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.
One method of evaluating instructional design is the ADDIE method, often believed to be at the core of all subsequent methodologies. The premise is upon:
ANALYSIS: Questioning learners, instruction, and methodology
DESIGN: Design of the delivery method combined with the
learner objectives
DEVELOPMENT: Physical development of the curricular components
IMPLEMENTATION: Blueprint of the facilitation is created
EVALUATION: Ongoing formative assessment and summative
evaluation of specific components of the plan
The ADDIE method is considered the “gold standard” of instructional design, the root of all other methods. As such, the basic tenets could be adapted easily into any form of instruction.
A different approach to instructional design is the Kemp method. This design consists of 9 different steps:
* Problem identification
* Target group identification and analysis
* Problem identification
* Analysis of the tasks
* Defining the instructional objectives
* Sequencing the content
* Determining the instructional strategies
* Designing the instructional materials
* Delivery of instruction
* Development of the evaluation process for instructional objectives
The Kemp model differs from most forms of instructional design evaluation in that it provides a flexibility not seen in other models. The intent was to allow the user the freedom to approach design from whatever stage is most beneficial. Thus, the designer need not begin again with step 2, if the root of the issue is in the instructional materials. While this seems to offer a great deal of ease in its implementation, my fear is that it would be tempting to skip vital components of the evaluation process.
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?
Within my district, we recently implemented a computerized data system, called Dashboard, which allows teachers to monitor student progress based on previous student testing scores and data. The system itself is based on the compilation of previous years’ test scores and uses an aggregate predictability measure to project the students’ future performance. On the surface, the system contains a wealth of information that would benefit teachers and students. However, the implementation was ill conceived. There was no prior information given to teachers and the entire training its use was a 60-minute large group meeting. As the level of teacher proficiency in technology was not factored into the design, most of the hour-long session was spent assisting teachers log-on to the system. There were no learner objectives stated, thus the teachers were not clear what they were to be learning nor what to do with the information contained. Additionally, the system as presented was extremely cumbersome. While it did have lots of graphic attributes and color-coding to make the information easy to visualize, the system as a whole has not been well accepted.
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?
Situational leadership fundamentally necessitates the use of flexibility in leadership. Teachers, as a group, seem to be later-adapters than other work groups. In order design workshops for teachers, it is imperative to maintain flexibility in approach. In order to successfully implement the professional development there are key questions that must be first considered:
What is the generational diversity of the group?
What technical processes and terms are common amongst the group?
How does each member of the group learn best?
What prior knowledge does the group have?
What resistance does the group have to the subject being presented?
In designing a technological module for teachers on a broad scale, it is important to consider the varying levels of expertise. To do this in a manner that does not alienate the proficient, nor lose the novice, it is best to address the issue openly at the outset, acknowledging the differences. I would achieve this with a brief, but entertaining ice-breaker to introduce the relevant technical terms. Perhaps in a small group exercise that allows those that are more proficient to assist the novice with learning the pertinent terms. In order to ease the comfort level of the less experienced, providing the whole group with a 1-page, printed definition of the terms so that they may refer back as needed for reinforcement.
Specifically with new technology, it is important to move slowly in the introduction of the material. If the information can be delivered in a multi-faceted approach, the group can work through the information with a hands-on approach. Assuming a curricular change, guiding participants through the process online. This should be followed-up with an opportunity for participants to practice the information during the session, so that questions can be addressed while the facilitator is present to assist. As before, it is important that the information presented also be given in a teacher-friendly, printed format. Finally, if resources permit, having as much information available online will be helpful to more experienced users.
Probably the most important step in introducing the information to teachers is follow-thru. As the professional development is designed as a series, there should be specific learner tasks assigned at each meeting so that they can practice in the interim and then bring back their experiences in subsequent sessions. This also allows the facilitator to effectively build upon what has been learned in each session.
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