One of the “lessons of the past” that Reiser discusses in the article that is meaningful to my work is the concept of the “criterion-referenced testing movement” (Reiser, 2001, p. 60). I am currently working at Oxford Learning which uses this model of testing in order to complete a dynamic assessment. We use a “criterion-referenced test to measure the academic skills of our elementary students” (Oxford Learning, 1995, 2.10). This test establishes a specific set of standards that are required by a student in a specific grade. For example, a criterion-referenced standard may expect a third grader to know how to add and subtract three digit numbers both with and without re-grouping. If a student cannot accomplish this, the student is graded as below the standard. This helps us determine what type of planner and books the student will get started on in our curriculum (Oxford Learning, 1995, 2.10).

In terms of one of the lessons that conflicts with my previous work is Weller’s article discussing the LMS. When Weller suggests that “more problematically, the LMS has become the only route for delivering e-learning or many institutions, with a consequent loss of expertise and innovation” (Weller, 2018, p.39). In terms of my previous role, we were constantly innovating the LMS to include more tools and courses for our employees. We went through many changes with our learning management system with a focus to ensure that the materials were never stale and the system was constantly being updated with the most current and up to date tools. We also used wikis as well as an internal intranet system to deliver e-learning to the enterprise. Using creative ways to deliver e-learning to the network was a part of our monthly goals. However, I can also see how some organizations will use the LMS specifically for this purpose.

 

References

Oxford Learning Centres Inc. (1995). Programming and Assessment Manual. 2.10.

Reiser, R. A. (2001). A history of instructional design and technology: Part II: A history of

instructional design. Educational Technology Research and Development, 49(2), 57-67.

Weller, M. (2018). Twenty years of EdTech. EDUCAUSE Review, 53(4).