Becoming a More Effective Teacher

1. Becoming aMore Effective Teacher Project: Effective Knowledge Transfer…. © SYS-ED/Computer Education Techniques, Inc.

2. Improve the Service We Offer/Be in Compliance with the Law • SYS-ED wants to evaluate/improve our ability to provide effective knowledge transfer by applying the classic principles and methodologies from the Marshall Boyler (MB) hand-out and lecture notes using a comprehensive range of teaching medium. • SYS-ED is in the process of being registered as a computer training facility (i.e. school) by the New York State Department of Education. © SYS-ED/Computer Education Techniques, Inc.

3. SYS-ED is Committed to: • Helping organizations develop specialized expertise in applications and systems software. • Enabling IT professionals to remain state-of-the-art and be more successful at their jobs. • Providing midsized and small businesses with the skillset to utilize software technologies for improving employee productivity and growing their business. Additional information available from www.sysed.com and www.computeredtech.com. © SYS-ED/Computer Education Techniques, Inc.

4. Motivation and Philosophy • We want to do our very best to do computer training right! • We are always looking for ways to improve our knowledge transfer capabilities. • Every student can learn; not at the same pace, not in the same way, and probably not with an identically measurable result. © SYS-ED/Computer Education Techniques, Inc.

5. Technology and the State of the Market • The nature of software and computer training is changing. • There are technological and economic factors on a global level impacting: • Software development. • Marketing/packaging of the software(e.g. distribution). • Intellectual property and anti-trust. • Computer training – learning via the Internet. © SYS-ED/Computer Education Techniques, Inc.

6. Strategy and Motivation SYS-ED is positioning itself as: • An organization which adheres to the recognized principles of education as mandated by the New York State Department of Education. • As a viable alternative to the training being offered by the software companies. © SYS-ED/Computer Education Techniques, Inc.

7. SYS-ED: CollectiveExperience and Expertise • SYS-ED courseware has been developed by technologist entrepreneurs, consultants out in the field, professional text book authors, and by salaried staff. • SYS-ED/Computer Education Techniques, Inc. collective experience as consultants and its courseware library spans the onset of modern data processing. © SYS-ED/Computer Education Techniques, Inc.

8. SYS-ED: CollectiveExperience and Expertise • Computer Education Techniques, Inc. was established in 1982 and purchased SYS-ED, the training services division of Integrated Computer Software. • 1960’s: SYS-ED’s founder, Robert Blumfeld, did pioneering work with the initial releases of CICS at the New York Times and his association with Ed Yourdon, a contemporary and colleague at the company, resulted in a cross fertilization with the new techniques in structured analysis/design. • 1970's, Mr. Blumfeld played a major role in the development of instructor-led training at On-line Software International and was a co-founder of Verhoef Information Packages. • Consultants who were involved in first generation coding and debugging of programming languages (COBOL, Assembler Language, PL/1, FORTRAN, RPG) and VSAM, IMS, and CICS have done courseware development and taught courses for SYS-ED at client locations and continue to do so. © SYS-ED/Computer Education Techniques, Inc.

9. SYS-ED: CollectiveExperience and Expertise • SYS-ED has consistently made the effort and spent the resources to monitor trends in the industry and master software technology. • As consultants, we have used each successive generation of software technology. • And equally as important, categorize and develop content to be used for effective knowledge transfer in addressing specific operating objectives. © SYS-ED/Computer Education Techniques, Inc.

10. SYS-ED: CollectiveExperience and Expertise • Few software companies, let alone consulting and training companies, have the inventory of courseware, sample programs, workshops, and training aids. • SYS-ED has a Knowledge Transfer Roadmap at the following url: • http://www.sysed.com/KnowledgeTransferRM.htm © SYS-ED/Computer Education Techniques, Inc.

11. SYS-ED Courseware and Training Aids:David Shapiro - 25+ Years with the Company David Shapiro has developed and edited courseware in conjunction with the following consultants and text book authors: • Pacifico Lim, CICS, COBOL, DB2, and IBM systems software. • Shaku Atre/Atre International Consultants, Inc., IMS, IDMS, DB2, and ADABAS. • Andy Novick, Visual Basic and Structured Analysis/Design. • Robert Heydt, DB2. © SYS-ED/Computer Education Techniques, Inc.

