I have created a website to support my aviation summer camp. It will allow students both former and potential to check out the latest information about upcoming events for aviation summer camp. I have also set it up so that I could invite former students to be collaborates on the website. This would allow past students to share their experiences from aviation summer camp. They could also post pictures and stay in touch with friends that they made during summer camp.
Students interested in the next summer camp could get a look and hear what other camp aviators thought and liked or disliked about camp. This would provide me with great feedback.
I haven't yet but I would also make a page with links to aviation related events that are happening in our geographical region. There are quite a few.
Another fun thing would be to have students start a my map and everyone could put a marker on the map of where they went this summer. It's how I spent my summer vacations with a techno-twist. The link could be attached to the website.
I know there are a load of other possibilities such as paypal for enrollment fees, video logs, links to facebook and even to a blog if you wanted , Which reminds me : to check out my new website go to :https://sites.google.com/site/aviationsummercamp/home . This is something that I have been wanting to do. It's still not great but it is a start.
Oshkosh Airventure camping
We all have the same amount of hours in a day. It's what we do with them that sets us apart.
Thursday, August 5, 2010
Wednesday, August 4, 2010
R/D11 Targeted Strengths and Weakness for Professional Growth
In reading chapter 27 of Trends and Issues In Instructional Design and Technologyy by Reisner and Dempsey I was intrigued by the history of the formation of a career field. It has been said that the jobs we and our children are training for have not yet even been invented and some maybe not even thought of yet. That thought is the basis of my intrigue.
In viewing the ID, training manager, and instructor competencies listed on page 275, Table 27.3, I was able to identify my areas of competencies and my areas of needed growth and improvement. I found this list to be very helpful. My professional plan include the continuation of Summer Aviation Camp, and possibly other small business ventures. I first identified my greatest strength as falling under the Instructional Designer Planning & Analysis section. I am good at seeing the big picture or the overall plan. The six steps helped me to identify, well just that, steps to planning and analysis. I then compared my planning and analysis process with the steps in the text and found that I had been fairly thorough in this area. It was great to have some confirmation that the planning path I had chosen did not seem to have any huge gaps. I likewise felt that under Instructional Designer the process of Design & Development was an area where I had excelled. The competencies listed do not go into great detail as to what is should entail but having them listed is a great jumping off place.
Before settling on my strength lying under the area of Instructional Designer I studied the competencies listed under Instructor and Training Manager. I stopped at Professional Foundations under Training Manager and a few of the competencies listed there were definitely areas that I need to improve on. The one that really jumped out the most for me was number 4 under this column. Number 4 states: Update and improve professional and business knowledge, skills and attitudes. I am a science/biology/techno geek major and the finer points of the business end of business are not always my strong point. If my goals are to proceed toward small business ventures I need to increase my knowledge in the overall business specifics.
Number 2 was the next area of needed development. It states Comply with established ethical and legal standard knowledge and skills. I have no problem with establishing and complying with the ethical portion it is the legal standard knowledge and skills that is the issue. Could we put an emphasis on the SKILLS. Legalese is not my strong point and I will have to initially, I guess find someone to trust to guide me in the beginning steps. I may be selling myself a bit short in this area but I know enough to know that what I don't know can hurt me.
The last (well in improvement there should never be a last) competency that jumped out at me was under Instructional Designer, Professional Foundations, Number 2 and number 4. I know that is not the last one but rather the last two but they go hand in hand. Number 2 states: Apply current research and theory to practice and Number 4 states: Apply basic research skill to design projects. By increasing my knowledge base in applying current research to the projects I design I will better be able to share my visions with other professionals. It would move presentations out of the field of lay person to documented research professional. One giant step for man(or woman in this case) and one giant leap for my professional career goals.
In viewing the ID, training manager, and instructor competencies listed on page 275, Table 27.3, I was able to identify my areas of competencies and my areas of needed growth and improvement. I found this list to be very helpful. My professional plan include the continuation of Summer Aviation Camp, and possibly other small business ventures. I first identified my greatest strength as falling under the Instructional Designer Planning & Analysis section. I am good at seeing the big picture or the overall plan. The six steps helped me to identify, well just that, steps to planning and analysis. I then compared my planning and analysis process with the steps in the text and found that I had been fairly thorough in this area. It was great to have some confirmation that the planning path I had chosen did not seem to have any huge gaps. I likewise felt that under Instructional Designer the process of Design & Development was an area where I had excelled. The competencies listed do not go into great detail as to what is should entail but having them listed is a great jumping off place.
