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

Ch. 10 discusses evaluation in instructional design and provides you with two evaluation models, the CIPP and the 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.

I chose the Kemp Instructional Design Model and the ADDIE Model.  The Kemp instructional design model defines 9 different components of an instructional design and at the same time adopts a continuous  implementation/evaluation model.  Kemp adopts a wide view, the oval shape of his model conveys that the design and developmental process is a continuous cycle that requires constant planning, design, development and assessment to insure effective instruction. Kemp identifies nine key elements:

1.       Identify instructional problems and specify goals for designing an instructional program.  At this stage of the model, I would administer a preassessment to determine student skill levels.

2.       Examine learner characteristics that should receive attention during planning. At this stage I would use data to determine if there were any learning issues the student has, that I should make adjustments for in my lessons.

3.       Identify subject content, and analyze task components related to stated goals and purposes. At this phase I would look over the TEKS students are struggling with and determine which prerequisite skills are needed for the mastery of the TEKS.

4.       State instructional objectives for the learner. In this phase, I determine what each student needs to know to master the skill.

5.       Sequence content within each instructional unit for logical learning. I would determine the most effective order in which to deliver instruction for each component required to master the skill.

6.       Design instructional strategies so that each learner can master the objectives. In this phase, I would determine the best strategy for addressing the different learning styles of my students.

7.       Plan the instructional message and delivery. This is where I would decide the best method of instruction.(ex: small group, whole group, one-on-one)

8.       Develop evaluation instruments to assess objectives. I would develop an assessment to monitor student progress.

9.       Select resources to support instruction and learning activities. Finally, I would select the appropriate resources to bring about my overall goal.

Figure 3 below illustrates the Kemp instructional design model:

The ADDIE instructional design model is the generic process traditionally used by instructional designers and training developers.  The five phases-Analysis, Design, Development, Implementation, and Evaluation represent a dynamic, flexible guideline for building effective training and performance support tools.

I would evaluate instruction using the ADDIE model in the following way:

Analysis

In the analysis phase, the instructional problem is clarified, the instructional goal and objectives are established and the learning environment and learner’s existing knowledge and skills are identified. At this phase, I would administer a pre-assessment to see where the students are in terms of skills.

Design

The design phase deals with learning objectives, assessment instruments, exercises, content, subject matter analysis, lesson planning and media selection. The design phase should be systematic and specific. At this phase, I would use the results from the pre-assessment to determine which objectives I need to focus on. I would determine the best strategies to use for instruction based on student performance. I would then design assignments, activities and assessments to monitor performance.

Development

The development phase is where instructional designers and developers create and assemble the content assets that were blueprinted in the design phase.  In this phase, storyboards are created, content is written and graphics are designed. If e- learning is involved, programmers work to develop and/or integrate technologies. During this phase, I would develop the instructional content. I would choose the type of delivery I would use for instruction. I would choose the materials I would use for example technology, textbook, etc. I would also determine what type of informal observation I would use to monitor student progress.

Implementation

During the implementation phase, a procedure for training the facilitators and the learners is developed. The facilitator’s training should cover the course curriculum, learning outcomes, method of delivery and testing procedures. This is where I put all of my planning into action and begin the process of actual instruction.

Evaluation

The evaluation phase consists of two parts: formative and summative. Formative evaluation is present in each stage of the ADDIE process. Summative evaluation consists of tests designed for domain specific criterion-related referenced items and providing opportunities for feedback from the users which were identified.  This is where I would evaluate my instruction my formative evaluation would be in the form of observation or performance on class assignments. Summative evaluation would be in the form of a project or test.

Source: http://en.wikipedia.org/wiki/ADDIE_Model

Figure 1 ADDIE Model, Diagram by: Steven J. McGriff,
Instructional Systems, College of Education, Penn State University

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, trialibility, 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.

Smartboards were recently introduced to my campus. The SMART board is an interactive whiteboard that uses touch detection for user input in the same way normal PC input devices such as a mouse or keyboard, detect input. Smart notebook collaborative learning software is included with all Smartboard interactive white boards.  The software is available for the Windows, Mac, and Lennox operating systems.  The smartboard is believed to be a great instructional tool because it gives students a hands on approach. I myself have had a great deal of trouble adjusting to the smartboard. First of all the pens you use to write on them are very large which makes it very awkward to navigate with small hands. Also, it is very difficult to convert from handwriting to text.  It is sometimes necessary to type in handwriting multiple times before the smartboard picks it up.  However, despite the troubles I have had adjusting to the use of the smartboard, I do see the advantages of its use. The smartboard allows users to work with large amounts of information.  It offers an information space that invites active collaboration. And lastly, the work produced is often dynamic and contingent.

smartboard

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?

On our campus the use of document cameras is contained within grades 2-6.  My target audience for professional development on the use of document cameras and projectors would be teachers in grades Prek-1^st.

Phase 1: Because the teachers are inexperienced in this field, I would help my participants to feel at ease by presenting the material in a confident, non-demanding manner.  I would help them to become comfortable with the equipment by first identifying the basic components and operation of the equipment.

Phase 2: As the teachers become more comfortable with the basic operation of the equipment, I would have teachers complete a few basic tasks using the knowledge I provided in phase 1.  At this phase I would assume the role of a coach and make myself available for guidance.

Phase 3: At this phase, I would focus more on results and reward for effort and production.  I would assign the teachers to brainstorm different tasks they could use the equipment for, in their classrooms.  I would reward their efforts with praise.

Phase 4: I would assign the teachers a task to be completed with their students using the equipment.  At this phase, I would serve mainly as a monitor and offer assistance only when solicited.