Section 3: Evaluating, Implementing and Managing Instructional Programs and Projects

Models of Evaluation

There are many models available for evaluating instructional design. In addition to the CIPP and Kirkpatrick models described in the Reiser text, I was able to find many others such as goal-based, goal-free, responsive, systems, professional review and more. It seems that instructional designers mix and match models and create new ones for almost every application. There are two models designed previously to CIPP and Kirpatrick that have been used a great deal. These two methods are the Input, Process, Output, Outcome (IPO) and Training Validation System (TVS) models.

The IPO starts with Input in the form of system performance indicators such as the trainees’ attributes, materials needed, and the type of training needed. Then there is the Process, which is the planning, design and implementation of a training program. The Ouput segment is obtaining data or results of the training: then the Outcome is a long-term assessment of the return on investment.

The IPO model could be used evaluate my instruction by first assessing my students for their learning levels, assess what resources I have in the classroom, school, or district, and evaluate the learning goals for the students. Then I would design and implement a plan to achieve those goals. Afterwards an assessment of the students needs to be made to make sure that the goals were achieved. Finally the Outcome, would be a long-term assessment to make sure that the implemented program continues to show results over a period of time, such as a 6-weeks, Semester, or school year.

The TVS model starts with the Situation, which is a pre-training assessment of performance and the creation of a guide to what the future level of performance shall be. Then there is the Intervention phase where reasons are identified for the gap between the current level of performance and the expected future performance. Then the Impact evaluates the difference in performance before and after evaluation. Finally the Value is the return on investment or change it revenue from the training.

Using the TVS model to evaluate my instruction, I would start by assessing the students knowledge on the skill to be learned before training and come up with a level of performance I would like them to meet after instruction. Once this was finished I would figure out possible reasons for why any disparity exists between the original level of performance and the desired level of performance. Impact would be assessed after training to assess if the learning goals were met. Afterwards a value assessment of the time and allocation the instruction took and whether it showed benefit over any existing methods.

Eseryel, D. 2002, Approaches to evaluation of training: theory & practice Educational Technology & Society, 5 (2)

Innovation

My household is very comfortable with innovations. Most of the innovations are purchases but some are gifts. I run an Internet based company and photograph, video, manage the website, write copy, and market through blogs, Myspace, Facebook, as well as sponsoring holding events to showcase our merchandise. I added a new still and video camera to our arsenal recently. The relative advantage was a compact design with great optics and focal length, room for lots of memory, compatibility with my computer and video editing program iMovie. It aligned with my needs and would be beneficial because of its compactness and high-resolution ability. After using the camera for a while, I realized I needed further training on imovie because I was using the camera so much and posting so many pictures and movies that I needed to create more interesting and innovative videos to keep my YouTube page fresh.

We also recently received a technologically innovative avocado masher. I was skeptical. What was the relative advantage? Couldn’t we use a potato masher or fork? Of course we could, but a gourmet enthusiast friend of ours gave us this “thing” as a gift, so we felt obligated to try it. It sat for weeks and months unused, even when we made guacamole, we never thought about it. However, it was compatible with our values of liking to make guacamole, it was not complex and seemed easy enough to use. So one day my wife tried it out and called me into the kitchen. “I like this thing.” I gave it a try. I also liked it. The design was nice because it fit well into a bowl for making a small portion, smashing just a couple of avocados. It did not leave the avocados chunky, but created creaminess. The end of the smasher was flexible so it also contoured to the bottom of the bowl. We now think of this as a go to tool when making guacamole.

Situational Leadership

As a project manager, I need to show my enthusiasm for our new project. My team will be developing a series of sessions for teachers that focuses on using technology in the classroom. This is a perfect scenario for my management skills because I happen to be an expert on classroom technology.

The first thing that I need to do is meet with my administrators and the client or school district personnel ordering the work. We should work together to establish clear goals and a timeline and budget for production and implementation. Once completed, I must assemble my team taking the budget into account. The team should be made up of instructional designers, curriculum specialists, writers and teachers either from the existing personnel available in the school district, or freelancers as needed for the project.

