Tiffany Pintor
A00440476
Creative Prospectus
Creative Prospectus
1. Goals of the Work
Last summer when I participated in the INST Professional Development Seminar (INST
6300) I had the opportunity to meet the professors and faculty at a barbeque. I took the time to
speak with Dr. Nick Eastmond regarding internship opportunities in foreign countries. I was
particularly interested when he began speaking about the possibility of an internship at BYUHawaii. I graduated from BYU-H with both my Associates & Bachelors degrees, so I listened
intently. In addition, I attended an informal night at Dr. Nick Eastmond’s house where people
who had participated in foreign internships shared their experiences with those in attendance.
Specifically, I would like to do an internship with the Center for Instructional Technology and
Outreach (CITO) at BYU-Hawaii. *
*(Although Hawai’i is not a foreign country, due to the travel distance and unique culture, it
could be considered a foreign internship).
2. Information gathering
(2005). Center for instructional technology and outreach (CITO): Brigham Young
University Hawaii. Retrieved April 26, 2008, from LDS Philanthropies Web site:
www.ldsphilanthropies.org
The CITO program provides distance learning opportunities to on campus students of
BYU-H as well as those in Asia and the Pacific. The program is available to members and nonmembers of the Church of Jesus Christ of Latter-day Saints. In order for students to be
successful in the job force, they must receive not only technology training, but technology based
learning that can take place across different disciplines.
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Tiffany Pintor
A00440476
Creative Prospectus
The CITO program has “three primary functions [including]: the school’s learning labs,
which support students’ direct use and understanding of technology; instructional technology
assistance, which helps faculty in any discipline improve the classroom experience; and
continuing education, which,, through technology, makes the BYU-Hawaii experience available
to more people.”
Center for instructional technology and outreach (CITO). Retrieved April 26, 2008, from
BYU – Hawaii Web site:
http://apps.byuh.edu/catalog/current/academic_support/cito.php
This program is focused on reaching students in Asia and the Pacific. The mission of the CITO
is as follows (direct quote follows):
1. Providing lifelong educational opportunities to the community
2. Identifying, adapting, and developing technology enhanced instructional
programs and products
3. Delivering these programs and products to students on campus and at a
distance prior to enrolment and following graduation from BYU-Hawaii
4. Assisting faculty in the effective use of instructional technology
The organization itself is comprised of six different groups: Community Outreach, OffCampus Outreach and Distance Learning, Executive and Professional Outreach, English as a
Second Language (ESL) Outreach, Instructional Development, Faculty Support. There are
different programs that operate through CITO including: Community Outreach, Distance
Outreach, Executive an Professional Outreach, ESL Outreach, Instructional Development,
Faculty Support.
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Tiffany Pintor
A00440476
Creative Prospectus
(2006) Center for the improvement of teaching and outreach: Explore the many
possibilities we have to offer! Brigham Young University Hawaii Web Site:
http://cito.byuh.edu
This articled stated that the center was founded on the principles provided by Dr. M.
David Merrill. Dr. Meriill said:
“Effective, efficient and appealing instruction involves much more than merely providing
information , checking it with a few rote memory multiple choice questions in the testing
center. We endeavor to provide opportunities that emphasize learning in real world
contexts by solving real world problems and doing real work tasks.”
Merrill, M. D., A task-centered instructional strategy. Dr. M. David Merrill. Retrieved
April 26, 2008. Web site: http://cito.byuh.edu/merrill/text/papers.htm
This paper goes into detail about task-centered instructional strategy as well as pebble-inthe pond instructional design.
Pebble-in-the-pond approach uses real world tasks or examples. Merrill explains it as
follows: “The first step identifies a typical whole task and produces a fully worked out example
of that task. The second step identifies a series of similar tasks of increasing complexity. The
third step identifies component skills common to these tasks. . . [the fourth step] specifies an
instructional strategy for task centered instruction” (p. 5).
The following are the steps that one follows for the task-centered instructional strategy
(direct quote follows):
1. “Show a whole new task
2. Present topic components specific to the task
3. Demonstrate the topic components for the task
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Tiffany Pintor
A00440476
Creative Prospectus
4. Show another whole new task
5. Have learners apply previously learned topic components to the task
6. Present additional topic components specific to this task
7. Demonstrate the application of these additional topic components
8. Repeat apply, present, demonstrate cycle (steps 4-7) for subsequent tasks “ (p.
16)
Product – Entrepreneurship course. Retrieved April 26, 2008. Web site:
http://w2.byuh.edu/cito/entrepreneur//main.swf
Throughout several articles, and web sites that I visited, several referenced the
Entrepreneurship course that was created through CITO. I decided to go to the website and look
at the course myself. The course itself is broken down into 5 different businesses that someone
would use if they wanted to start a business (particularly in the South Pacific or Asia). The
course uses “task centered instructional strategy” to teach students how to start their own
business.
3. Research Design
In order to have this internship take place I would need to do several things including
contacting Dr. Eastmond to see if he is aware of internships that are available at BYU-H through
the Center for Instructional Technology and Outreach (CITO) organization or if he knows of
other internships available at BYU-H that may be similar to working for CITO. In addition, I
would like to create a resume tailored to my instructional design background that I would be able
to share with CITO because my current resume focuses on my background in Special Education.
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Tiffany Pintor
A00440476
Creative Prospectus
One constraint that I foresee could potentially be a problem is the timing of the
internship. Since I currently work for the Logan City School District as a Special Education
Teacher, I would like for the internship to take place during the summer when I have time off
from my job. I would need to check with the CITO program and see if they have specific
months that they would like to have interns. In addition, they haven’t agreed to take me as an
intern, so hopefully they would be able to use my services to help somewhere in the
organization.
The largest constraint that I see in having an internship in Hawai’i is money. Since I
have lived in Hawai’i previously, I am aware of how expensive it is to live or travel to there. I
don’t know if the school would help to reimburse any expenses such as transportation, housing
or other expenses, but that would be something to look into.
Another constraint that goes right along with money is securing housing during the
internship. Previously Dr. Eastmond spoke of the possibility of going to Hawaii for two weeks
and then completing the rest of the internship back in Utah. This would be the optimal
arrangement as far as costs and time away from my family. One major question that I have is
would I be able to secure affordable housing for two weeks?
One benefit to this experience is that my husband and I have lived on O’ahu previously,
so we are familiar with the island and its unique culture. Also, my husband retired from the U.S.
Army, so it would be possible for us to purchase food from one of the military commissaries.
Being able to purchase food from one of the military bases typically saves a lot of money when
compared to purchasing food and other necessities at local stores. In addition, maybe we could
stay on a military base if we couldn’t find housing in La’ie or the surrounding communities.
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Tiffany Pintor
A00440476
Creative Prospectus
If I wasn’t able to have an internship at BYU-H with CITO, I would still like to do an
internship that would relate to distance education. I could look for other internships available
through USU (if they had internship opportunities available during the summer when I am not
teaching at my K-12 teaching position).
4. Evaluation
Upon completion of the internship with the Center for Intructional Technology and
Outreach (BYU-Hawai’i), I will be prepared to present an oral presentation of the internship as
well as a written report. I hope to gain skills from the internship in the areas of presenting and
improving distance education through technology.
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Tiffany Pintor - Logan City School District