12. SYS-ED Courseware and Training Aids:David Silverberg - 20+ Years with the Company • David Silverberg, wrote an acclaimed DB2 Systems Performance book as part of the Jay Ranade Series for McGraw Hill. • He has been on several industry standard committees – FORTRAN, COBOL, etc. • He has an international reputation for excellence in programming languages and IBM mainframe systems software. © SYS-ED/Computer Education Techniques, Inc.

13. SYS-ED Courseware and Training Aids:Shapiro and Silverberg • In their 15 years together, Shapiro and Silverberg have collaborated on well over 600 courseware products and training aids. • http://www.sysed.com/KnowledgeTransfer/CompanyMission.htm • Each also selectively accepts and develops courseware projects on their own. © SYS-ED/Computer Education Techniques, Inc.

14. SYS-ED Courseware and Training Aids: Samples can be viewed at: • Reference Cards: http://www.sysed.com/RefCards.htm • Courseware: http://www.sysed.com/QCAll.htm © SYS-ED/Computer Education Techniques, Inc.

15. Coalition Teacher Training Programs/Coalition of New York State Career Schools • SYS-ED directors, wear many hats and are also teachers and courseware developers. • We are applying the principles and theory of this Course III: Becoming a More Effective Teacher in conjunction with the workshops in Course I: Methods of Occupational Instruction - Marshall Rose hand-out and Kenneth D. Moore text book. • Dave Shapiro will be taking Course #2: Managing the Classroom in the spring 2005. © SYS-ED/Computer Education Techniques, Inc.

16. Coalition Teacher Training Programs/Coalition of New York State Career Schools • We will integrate these courses with our instructor training programs. • Dave Shapiro and Dave Silverberg will be the first individuals from SYS-ED attending these courses. • We both welcome the opportunity to apply these standards to our courseware and improve our ability to provide effective knowledge transfer. © SYS-ED/Computer Education Techniques, Inc.

17. Curriculum Submission to New York State Department of Education • SYS-ED will be submitting curriculum from the NRV: Nationally Recognized Vendor list. • SYS-ED will also be submitting curricula in areas where we have a proven expertise and there is minimal existing certification standards. • Programming languages: COBOL, Assembler, REXX, PL/1, FORTRAN • Mainframe programming skills:TSO/ISPF, JCL: Job Control Language, CMS, VSE/JCL • Mainframe systems software:VSAM, CICS, DB2, IMS • Open standards software © SYS-ED/Computer Education Techniques, Inc.

18. Curriculum Submission to New York State Department of Education • Shapiro and Silverberg Opinion: Software companies frequently do not adhere to the principles and methodologies stated in the Coalition Teacher Training courses – in their courseware, instructor-led courses, and distance and e-learning technologies. • SYS-ED will apply these principles and selectively submit its courseware to the Bureau of Proprietary School Supervision for review as New York state approved curriculum. • We welcome the opportunity to have the New York State Department of Education pass judgment and require that standards be applied to our courseware and teaching. • Our ultimate goal is to be recognized as an alternative training supplier and present the consumer with a choice other than the source software company. © SYS-ED/Computer Education Techniques, Inc.

19. Pedagogy - Children • DS opinion: the new knowledge transfer medium will be well suited to children. • However, a child may well not have the motivation or maturity to effectively utilize the different training medium. • DS – has minimal experience in this area; aside from my own children. © SYS-ED/Computer Education Techniques, Inc.

20. Andragogy - Parents • DS opinion: That most of the new knowledge transfer medium are much more better suited to children (pedagogy) rather than the adult learner. • For example: Use of the Internet, typing skills, visual motor skills required for data manipulation, etc. © SYS-ED/Computer Education Techniques, Inc.

21. Teachers as Facilitators • The teacher will not only serve as a facilitator; but also as the maestro who will be utilizing an orchestra of different knowledge transfer medium in a classroom or virtual classroom. © SYS-ED/Computer Education Techniques, Inc.

22. Reactions to Leadership and Authority • Authoritarian • Democratic • Laissez-Faire Each of the 3 leadership styles can be applied to the implementation of new and multiple knowledge transfer medium: © SYS-ED/Computer Education Techniques, Inc.