Before settling on my strength lying under the area of Instructional Designer I studied the competencies listed under Instructor and Training Manager. I stopped at Professional Foundations under Training Manager and a few of the competencies listed there were definitely areas that I need to improve on. The one that really jumped out the most for me was number 4 under this column. Number 4 states: Update and improve professional and business knowledge, skills and attitudes. I am a science/biology/techno geek major and the finer points of the business end of business are not always my strong point. If my goals are to proceed toward small business ventures I need to increase my knowledge in the overall business specifics.
Number 2 was the next area of needed development. It states Comply with established ethical and legal standard knowledge and skills. I have no problem with establishing and complying with the ethical portion it is the legal standard knowledge and skills that is the issue. Could we put an emphasis on the SKILLS. Legalese is not my strong point and I will have to initially, I guess find someone to trust to guide me in the beginning steps. I may be selling myself a bit short in this area but I know enough to know that what I don't know can hurt me.
The last (well in improvement there should never be a last) competency that jumped out at me was under Instructional Designer, Professional Foundations, Number 2 and number 4. I know that is not the last one but rather the last two but they go hand in hand. Number 2 states: Apply current research and theory to practice and Number 4 states: Apply basic research skill to design projects. By increasing my knowledge base in applying current research to the projects I design I will better be able to share my visions with other professionals. It would move presentations out of the field of lay person to documented research professional. One giant step for man(or woman in this case) and one giant leap for my professional career goals.
R/D 10 Differences and Similarites across the spectrum
The three contexts that we have read about in the last few weeks are Industrial Design in Business and Industry described in Chapter 18, Trends and Issues in P-12 in Chapter 21 and What do Instructional Designer do in Higher Education in Chapter 22.
The first and most significant theme that I noticed among all three of the contexts is that they all have an application for Instructional Design and Technology. It is definitely entrenched as a vital part of all three contexts. All three of them make use of organizational procedures to increase the efficiencies of it's work force. It doesn't matter whether that work force is in a manufacturing environment with workers and engineers or an academic environment with teachers and administrators at a P-12 or higher education with professors and assistant professors.
Instructional Design techniques seem to be almost interchangeable in the Industrial business and P-12 with the one difference in that P-12 does not have to identify the client. Although I guess even that could be the a needed step in P-12 to identify if the client were students, teachers or administrators. The higher education context seemed to be less structured than the other two contexts. While there is a structure in place it did not seem to be as rigid across the board as either the business or P-12 contexts. All three the same frame work of matter experts ,evaluators and other team members with the flowcharts looking very similar (pg 176 and 226).
A second theme throughout all three contexts is the use technology for a wide range of task from interdepartmental and international communication among employees and clients, to online training and software to enhance job efficiencies.
A scaled down version of either the environmental systemic approach in chapter or the Unit Team Approach in chapter 22 could help to bring more organization to at least one of the business projects that I am currently working on . The business side could be best served by incorporating the talents of the academic side for the good of the whole environment. Our instructors are not aware of the revenue that is required to make the company a success. One example is recently we have booked birthday parties and the parents have wanted to add an extra half hour to the birthday party. There is an extra charge for that and the parents were willing to pay the extra. Two of our younger employees were in charge of one of those birthday and ran our standard schedule for the party and then told the client "well that is all we have. You really don't need the extra half hour because we can fit it all into the normal time frame. They did not think that the extra half hour could have been extra revenue for the company. A organized instructional design process put in place would include a plan for training from the top down. Something may seem basic to one person but it is not to another.
The first and most significant theme that I noticed among all three of the contexts is that they all have an application for Instructional Design and Technology. It is definitely entrenched as a vital part of all three contexts. All three of them make use of organizational procedures to increase the efficiencies of it's work force. It doesn't matter whether that work force is in a manufacturing environment with workers and engineers or an academic environment with teachers and administrators at a P-12 or higher education with professors and assistant professors.
