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.