23. Group Process in a Class Setting- Early Stage • A hybrid utilization of the different knowledge transfer methodologies may well be appropriate. • Be careful not to make it a hodge-podge. © SYS-ED/Computer Education Techniques, Inc.

24. Group Process in a Class Setting- Early Stage: Honeymoon Phase • DS opinion: e- and distance-learning, in particular, and the new knowledge transfer medium are not intended for a group process and the “Honeymoon Phase” will not necessarily apply to a group. © SYS-ED/Computer Education Techniques, Inc.

25. Group Process in Middle Stages • DS has minimal experience in this area with respect to the utilization and mixing and matching of multiple knowledge transfer medium in the middle stages of the group process. © SYS-ED/Computer Education Techniques, Inc.

26. Group Process in aCounter-Dependent Stage • DS has minimal experience with respect to utilization and mixing and matching of multiple knowledge transfer medium in the middle stages of the group process. © SYS-ED/Computer Education Techniques, Inc.

27. Group Process in a Counter-Dependent Stage - Resolution Stage • DS has minimal experience with respect to the utilization and mixing and matching of multiple knowledge transfer medium in the counter-dependentstage-resolution stage. © SYS-ED/Computer Education Techniques, Inc.

28. Models of Adult Learningand Development • DS opinion: With respect to the utilization of new learning transfer medium, age and more specifically a base generational skillset will play an important role. • e.g. 50 years of older experience with a slide rule. • e.g. 70 years of older for the most part will not have keyboards skills. © SYS-ED/Computer Education Techniques, Inc.

29. Jung’s Life Stages • Jung’s Life Stages will play a critical role in the selection of the knowledge transfer medium. © SYS-ED/Computer Education Techniques, Inc.

30. Maslow’s Hierarchy ofNeeds and Information • Maslow’s Hierarchy of needs and information will play a role in the selection of the appropriate knowledge transfer medium. • DS opinion: In relation to the computer training that SYS-ED will be providing, we don’t think it will be very important. © SYS-ED/Computer Education Techniques, Inc.

31. Loevinger’s Hierarchy of Ego,World View and Relationships • DS has minimal experience with respect to e- and distance-learning technologies as knowledge transfer medium. • SYS-ED is in the process of experimenting with e- and distance-learning technologies. © SYS-ED/Computer Education Techniques, Inc.

32. Knowle’s Theory of Andragogy • DS opinion: The implication of Knowle’s theory of Andragogy has an interesting implication. • It could be argued that MB bullet points describe the framework of the Internet and the concept of world wide web. • However, most adults 50 years of age or older would not be comfortable with the components which comprise the internet – physics, computer hardware, computer software, and the Internet protocols, etc. • On a conceptual level this incongruity will have significant implications with respect to the utilization of web based training medium. And at some level would be an interesting topic for a research paper (Who has the time!). © SYS-ED/Computer Education Techniques, Inc.

33. Cognitive Learning Theories DS Opinions: • There will be two key elements in cognitive learning theory: • Age of the student • Application of multiple training medium • From a standpoint of demographics, the line of demarcation would probably be an age in the early 40’s. © SYS-ED/Computer Education Techniques, Inc.

34. Classroom Realities • This will be a critical component when it comes to student’s ability to learn. • DS opinion: A similar argument could be made with respect to using a knowledge transfer medium which is not well matched to the way a student learns. • Classrooms realities should be well suited to both the knowledge transfer medium and the way that people learn. © SYS-ED/Computer Education Techniques, Inc.

35. Bad Implementation ofCognitive Learning Theories • Based upon a review of software companies e- and distance-learning products, we have come across no reference to any quantitative or empirical data. • However, Microsoft advertisements frequently make statistical claims on how well students learn their software products. © SYS-ED/Computer Education Techniques, Inc.

36. Good Implementation ofCognitive Learning Theory • Based upon a cursory review of software companies e- and distance-learning products, We have seen no reference to any quantitative or empirical data. • However, there are always claims made with respect to a promise of quality guarantee in terms of student achievement after attending a course. © SYS-ED/Computer Education Techniques, Inc.