After the team is assembled, each member should receive their objectives and a timeline to complete the objectives. As the manager at the beginning of a project I should be very hands on and make sure the project is taking the proper shape. Certain members of the team such as graphic artists should be given flexible schedules and time to create. Each person on the team should be treated as an individual. As team members become comfortable with their roles, I should back off a bit but still monitor and have daily updates on all aspects of the program. If any issues need to be addressed they should be addressed efficiently. It is important to be a confident manager and promote enthusiasm for the project through motivation. Before launching, the project should be evaluated by teacher experts for effectiveness with time for a final revision before launch.

Section 2: Theories and Models of Learning and Instruction

Section 2: Theories and Models of Learning and Instruction

One goal that most 10^th grade English students have is to analyze a drama using literary terms. There are many learning theories available for accomplishing this goal. Two of the theories at my disposal are the “Cognitive Information Processing Theory” and “Schema Theory”. Each of the two can be integrated into lesson plans that will easily expedite learning and achievement of the goal.

The first theory, “Cognitive Information Processing Theory” can be used to direct student’s attention to the topics and terms. A colorful chart could be made to exemplify such ideas as the 5 Act model of Shakespeare's dramas. See the example below:

Definitions of each aspect of a drama could then be defined using italics or colored words to stand out on a projected display. Using a projected image of the literature textbook, the instructor could point out highlighted words, character lists, and glosses while explaining to students how there are built in text aids to help them read and understand the play. These same aids can be used when analyzing a drama and will contain many of the terms needed for a complete analysis.

Another theory that can be integrated to achieve the learning goal of competent literary analysis is “Schema Theory”. By breaking up the particular aspects of a drama, students should be able to process the information more efficiently. One example using “Schema Theory” would be to create a word wall that would break up literary analysis of a drama into it’s most important aspects.

Students should define each of the terms on the word wall and include them in their vocabulary study. Scaffolding should take place with identification of the terms through discussion while reading and completing topic related worksheets.

Comparing Gagne’s 9 Events of Instruction to the First Principles

First Principles

Applying the First Principles to the instruction of literary analysis of “The Tragedy of Julius Caesar” would be beneficial to students. The problem as stated is to analyze the play using literary terms. Students should be instructed through the four phases of Activation, Demonstration, Application, and Integration to achieve this learning goal.

The Activation phase should catch the student’s attention and allow them to recall prior knowledge. A Short movie on the history of Shakespeare and the Globe Theatre would help students understand why Shakespeare may have  written the play and how it was presented. Another short movie on the history of Rome, Julius Caesar, and Marc Antony would help students to make connections with history and real life scenarios. A discussion of other Shakespeare plays, or plays in general that students may have seen or read would benefit their understanding of the script.

Demonstrations of how to analyze a drama will be conducted throughout the reading of the play. During each act, there will be a different objective regarding literary analysis. The first demonstration will be to read aloud to students. As the instructor reads, he or she should point out the relevant glosses, definitions and ways to utilize the character list for understanding.

During Act II, the focus might shift to understanding dialogue, monologue, soliloquy and aside. Again, the instructor will point out each form of dramatic speech during the reading and discussion as well as any other important aspects of the play. As the focus changes from act to act, so will the demonstrations.

After proper demonstration, students will be guided to apply their new analysis skills. Students will be asked during reading to analyze Act III using the literary terms demonstrated and discussed to this point. Responses will be given orally and the instructor will check for understanding and give feedback.

The final phase of Integration will come while reading the final two acts of “The Tragedy of Julius Caesar”. Students will compose written short answers and essays using literary terms and specific examples from the play. Their work will be turned in for assessment.

Holistic, Scaffolding, and Mathemagenic Methods

Applying a Holistic approach with Scaffolding and Mathemagenic methods for instruction, is a competent decision. Student’s should understand the whole task, the individual parts, and then be able to pick out and apply the individual pieces for a multitude of applications.

