The Money Fever

Nowadays the survival skills differ from yesterday. Among today’s needed skills is networking skills. So in the spirit of networking, I decided to use the help of the social media different platforms. I started with Facebook (I put it on hold for the last seven years), and started looking to join groups for women entrepreneurs, or for coaching. I wanted to help other women, and add my two cents, as much as my time allows. Also, I thought I can have a discussion with like minded women about vital business issues. But what I found shocked me. These ladies (or gents) who name themselves “entrepreneurs” know nothing about business , marketing, planning, or niche. In addition, they do not have ideas to transfer to business. They don’t know what to work with. All they ask is: any ideas to make money online? Any ideas to start a business? If you don’t have the idea, if you don’t have a solution for a problem, if you don’t don’t know any gaps to bridge, then why you call yourself : an entrepreneur?

What I found is that people want to make quick money without even getting thier brain to work.

All this could be fine. But the big problem is that they either believe they know and don’t want to invest in themselves and get educated, or they just jump into the arms of any online business courses (expensive though), without even checking the educational or business background, then they claim: education is nonsense.

Is it the money fever? Or is it the social media effects? What do you think?

Honey, Culp & Carrigg (2001)

Perspectives on technology and education research: Lessons from the past and present

the authors notice that there are change in:

  1. the nature of the technological elements that involve in the research: it used to search to see the demonstration of the technology (mostly text ) on students. nowadays, technology changed that lead to the 2nd change.
  2. the kind of research questions: we used to ask whether tech enhance students’ performance, but they did not help in understanding how? we need more complicated questions that include other elements such as: decision makers, schools, culture. so technology to be affective, it has to include the changes in the educational system.
  3. how research is being done and the methodology: to answer the new research questions required to include other elements: teachers,social services. plus to understand how tech affects the learning.

example: the Union City story. the recommendation from the district did not work, what work is a solution that looked at the specific circumstance of the school and the relationships between the teachers, school head and community.

what is learned from this project:

  1. it is largly process -oriented (how, not justs what are the outcomes)
  2. it is about change
  3. teachers and researchers play an ative role
  4. it is multidisciplinary: culture of the school, cognitive psuchology, sociology.

Clark (1989), current progress and future directions for research in instructional technology

  • the author believes that there are quantity but not quality research recently noticing mostly because of poorly conceptualized questions.
  • he also believes that researchers should pay more attention to the literature review and making sure that they cover the all related roots of the problem they are investegating. meaning that they should include psychology, political science for example, in their literature review including WHY we are doing this not only WHAT.
  • researchers also should focus on posing a good research question
  • then for the hypothesis
  • include statistic methodology in their reserach

instructional design research:

  • a very few reserachs compares between ID models or theories
  • there are 2 kinds of theories: Procedural (how) and declaratice (why) knowledge. so tasks could be taught either way.
  • Clark suggests strongly to adapt a prescriptive approach (especially for IT research).

IT research:

  • reserachers hsould deffierntiate between: Instructional design reserach (to generalize about training principles) and instructional development research(implementation issues).

the characteristics of prespective research:

  • it describes how things work
  • it is a science that links basic research and the solution to practical problems.
  • it is critisized that it will be limited in generalization.

Winn, W. 1989, toward a rational and theoretical basis for eduational technology

educational technology and education:
Heinich (1970) suggested a paradigm for Instructional management:

  • media were seen as a tool in teachers’ hands: (it failed )
  • no teachers are involved, only the media (it dehumanize the teaching)
  • teachers and media are partners (ideal)

then in 1984 he updated it int believing that Ed tech should not be a part of education but of technology because the first did not help the field to grow into profession. so he believes we should take the field in order to grow outside the public school and away from just alter it or improve it to teacher-based model but it should concentrates on developing an alternative to the latest model. in other words, we need to find alternatives to the traditional education, but why? and why take it out of the public schools? because the latest failed to adapt the technology because the teachers are qualified enough without the technology.
but we need alternative to the traditional education because more people need instruction where there are no teachers, such as in training and distance education.

Technology as “recording medium”:
the idea is to make instruction adaptive and flexible. when when design an instruction to stand alone without a teacher then it should be carefully designed while considering the students carefully. however, instruction has been separated from implementation and that hurts the whole procedure while lost the flexibility and ignored the students. what is needed is a system that allow teachers to make changes during the instruction. it is important to mention that ID starts with behaviorism and it is hard to change this.

Technology imitates teaching:
instructions are tried to imitate the teachers, and most of them are driven from experimental research and teacher-observation while analyze the students. so there is the feedback, attention to the activities, guidness. so here comes the interactive computers. which means re humanize the process without the teachers’ interference.

The theory and practice of instructional design:
so the direction is designers will create systems that design instructions. so they should operate from theoretical principles not from from atheoretical techniques. these first principles are affected by learning theories and instructional theory. so instructions have not been come into cognitive theory (that is more complex) yet because they are occupied by behaviorism.
for cognitive approach, it supports that learning is a generative process.

The provenance of first principles:
since ID depends on experiments and observations, there are 2 factors: does our field needs the basic research (that related to learning and instruction)? and the relationship between descriptive and perspective? believing that instructions should depend on descriptive theory that is taken from basic research (this is the solution for designers) although they would face trial. however, the skilled designers know when to use descriptive theory or perspective theory(that does not tell what but tells how and the consequences).

Instructional design:
when they choose upon the first principle then there is a link between theory and practice. we should reintegrate design with instructional delivery. we can teach designers enough about learning.

so we need to upgrade the status of instructional design from a technique to a true profession.