Yancho

Seeing all the career videos was very useful to me -- especially all the careers that said their days were mostly filled up with meetings. I'm not too keen on meetings, unless they are clearly productive toward some tangible, valuable end. (How often does that happen?) The videos put in concrete form some of the career nuances stemming from this degree. I liked seeing the video Dan did about Scott Schaefermeyer who does video production for the CTL and to hear more about what his job is like. I didn't realize there was a position like that on campus. It was also good to see Alberto's interview with Tonya Tripp as well. I think that, other than professor, those two careers seem most in line with my interests, so it was good to get a picture of what their days are like. It was a good experience to get out with Jason McDonald and see what a typical day is like for him as well. Talking about what he does and has done in the past was a great experience. It gave me a much cl

Debra Biser: Russell Osguthorpe   What are the objectives of non-BYU CTL like programs?   Did you get any sense of comparison between it and other similar programs? Alberto Trevino: Tonya Tripp   What kind of projects have you worked on with Tonya?   Can you tell me some examples of what she has done? Jered Borup: Dean and Chris   How did you meet these folks?   What are the salaries for their fields?   Who was the guy in the background? (And was that a toilet flushing?) Robb Stephenson: Roger Conners   Did Roger talk about the lasting impact of stories for his clients -- did they actually lead to measurable behavior change? Danny Young: Ben Frier   It didn't sound like he had a master's degree. Maybe I missed that. Did he just have teaching experience as his lead up into getting his position? John Chapman: Jon Mott   What are the favorite parts of his job?   He seemed to insinuate that a PhD would be necessary for his position, did you get that impression?

In their article [1] , Osguthorpe, et al. discuss what they consider to be the moral dimensions of instructional design. Their foundational principle is the development of conscience in designing instruction. They cite Tom Green's argument that teachers who do not focus on conscience will "never reach the highest goals of education" (p. 20). It is not explicitly stated, but I assume from the context that Osguthorpe et al. view "transformative learning" (p. 20) as the highest goal of education. Implicit in their argument is the idea that without a well-developed sense of the five areas of personal conscience (conscience of craft, conscience of membership, conscience of sacrifice, conscience of memory, and conscience of imagination), an instructional designer's product will likely not lead to transformative learning. The idea of transformative learning resonates with me, but I have no clear definition for or description of it. (Perhaps in the literature ther