Once again, “The Tragedy of Julius Caesar” will be used as an example. The instructor should use a whole task approach to understanding. In this instance we will create a ficticious magazine, “Literary Times”. This will be an on-line magazine created as a Blog. Each student in class has been hired by the “Literary Times” to critique a new play, “The Tragedy of Julius Caesar”. Our new literary critics will be under deadline to create teasers and a finished article for the magazine.

Scaffolding will occur by writing teasers about the upcoming article. These teasers will be under deadline for publication. The first teaser will be a short introduction to their “article” citing elements of Shakespeare’s biographical information, elements of his 5 act plays, details of the Globe Theatre (where the play will take place) and historical information regarding ancient Rome, Julius Caesar, Marc Antony or other pertinent information. The second deadline will be to write a report on the character list, glosses, definitions and any other text aids available in their literature books.  The third deadline will  be to excerpt and example of a monologue, dialogue, soliloquy, and aside and describe for the reader why these are great examples of each type of dramatic speech. The fourth deadline will be an analysis of the qualities of a tragic hero and ideas on whom in the play might be a tragic hero and what might be their tragic flaw.

Using Mathemagenic techniques during the final act, Act V, students will write a review of the entire play by picking and choosing the portions of the play that best exemplify the literary terms. Students may use portions of their teasers and new information that fits well from the play. The examples should come in chronological order as the play unfolds. Learners should have a clear opening statement, body of information, and a closing statement concluding the article. The final article will be published as a Blog in the “Literary Times”. Students will then critique one another by commenting on one another’s article. The Instructor (Editor for the “Literary Times”) will give the final assessment in the form of comments.

ARCS Model for Grammar

Attention

Perceptual Arousal:  

Start the lesson with a movie clip, audio, or a verbal display of someone  using horrible grammar. “Dog the Bounty Hunter” comes to mind.

Inquiry Arousal:         

Bring in a parent, or another guest who maintains a higher level job where communication is important. Have them speak or if need be have them video record themselves talking about the need for clear communication.

Variability:                 

Discuss objectives with students. Have students complete worksheets, use computer-drilling applications. Give students the opportunity to practice and use written conventions.

Relevance

Goal Orientation:        

Have students give writing samples on chosen topics. Correct and grade the papers and point out grammar errors and usage issues.

Motive Orientation:    

Have students write a fictitious letter to a college asking for admittance based on their academic and social qualities.

Familiarity:                 

Have students fill out job applications and write cover letters for their resumes.

Confidence

Learning Requirements:   

Non-graded opportunities for students to complete worksheets and on-line drills with immediate feedback.

Success opportunities:     

Graded assignments that exhibit the grammar skills to be mastered.

Personal Control:              

Create a Blog to post student writing samples.  Have students anonymously critique one another’s samples. Have students start by making at least one positive statement.

Satisfaction

Intrinsic Reinforcement:    

Students revise writing samples based on the feedback they receive from one another and revise and repost another draft.

External Rewards:            

After revisions are made, the editor for the “Literary Times” (the instructor) will assess the work and leave comments. Students then make a final revision and and post for world consumption.

Equity:                               

Parents of the students and faculty at the school will be given to access to the final postings. The students will receive final real world critiques of their work.

Reflection on engaging in design research

It seems that instruction, technology, theories, and methods evolve over time. People are unique individuals with diverse learning needs. As an instructional designer, it is very important to engage in design research to have tools and models for a variety of situations.  There is not a single “Theory of Everything” that will work in every application. As an instructional designer, I must understand learner’s needs and create efficient and effective instruction for meeting those needs.  Having firm grounding in learning and instruction theories will yield an arsenal of ideas and abilities to create the best instruction for a given learning goal.