Instructional Design techniques seem to be almost interchangeable in the Industrial business and P-12 with the one difference in that P-12 does not have to identify the client. Although I guess even that could be the a needed step in P-12 to identify if the client were students, teachers or administrators. The higher education context seemed to be less structured than the other two contexts. While there is a structure in place it did not seem to be as rigid across the board as either the business or P-12 contexts. All three the same frame work of matter experts ,evaluators and other team members with the flowcharts looking very similar (pg 176 and 226).
A second theme throughout all three contexts is the use technology for a wide range of task from interdepartmental and international communication among employees and clients, to online training and software to enhance job efficiencies.
A scaled down version of either the environmental systemic approach in chapter or the Unit Team Approach in chapter 22 could help to bring more organization to at least one of the business projects that I am currently working on . The business side could be best served by incorporating the talents of the academic side for the good of the whole environment. Our instructors are not aware of the revenue that is required to make the company a success. One example is recently we have booked birthday parties and the parents have wanted to add an extra half hour to the birthday party. There is an extra charge for that and the parents were willing to pay the extra. Two of our younger employees were in charge of one of those birthday and ran our standard schedule for the party and then told the client "well that is all we have. You really don't need the extra half hour because we can fit it all into the normal time frame. They did not think that the extra half hour could have been extra revenue for the company. A organized instructional design process put in place would include a plan for training from the top down. Something may seem basic to one person but it is not to another.
Monday, August 2, 2010
Screencasting: We're really cooking now !!
As I have stated before I am a Lead Chef for the Young Chefs Academy in Kalamazoo. We hold summer cooking camps at our facility. The Kellogg Foundation provided a grant that allows KPS and KRESA students who receive free or reduced lunches to attend our camp free for one week. Part of the requirement for receiving this money is that we need to not only cook but relate the camp to their educational experience as a support for making academics relevant.
Screencasts could be used as a way to have the students learn new computer skills while also learning and demonstrating for others their new found cooking skills. It would reinforce the fact that computers can be used for something other than a social media network among friends to find out who is dating who or who is wearing what.
In our summer camps we have students from the age of five to fifteen. This age range could be used to our advantage in the fact that the younger students could be actually doing the demonstrating while the older students are hacking on the computers. Some skills that we could demonstrate would be proper measuring techniques for solids and liquids. Different cutting techniques such as dice, chiffionade, julienne, peeling, just to name a few. We could make a YOU TUBE video and post it to a Young Chefs Blog that we could establish or make a link to our website.
All of our summer camp weeks have different themes. One of the themes is Celebrity Chefs. I could have some of our employees or myself go to the websites of different Chefs such as Emeril, Guy, Paula Dean, etc.
Once we have downloaded the video of them demonstrating either kitchen safety rules or a special cooking technique we could over dub with our audio to customize the lesson for our audience.
I also see this as a way for our former or future students to have a place to go to ask questions or learn a particular technique as a preview before attending a cooking class or camp. Students who have missed some of the lessons or would just like to review the techniques again could do so without the whole class having to review the lesson again. A more informed student always make for a more enjoyable and productive class.
Screencasts could be used as a way to have the students learn new computer skills while also learning and demonstrating for others their new found cooking skills. It would reinforce the fact that computers can be used for something other than a social media network among friends to find out who is dating who or who is wearing what.
In our summer camps we have students from the age of five to fifteen. This age range could be used to our advantage in the fact that the younger students could be actually doing the demonstrating while the older students are hacking on the computers. Some skills that we could demonstrate would be proper measuring techniques for solids and liquids. Different cutting techniques such as dice, chiffionade, julienne, peeling, just to name a few. We could make a YOU TUBE video and post it to a Young Chefs Blog that we could establish or make a link to our website.
All of our summer camp weeks have different themes. One of the themes is Celebrity Chefs. I could have some of our employees or myself go to the websites of different Chefs such as Emeril, Guy, Paula Dean, etc.
Once we have downloaded the video of them demonstrating either kitchen safety rules or a special cooking technique we could over dub with our audio to customize the lesson for our audience.
I also see this as a way for our former or future students to have a place to go to ask questions or learn a particular technique as a preview before attending a cooking class or camp. Students who have missed some of the lessons or would just like to review the techniques again could do so without the whole class having to review the lesson again. A more informed student always make for a more enjoyable and productive class.
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