When I encounter problems (otherwise known as opportunities) - is it healthy/productive to develop district wide initiatives and programs as a response?  Or should I just let those things go and ignore them, something I am loathe to do.  I do not let go easily.  Or ignore.

Micro-example.  I received a snark-filled terse email (from someone who does not know me well enough to vent electronically or in person) in response to a call for participants (funnily enough for another initiative).  This person does not know how to be professional via email.  So I started the "January Email Resolution: 31 days to a Better Inbox" as a series of digital posters and memes to be sent out daily by campus Tech Guides.

No big deal right? Or am I on the cusp of the first step: admitting I have a problem.  But wait - isn't that how I got into this?

Life is not fair

and it really sucks learning that lesson when you are 18 and an entire world of potential is in front of you.

And I am at a loss for how to help.

You see I have this kid, and he is MY KID. Not by relation, but he is mine. And I am so proud of him and all that he has done. But now life has just slapped him in the face.  Hard. And I so much want to make it right for him, so he can have at least a few years to continue building his confidence and finding his path. But this puts all of that at risk.

My Kid has worked harder than anyone I know to turn his life around and get accepted at a major university in Texas.  But he has no "papers".  Our counselors let him down, and due to a missed dead line he is not guaranteed Texas FAFSA.  Private loans with co-signers are possible, his uncle agreed, but his father says no. He has some scholarships (the ones he could legally apply for) but they won't cover costs. He can even defer payment for a month, but the person who has ultimate say just told him No.

While tonight should be his first night at college, leading him to medical school and oncology, instead he is at home.  Hurt, and angry, disappointed and no clue how to reach his dreams.

My heart is broken.

So what do I do? I can listen.  I can give advise and tell him stories of rivers that weave around, finding ways to cut through hard terrain.  But I cannot take his hurt away. And I cannot undue the mark of cynicism that this has caused.  Nor can I close the rift between him and his family. 

I guess I just have to trust My Kid, and the strength that I know he has.

I have finally succumbed to Facebook...

and have been fully sucked in.  

Not to mean that I just now created an account.  But rather I only used it for things pertaining to the kiddo, family, food, trips, whatever.  I never used it for dialogue and discourse as I think it is a poor medium for me.  Especially when I get uppity about the topic.

But then I joined the recently formed BTA.  And now I am totally engrossed in a conversation.  One conversation. I am literally thinking I need to cut myself off, leave the group never to return, go cold turkey.

And at the same time I am thankful for the opportunity to view my thoughts from the perspective of others via this dialogue!  Too often we are insulated within our departments and circles.  This has been a new and feisty circle to dance in! It is invigorating and exciting and it is keeping me from my real work.

Because while some feel that Facebook is a medium for their advocacy and those interactions produce a satisfactory outcome, it still is just not for me. The initial spark for me to go into education was the idea that I could make education different. So for me, and many others, teaching is not just a career, but also a medium for advocacy where I see the results of my efforts impact the community I serve in a positive way.  And tonight, while stimulating and thought provoking, my involvement in discourse with a group of educators resulted in me neglecting other work that could have been done, as well as my sleep.

Which in turn sent me to blog about this new phenomenon in my life. I am trying to understand why I suddenly took to "the streets", passionately stating my position.  I can theorize that it is a combination of pent up frustration in not having similar dialogues within my sphere of influence and very strong feelings about the topic discussed (something that regularly circumvents my attempts at progress within my ISD). I am intrigued and I want to explore these thoughts.  But at the same time I am drained and fried. 

At the very least I know my sharp and obsessive focus on what interests me is alive and well, despite a strong effort to lead a more balanced life. Guess I need to work on that, in a non-obsessive manner.

Inventor Smack Down! A randomly sparked idea.

Summer time for me is like dreaming.  I have less specific daily interactions and timelines to follow, so my mind can go on walk about, producing all sorts of sparked and connected ideas.

Today was one so awesome that I just had to share!

I used to teach history of invention through research projects, kinda basic.  But I would conspire to have the kids dress up as that inventor on Halloween (since costumes for Halloween were banned).  It was fun and the list of items that they researched had extremely interesting histories.  Did you know that the Ever-Sharp mechanical pencil was invented by a 21 yr old in Japan (who happened to later go on to start Sharp). And that the vending machine first appeared in the FIRST century and dispensed holy water!  And then I learned about Nikola Tesla and have forever held a grudge against my elementary teachers for allowing me to think that Thomas Edison was amazing.  So as many celebrate the birth of the man who brought us Alternating Current (Tesla) I came across this: http://theoatmeal.com/comics/tesla and started to think about how awesome it would be to have "Inventor vs Inventor" or "Inventor Smack Down"!  With each kid accepting a role, and defending their catalog of work against their arch nemesis to the class.

Think about it, Tesla vs Edison, Darwin vs Ussher, Jobs vs Gates vs Branson!  I think it would be fantastic!

Now I just need to find a teacher who wants to jump in!