#hit art block and generally want to hone my skills more so references are on the agenda

[sealbuffed]

that is a really small bathing suit!

[dwmclean-blog]

Month 5

1)    What did you learn from the reading assignment about the field of instructional design that you were not previously aware of? Why is this important to your goal of achieving mastery and your future as an instructional designer? Your response should be 3–5 paragraphs in length Include at least three quotes from the reading assignments with in-text citations using APA-style formatting.

 After reading this chapter, I am very familiar with many of the ideas presented and can add volumes to what they say. The authors have taken an overarching theme, and barely show the first few steps of the twisted path an educational idea takes within the DoD system. Three challenges that are mentioned strike a nerve as;

“Using technology wisely when technology is evolving more rapidly than the ability to accommodate change; assuming the responsibilities dictated by one’s role and relationship to the military (federal worker or contractor); designing for individual projects, which may be repurposed into other training products or delivery environments” (Bratton-Jeffery & Jeffery, 2012, p. 187).

In each of these challenges, I have faced them first hand, and have had to change course in the direction of projects to better accommodate the needs of the program and the people on the ground using the training in the fight. Our current IEDES (Improvised Explosive Device Education System) has an electronic module that mimics GM20 and PRO45 signal jammers and that is mounted in up-armored vehicles to block radio signals to trigger blasts. They produced the training modules and equipment faster than the actual units to be mounted, and when the final version of the product hit the military vehicles, it was 4 generations forward of what was being trained. Colossal amounts of time and money were wasted, as Soldiers eventually came back and told the designers how they were being used in the field, and then they put together the revisions, which became an entirely new project under a new contract. The technology moves at a pace that is not predictive with the evolving scope of the battlefield, and many times it is the Soldier that with be the best sensor and trainer. And out of everything that was made in the forefront, only the illustrations of the unit remain.  

 I design much of the written literature that our training center oversees with diagrams and illustrations, which is then translated into 14 different languages to help our NATO allies use the same equipment. This brings to light another of the ideas from the authors, that there is a partnership for our military and many of the nations we train, fight alongside, and supply with our weaponry and tactics. Bratton-Jeffery and Jeffery (2012) state, “Designers must recognize the cultural diversity of the clients and select training or learning solutions that can accommodate dissimilar audiences” (p. 189). For our European, Central and South American counterparts, the writing only changes in language formats and labels. For some of our Southwest Asia partners, we have to go a step further and provide cartoons to go along with our training. It seems small, but they understand the material easier reading cartoons and seeing the action in the strips than having the information in manual format.

 The last issue I wish to weigh in on is one issue that will always affect the instructional designer: funding. Budgets today fluctuate, and every program can cease to exist in the military marketplace in as little as six months. What the book fails to mention is the understanding of programs of record, training directorates, and fund appropriation allocation. Without getting into the weeds of the government machine, there will always be money for training, but the government wants to get the most bang for the buck. Programs of record are the first funded projects that support main operations, and have the ability to be interconnected with other service branches, groups within a service, and international reach. This involves direct training like Apache repair or weapon systems, or a DoD wide program like the EST 2.0 (Engagement Skills Trainer) which uses a digital range to hone the skills of military members across all the branches. They fluctuate in dollars and this is important because, “Whatever funds are applied to one project may be taken from another, and the designer must be able to help the client weigh the costs or trade-offs” (Bratton-Jeffery & Jeffery, 2012, p. 189). Money is shifted from time to time, and there is a five-year cycle where the funding is revised, and long term goals and monitoring are implemented. Training directorates have pet projects that will usually be funded, but are on the yearly cycle for renewals. These projects are done usually through contact bidding, and awarded to the low bidder. Many of these projects are started, completed, and then revised by another company in another cycle. The Army’s NCO 2020 Vision and transgender training fall under these categories. Fund appropriation allocations are the shortest lived of the budget projects, and have a very short shelf life and are designed to tackle one issue very quickly. The Marine Corp is currently in a rapid development process with all of the news and focus on the Corp for the abuse of female Marines on social media. While these contracts can be lucrative, the turn-around times and deadlines are very tight, and the product has to be a flawless as possible.

