Section 5: Trends and Issues in VArious Settings

I currently am working in the field of Education as a high school teacher of Pre-AP English and English 3.  After reading the chapters of the various fields where instructional design has made an impact, there are several parallels to the educational field and improvements that could be made as well.  



 (http://www.pbi-now.com/2011/05/the-on-line-amish-flight-school-and-other-bad-training-ideas) 

 



In the Business arena, the need for globalization of training is an important element in instructional design.  With the world market being truly a “small world”, the need to design training for many cultures exists.  In the education field, there are many cultures that we need to reach on a daily basis.  Not only are the students from different cultures, but the teachers on my campus come from a variety of cultures as well.  If instructional design for education were packaged as it is for business purposes and removing anything of cultural bias, it might help students and instructors to learn material in a more equal setting.  Localization would be a problem with all students or educators having to “learn” from the same system at the same place unless different cultural packages could be produced at the local level.  For example, ELL students would need a different “localization” than English speaking students.

On the military front with the ever changing role of our armed forces, it is presented much like the Business area of globalization.  The recognition of cultural differences in military training is important as well.  What I found particularly, however, is the mention of alternative training solutions where various learning modes/styles are considered for remediation of service members who do not perfect a concept or achieve a certain performance level.  This is very much the same as education where various learning styles must be considered and remediation is often a necessity.  I loved the fact that the military uses alternative methods for remediation instead of “more of the same” that wasn’t grasped the first time.  The field of education should take a strong look at the methods of the military for remediation.  Many times in education, it is “drill and kill” which turns students off completely.  If we took more of an approach similar to the military, much greater retention or grasping of new concepts might be attained.



(http://www.shephardmedia.com/news/mil-log/russian-army-orders-rheinmetall-training-centre/)

 

 

In the medical field, the need for problem-based learning became a prevalent part of medical training programs.  In the education field, it is now very much expected for classrooms to be project based or where students lead themselves in the quest for knowledge of new concepts with the teacher being a facilitator.  It may have evolved from the training begun in the medical field in order to help students transfer knowledge and apply that which has been learned in a classroom setting.  This hands-on approach is now the norm.  Hopefully this will soon become the norm in a secondary educational setting as well.  The only problem with that where I teach is the part where students must be motivated to learn.  Apathy has become a very big issue that our teachers are dealing with on a daily basis especially with our regular ed. population.  On the flip side, if there were more project based learning, maybe that would motivate the unmotivated.

( http://medical-universities.org/medical-training-college/)