All too often instruction is developed with little thought as to how evaluation of learning will occur, or the evaluation of the effectiveness of the instruction. Evaluation is usually an after thought - an add on. It's time to start thinking about evaluation on the front end of the instructional design process. Additionally, there is resistance to the adoption of technological innovations and we must develop an understanding of why and how to facilitate the adoption of innovations with an understanding of why there is resistance. For this week's reflection activities, I would like for you to concentrate on the following:
- Chapter 10 discusses evaluation in instructional design and provides you with two evaluation models, the CIPP and Kirkpatrick models for evaluation. Search for at least two other models used for evaluation and summarize these models. Describe how you would use them to evaluate your instruction.
An essential component of the instructional design process has been evaluation. Evaluation is a key aspect of any instructional design model. Evaluation should be an ongoing process. It should be determining the merit, worth, and value of the product.
v The “ADDIE” instructional design model is an acronym for Analyze, Design, Develop, Implement, and Evaluate. The evaluation phrase consists of both formative and summative evaluations as does the Kirkpatrick model. In the ADDIE model, formative evaluation is present in each stage and summative evaluation consists of test designed providing feedback from the users. ADDIE wants us to look at the course results with a critical eye. You should ask these questions:
Did the students achieve learning outcomes?
What have you learned?
How can you make the course better?
This is a good way for me to evaluate the lessons I teach to the fifth graders about using the Dewey Decimal system. It is easy and a quick way for me to evaluate my library skills program.
v Barbara Flagg considers needs assessment to be the first phase of formative evaluation, as is the CIPP model. In the planning phase, students and teachers are used in the design decisions during the process about content, objectives, and production formats. During the next phase, the instructional program is revised after using feedback gathered from the target group. Many work together to improve the instructional program. Finally, the formative evaluation is implemented. Field-testing is conducted to help the designers identify how the program managers use the final product with the leaners.
Ongoing evaluation of any instruction is valuable is useful to the library program. I need to stop and re-evaluate the lessons to see if they are meeting the objectives. I can see this evaluation most helpful when teaching the students to use online databases. The timing of introducing new searching techniques will be determined by what and when the students demonstrate they are ready to move on.
All of the models are interested in improving the product being produced.
- Think about a technological innovation within your social system that was recently introduced (social system = place of work, home, etc.). Any innovation has what is known as perceived attributes - relative advantage, compatibility, complexity, trialability, and observability. Describe these attributes of the innovation and which of the attributes assisted and/or hindered adoption of the innovation. For example, was it not compatible with the existing beliefs of the system or was it overly complex to use or understand?
Our new elementary school building has many technological innovations, but the one tool the teachers have found most useful are the document cameras. The document camera is a digital teaching tool that allows instructors / students to display and share a much wider range of information to the whole class and bring lessons to life! Our teachers can show just about anything on a large screen. They use it to display books, picture, activity sheets, and real objects. Relative advantage: The document camera is for presenting real objects and text using the data projectors. I believe this has been the most popular innovation for our teachers because the use was needed and easy to use. Compatibility: This innovation has increased the ability to use visuals when teaching young children. The teachers like that they do not have to have a digital picture to display. Complexity: One feature the teachers like is how easy this document camera is to use. I think this is one reason to it being used so much in the classrooms. Trialability: There was no testing used before the purchase of this product by our teachers; however, many of our schools in the district use similar document cameras. Observability: When walking through the classrooms, it is obvious these document cameras are very beneficial in teaching. The cameras are on and being using. The one hindrance I hear is the placement of the outlet of the teacher’s computers and the document camera. I often see teachers in the back corner using their document cameras in the dark. Teachers do not like the placement because it takes them away from the students. This is an issue for discipline and interaction with their students. I have found a wireless tablet that will work with the document cameras. These will allow the teachers to move around the room while using the document camera. We are hoping to add the tablets next school year. - Chapter's 12 & 13 focus on project management and how to manage projects when resources are scarce. You have been assigned to develop a series of professional development sessions focusing on technology use in the classroom for teachers. How will you use Situational Leadership to facilitate this project?
If I were asked to develop a series of professional development workshops on the use of technology in the classroom, I would first survey the teachers to find their needs for training and set forth to set some goals. I would then look at the Situational model to develop my leadership skills. I would ask myself how much guidance do the teachers need, how much socio-emotional support do I need to provide, and what level do I need to start?
A leader needs to be an effective communicator. In communicating with the team, I must be motivating, show enthusiasm, and acceptance. I must be clear of the objectives and goals of the project. Communicating with the participants would be very important at this point to see what their needs are on using technology in their classrooms. I would need to set dates, times and location for the trainings. I must be sure everyone involved is made aware of this information. I would do this through email, memo, and announcements, with a follow up. I would need to check with the computer lab aide to see if the lab would be available for us to use for the workshops.
As a leader, I would need to motivate and monitor the progress. I would need to be a “cheerleader” for the team by showing enthusiasm. Being aware of the different personalities and being open to different ideas by managing people differently is another thing I would must to keep in mind. It is essential to make the extra effort the keep everyone involved with the planning. The project must be monitored and changes be made as needed to make it a success. It will be my job to lead by example, provide direction, and motivation to our team. Our team will want to produce the best product for our learners as we can. At the end of the project, I would have the learners take an online survey using Survey Monkey to get feedback on the project the data collected could be used to improve and perhaps develop a new project to continue learning. http://www.surveymonkey.com/
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