 I did not learn anything new from this chapter reading, but I found many ideas that I face even without being the instructional designer on multiple projects. The military is not that different from other large corporations in some of the difficulties that will be faced, but the margin for error is very slender in light of what improper training can yield. Understanding the military system is the first key to being successful in this environment where rank and structure can sometimes be the only thing holding together a fragile peace. After that, knowing how government works and operates is the second most important in order to be successful and expedient. Many ideas can die quickly if they do not have the correct route to funding, approval, and contracts. Finally, the end user is the defender of freedom and the American way. That makes them far more important, and worth the time and effort to make them the best training possible.

  2)      If creativity in instructional design refers to the use of special     human talents and imagination in generating original ideas, how did you     use your creativity to expand your work beyond the limitations imposed in     this month’s design projects? Elaborate in 2–3 paragraphs. Use images     or screenshots from your projects to illustrate your points.

 I tried my hardest to create outside of the box, but within the limits of the assignments. My first foray was for our Instructional Design Models. I wanted to do something closer to a nature, top-down perspective with natural materials and new design illustrations. I made some that I am really proud of, and one that just missed the mark. I was unhappy with my last poster for the gradual release model. It lacked the appeal I was desiring to capture. The timeline was a success for me, as I decided to hand-code instead of use a prefab program. I took longer, but the quality was much better than I expected. I also tried a new js coding for horizontal scrolling, and I worked out the bugs in less time than it usually takes. I am really proud of my psychological theories interactive. I used some old materials and then made new composites to fit the theme. It really looked good, and on first glance it was a home run. There are some design issues upon review, but I am still proud to stand by this work.

The final project was something of a challenge for me. I do not like keynote, and I know my colleagues have heard enough about this. I really wanted a video, but I was not the project lead, but I was the art director. I had to use many different techniques to tell this story and make it seem closer to video, which is where I am really comfortable. I made a specific color palette, suggested a firm looking logo, and went to town in DVIDs to find pictures to use. I ended up using 75 percent of my own photos, as I shoot with design in mind, and they were easier to work with. When I started working in the transitions, I found the edge I was looking for to mimic film movements. I do like what I was able to create, knowing that I had to look out for the team above myself. I have the tendency to try new and more exciting things when working on schoolwork, but I stayed conventional to please everyone.

 3)      List at least 3 main takeaways from this course and how they may     apply to your monthly milestone and long-term goals. How will you use     what you have learned in this course to continue to learn and improve your     work as an instructional designer?

 Deadlines and circumstances are in place to push the envelope of developing work within a timeframe, and to hold us (students) accountable. I had a rough month with having to report for duty in week two, and it threw my entire schedule into an uproar. I battled back and was able to complete all of the work, even if outside the timeframe. Clients will not always be forgiving, so professors may not be as well. A good lesson learned.

 Theories and models are nice, but it is always about how they are applied. I learned a few new theories that are used in the instructional design world, or at least their names, as these models are in place at work. I like the ideas they present, and I even tried to use one as I was working on two projects. As an individual, they did not work as well, because I was lacking a client and a quality control process. I was not asking myself the right questions, and that gave me poor answers. Understanding where I am working from and what I need to do, I can use the models better as part of a team.

 I have rarely had the opportunity to be the client. In most of my situations, I am the one taking orders from the client, and then I work hard to make a product. If I have a need, I usually figure it out for myself before coming to someone else to solve a problem. The project gave me the opportunity to be the client, and I see how some of the problems happen from the beginning stages of a project. There were so many other questions I feel I should have been asked, and when I reviewed what they were proposing, I did not agree at first. I really tried to put myself in the mind of one of the G3 guys sitting across the table from a contractor describing my training problem and what we needed to fix it. I will take this experience when I sit across the table next month, as I will have to begin working on the next recruiting tool of the Army. I want to meet the goals, and I know how to ask better questions to get the communication straight from the beginning.

   Bratton-Jeffery, M.F. & Jeffery, A. B. (2012). Instructional design opportunities in military education and training environments. In R. A. Reiser, & J. V. Dempsey (Eds.), Trends and issues in instructional design and technology (3rd ed.) (pp. 187-196). Boston, MA: Pearson