Defining the Field

Defining the Field

Reflecting on the definitions given in “Trends and Issues in Instructional Design and Technology” is frightening to me. If we cannot give a concise description of what we do for a living, what will our job description look like? Having worked in the business world for the last 20 years, through more than one economic downturn, the idea of having an ethereal job description is not appealing. Generally if the management doesn’t know exactly what you do, or how you are accountable, you can start packing up your office. The other concern I have, is that if you become a catch all, or someone who answers the phones, helps people design relevant technological instruction, fixes computers, empties trash and whatever else is needed in a particular day, you will work yourself to death.

I hate to pay disrespect to my chosen occupation, because I believe in it deeply, but is all this verbosity really necessary to describe what it is that we do? All these definitions and bickering over a pure definition raises many questions for me. Are we so self-important that we really can’t put in layman’s terms what it is that we do? Are we so egotistical that we have become one of those, “I could tell you but then I would have to kill you.”[1] people? Do we really need “9 pages of tables” and an additional “nine chapters (more than 120 pages)”[2] in a description? This sounds more like a detailed instruction manual to me.

Of course I realize that the field has an ever growing number of facets. Reading the Reiser text has given me great insight into where we started and what we have become. Having an understanding of media, data, and instructional design are greatly important. In the end, aren’t we still in the business of education? I think my definition of Instructional Design and Technology will be more simplistic. Similar to a 30 second “elevator speech” like a salesmen uses when he or she accidently, on purpose, jumps into an elevator with a C.E.O.

So here is my stab at a 30 second definition:

Hi, my name is Mark Fake. I work in the field of Instructional Design and Technology. My goal is to educate people in the most efficient and effective means possible. I start by assessing the learner’s particular needs and the skills they need to attain. Then I match those needs with the best available technology for instruction. Once I have this information, I design a comprehensive instructional plan around it. The technologies I use are in constant evolution and are as varied as a pencil is to a computer, or software to an interactive whiteboard. Tomorrow my tools will change, but my mission to educate will be the same.

Dick, Carey and Carey Model of Instructional Design

The Dick, Carey and Carey Model of Instructional Design is very functional and a great design. I think I would change it slightly. I think the “learner” should come first. The learner should work with the instructional design manager to create goals and performance objective. Once that has been accomplished then a rubric for assessment should be created. Evaluate the strategy then evaluate the strategy with the learners input and revise as necessary.

The Internet and the Worldwide Web

The use of the internet and world wide web seems to be growing exponentially in the realm of education. One of the trends that I see having a great effect is the on-line storage of documents, spreadsheets, presentations and movies. We now have the ability to access our tutorial movies, or works in progress from any online computer. Collaborative efforts are just the beginning. Students will be able to access their work at home. There should never be an excuse like, “the dog ate my homework”. Teachers should be able to join user groups of students and monitor projects as they evolve. There are ways for us to check the work of individuals in collaborative efforts. Many applications aid in constructivist approaches to learning. Higher order thinking can be checked.

We can now look up virtually any subject on YouTube or e-How and find tutorials on how to master just about anything. Those of us who know how to find the resources can learn everything from astronomy to how to change a light bulb on a 2005 Mazda. The information on the web never ceases to amaze me.How is this all going to affect the classroom you might ask? Students should be able research and create a variety of on-line content. They will use applications such as Google Docs to create content and then post it on their instructors sites or blogs. Teachers will be able to join unique user groups and collaborate with students instead of just lecture. The students will find the interactive “work” more appealing to them as a real world application. They should identify with on-line work more than sitting through boring lectures. WebQuests and a variety of other teaching tools may be used to keep students engaged and happy in their work. Word processing programs will help students with legibility, spelling and grammar. This will give students the self-esteem to create more pertinent work.

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[1] Cash, J. 1986 Top Gun. Charlie (Kelly McGillis) asks Maverick (Tom Cruise) where he saw a MiG 28 and he replies with, “I could tell you, but then I would have to kill you.”

[2] Reiser, R. 2007 Trends and issues in instructional design and technology. Page 4