1. 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.
Extensive Program Development
This model was created by Claude F. Bennett and suggests that programs go through seven steps or phases. Evaluation evidence can be collected at any one of these levels. The evaluator need not use evidence from every level but rather from levels of interest and concern to decision-makers. The "Levels of Evidence" are:
Inputs - resources expenditures
Program activities - meetings, workshops, and program events.
People involvement - program participants
Reactions - participants responses
Knowledge, Attitude, Skills or Aspiration Change (KASA change) - degree of change that occurs regarding new knowledge, changing one's attitude or feelings, gaining new skills, or changing what might be done
Practice Change - making a lasting change in one's life, tends to occur after a previous change in knowledge, attitudes, skills or aspirations.
End Results - ultimate objectives such as social, economic, environmental or individual consequences that occur after a certain number of practice changes have been made
I would use this evaluation method if I were doing a group project. I could make evaluations regarding the program activities and people involvement such as, was it appropriate for lesson being taught and did it keep the students on engaged or on task. I could do an assessment once the project is complete to determine if the objectives have been met and gain insight to the level of knowledge and/ or skills learned as a result of the project and make necessary revisions based on the results.
Laurillard's Conversational Model
Laurillard developed a model of teaching to be primarily for the use of technology in higher education. Learning at the higher education is what she calls ``second order'' experiences of the world. Learning involves mapping between experiences of the world relating knowledge to experience and theory to practice. From this she suggests that learning should be a dialogue between teacher and student.
The Process of the Learning Conversation
In Laurillard's view, the pattern of the conversation needs to be:
1. The Teacher can set the task goal
2. The Teacher can describe her conception of the subject (or that aspect of it being taught)
3. The Learner can describe his conception of it
4. The Teacher can re-describe in the light of the Learner's conception or action
5. The Learner can re-describe in the light of the Teacher's re-description or Learner's action
6. The Teacher can adapt the task goal in the light of the Learner's description or action.
(based on Laurillard 1993)
This requires the following features of the teaching-learning system
1. The Teacher can set the task goal
2. The Learner can act to achieve the task goal
3. The Teacher can "set up the world" (i.e. control the learning environment) to give intrinsic feedback on actions
4. The Learner can modify his action in the light of feedback
5. The Learner can modify his action in the light of the Teacher's description or his (the Learner's) re-description
6. The Learner can reflect on interaction to modify re-description
7. The Teacher can reflect on the Learner's action to modify re-description
(based on Laurillard, 1993: 119
note that this has been slightly modified in the 2nd [2002] edition)
ATHERTON, J. S. (2010) Learning and Teaching; Conversational learning theory; Pask and Laurillard [On-line] UK: Available: http://www.learningandteaching.info/learning/pask.htm
I would use this evaluation method in a distance learning format which makes use of technology. I could do a lesson that required students to briefly research a topic and present their point of view and how it relates to any real world experiences they have had. I would provide feedback that would prompt additional discussion based on differences or similarities from our point of view and generate conversation similar to being face to face in a classroom.
2. 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?
Last year in my seminar class, our instructors introduced a Classroom Performance System as a way to take attendance, answer group quizzes, and analyze the results of respondents. Since it was recently implemented it was a learning experience for all of us. As a class we were able to sign ourselves in (verify attendance) for seminar. During class we were given quizzes and I thought it was interesting that you could get instant feedback and see what the class results were because it provided instant data. From what I have seen, the system is compatible with other software and has exporting capabilities. The idea of being able to use something like this in my own classroom is exciting because it would allow for participation by all students without them having to identify who answered a question wrong. I think in that aspect it allows the teacher to see which students are struggling and need additional help or if the students are on the right track. With anything new there will always be some user error but I think with a little time for trial and error it would be more of an asset. I actually liked the idea of using the system and feel it would be a great tool for the classroom. In fact, there are some schools already using this technology.
3. 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?
I would use Situational Leadership to clearly present the objectives of the project and the direction that the project should go in based on our target audience. In the beginning, I would take the time to ask questions to make sure everyone shared the same understanding. I would then assign each person a part to work on, along with a projected completion date and scheduled follow up time to see everyone’s progress. As the project progresses, everyone should be comfortable with their assigned roles. I would continue to provide support and feedback for my team in order to keep them motivated and on task. Later, I would take a less directive approach and move into the role of monitor to allow team members a chance to work together in order to complete the final project.
No comments:
Post a Comment