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 the instruction.
Formative Evaluation Example:
Dick & Carey: Clinical evaluation (One-to-one evaluation/ One-on-one evaluation)
The clinical evaluation, also known as a one-to-one or one-on-one evaluation, is when the designer works with individual learners to obtain data to revise the materials in question. During one-to-one evaluation, one learner at a time reviews the instructional design with the evaluator and provides comments about it. The purpose is to identify crass problems in the instruction, such as typographical errors, unclear sentences, poor or missing directions, and so forth.
With the clinical evaluation both the instructional designer and the learner are involved in the one-to-one evaluation. The designer should emphasize that the material is being evaluated and NOT the learner. Learners selected should represent a variety of abilities.
Example: Being the media specialist, this type of evaluation would be used to evaluate the media center facilities, technologies, and circulation materials on a one by one basis from patrons who frequently use the facility.
Summative Evaluation Example:
Smith & Ragan: Determine goals of evaluation
According to Smith and Ragan, determining goals of evaluation is the first step in a goal-based summative evaluation. The most important part of this stage is determining questions that should be answered as a result of the evaluation. The client organization (librarian or media specialist) and funding agencies (school board/superintendent) and other stakeholders (teachers, students, maybe parents) should identify the questions.
These questions will guide the remainder of the summative evaluation. Questions might include:
Does implementation of the instruction solve the problem identified in the needs assessment?
Do the learners achieve the goals of the instruction?
What are the costs of the instruction? What is the "return on investment" of the instruction?
Both the client and evaluator should agree on the questions before moving on to subsequent steps of summative evaluation.
Example: The media center director would select various individuals to help come up with the questions to be used in the formative evaluation for the media center. One or two individuals from the media center, school board, principal, or maybe a couple of students as well to help select the questions that will benefit all at the secondary campus. One might be done for the elementary campus as well being that some media specialists are for the whole district.
2. Think about a technological innovation within your social system that was recently introduced (social system=place of work, home, etc.). Any innovation have what is known as perceived attributes-relative advantage, compatibility, complexity, trial ability, and observe ability. 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?
Technological Innovation:
With the latest technological innovations of 2010, our district recently purchased a location-based social networking system for schools called My Big Campus or MBC. Most of our students are familiar with Facebook, which at this point currently has approximately more than 400 million members across the world, as well as the micro-blogging site, Twitter. But for those looking toward the future, location based networking sites like Foursquare, Brightkite, Loopt and Gowalla seem to be what's ahead. Indeed, the social networking giants mentioned above are rushing to integrate this kind of technology into their service, which connects users with friends based on their location, allowing for meet-ups and a little friendly competition.
My Big Campus
With My Big Campus students are more engaged with faculty and lessons assigned to them in a format they are very familiar with because all of them have or are parts of some social networking system. Not only does this system provide differentiated learning for our students, but also it does prepare them for responsible use of the latest and up to date Web 2.0 or 3.0 tools available today.
Here our staff and students access many learning resources and Web 2.0 tools from other educators while at the same time keeping everyone safe, securing the school network, and ensuring your schools are in compliance with the law. Some of the collaboration tools used are closed messaging, blogging, group discussions, online assignments, and merging calendars for the district.
Integrated with Lightspeed Systems’ content filter for easy management, school-designated users can add resources to the Lightspeed-hosted site that will be allowed to bypass the filter. Resources can include online You-Tube videos, blog, wiki websites, and uploaded documents. It can be called intelligent filtering because of the way it can filter yet safely provide access so some of the most innovative Web 2.0 technologies and online content within a controlled, monitored, and secured environment.
Relative/Compatibility Advantage:
Network integration
Users login with their normal network credentials—there’s no account creation required
Controlled access policies are set locally within the filter along with every other policy
Complexity:
Library safeguards
CIPA compliance enforced at submission so pornography and security issues are always blocked.
Users police library with “flags”
Documents scanned for viruses
User activity reported
Observe Ability:
Collaboration safeguards
Profanity intercepted from display
Access controlled by local policy
User activity monitored and reported
Users police collaboration with “flags”
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?
Situational Leadership: The four leadership styles of SLII are:
SLII essentially combines four different leadership styles into a practical and methodical order, for the benefit of individuals who are managers that lead and manage staff. It teaches leaders to diagnose the needs of an individual or a team, and then use the appropriate leadership style to respond appropriately.
Web 2.0 Professional Development for NISD District
In order to implement the training for all teachers in the district, roles would need to be identified. I, as the media specialist would be the project manager that ensures the staff will be trained properly. I would follow the Situational Leadership Model to train the staff on the technological projects.
1. Directing style – directive, detailed, and supervisory without being overbearing or appearing to be too demanding
2. Coaching style – you can move from a more directive role to one where you explain and clarify decisions and reward improvements in direction and knowledge
3. Supporting style – changes to focusing on the results and making sure your team is rewarded for effort and production
4. Delegating style – the last stage involves less of your involvement as a director and more as a monitor
Project Manager Characteristics:
Communication: Effective, concrete instructions, enthusiasm, motivation, and acceptance in communication among all individuals is an essential skill.
Personality/Behavior: Being a good listener, being a team builder, providing feedback, having a sense of humor, showing mutual respect, knowing how to delegate, being a good decision-maker, challenging the team to do well, and being flexible.
Skills: creating schedules, define objectives, develop a budget, and conduct formative evaluations.
Morale: should be open to questions, provide clear feedback, show appreciation, allow team members space, create traditions, keep a sense of humor, get together outside of work, create a variety of tasks, provide them with challenges, and encourage them to take care of themselves.
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