37. Student Centered Strategies • SYS-ED has minimal experience with personalized student centered strategies. We work with the information technology directors, project leaders and training managers from Fortune 1000 companies, government municipalities, consulting companies, and health-care organizations. They establish the course content, performance objectives, examples, and workshops. The students are responsible for completing evaluation forms at the end of the course. • At the client’s discretion, there will be a pre and post course assessment. • Using our experience as consultants as a knowledge base, we have put self-assessment questions on our websites. http://www.sysed.com/assessmentswithsolutions.htm © SYS-ED/Computer Education Techniques, Inc.

38. Instructivist Approach - Traditional • This is the approach that SYS-ED is submitting to the New York State Department of Education with respect to submission of its own curriculum and courseware. © SYS-ED/Computer Education Techniques, Inc.

39. Constructivist Approach • In terms of SYS-ED courses, all the requirements and expectations of a student’s learning is done during class hours in the training room. © SYS-ED/Computer Education Techniques, Inc.

40. Surface versus Deep Learning • SYS-ED courses are intensive skill-based courses based upon a student demonstrating a mastery of the subject, both in class and back on the job, by performing specific computer related tasks such as installing a network, writing a computer program in a specific language, etc. • SYS-ED courses make extensive use of training aids: reference cards, diagrams and sample programs, etc. They have been developed and proven to work out in the field by our consultants. © SYS-ED/Computer Education Techniques, Inc.

41. Bloom’s Taxonomy • DS opinion: This should be applied to any knowledge transfer medium. • Do software companies adhere to it in their source documentation, instructor-led courses, e-learning, and distance-learning products? © SYS-ED/Computer Education Techniques, Inc.

42. Using Constructivist Learning • DS statement: • To a large degree a SYS-ED 4- and 5- day instructor-led course follows the MB bullet points. © SYS-ED/Computer Education Techniques, Inc.

43. Improving the Learning Environment • DS opinion: The different knowledge transfer media will have a significant role in improving the learning environment. However; it will be expensive in terms of money and resources! © SYS-ED/Computer Education Techniques, Inc.

44. ARCS – Measure of Success • Attention • Relevance • Confidence • Satisfaction • DS opinion: It will be extremely important that a knowledge transfer medium be applied to these four criteria. © SYS-ED/Computer Education Techniques, Inc.

45. Individualizing theInstructivist Curriculum • The next generation of knowledge transfer medium will be well suited to “individualizing the Instructivist Curriculum”. © SYS-ED/Computer Education Techniques, Inc.

46. Constructivist Project Guide • SYS-ED does periodically conduct 6-week entry level training programs. These programs are typically for entry-level and COBOL programmers. • We do adhere to the MB bullet points; they work well. • We are in the process of applying it to the next generation of knowledge transfer medium. © SYS-ED/Computer Education Techniques, Inc.

47. Models of Teaching • SYS-ED is in the process of evaluating implementing, and adapting the teaching models – instructive, cognitive, and constructive – to our courses, inclusive of the new knowledge transfer medium. • We will be submitting curriculum to the New York State Department of Education for approval. © SYS-ED/Computer Education Techniques, Inc.

48. Conclusions • Make every student feel that you truly want them to learn. • Recognize that the foundation of any learning (we refer to it as knowledge transfer) is based upon the classical foundation – reading, writing, and arithmetic, and at a more fundamental level – the 5 senses – sight, hearing, smell, taste, and touch. © SYS-ED/Computer Education Techniques, Inc.

49. Conclusions • Become adapt at recognizing the abilities and strengths of the student early in class, or optimally prior to the start of the class and match the classical theory to the appropriate knowledge transfer medium. • We as teachers need to become the master/expert of each medium; that is a difficult; and some would say an impossible task. Although, it is critical that we make the effort in order to go up our learning curve. we have found it critical that the student truly believes that the teacher wants him/her to learn. However, we do have to observe the interaction that each student has with a knowledge transfer medium and whenever possible measure the pre and post course knowledge level of the student. © SYS-ED/Computer Education Techniques, Inc.

50. Conclusions • Effective knowledge transfer, regardless as to the training medium, will always be best achieved through honest effort on the part of the instructor and student. • It is critical to match the appropriate knowledge transfer techniques/methodology/tool to the students ability to learn. © SYS-ED/Computer Education Techniques, Inc.