Module 9 – Recap

This week we talked about teams, what makes an effective team, and working with clients. We did a group activity that looked at Functional Teams.  If you missed class, you should complete this activity. Watch the video and then complete the activity sheet. (send to me via email)

Working With Clients

One of the toughest parts of any project, particularly with a new client, is making sure everyone has the same understanding of the project. As my project team at Project Advance grew, and we took on larger scale projects, we developed a design brief document to help us and the client focus as we began our conversations about a project.

You can find a copy of our design brief template in the Module 9 Evernote Notebook, or here is the direct link to the Note containing that Word Document.

I’ve also put in a copy of the Take Home Exam design brief template..

As I mentioned in class, the take home final will consist of scenario/case of a ID project. You will play the role of the instructional designer who is approached by a client (me) to do a project. Your task will be to complete a design brief. It will be one that has been modified a bit, but it is based on the one we developed at Project Advance.

Module 10 – OD/PD/HPT and ID

Throughout this course we have considered the role and influence of multiple strategies, tactics and techniques that could or perhaps should be included within an instructional development process.  Model components have included such issues as front-end analysis, instructional management, formative evaluation, and planned change.

As a final “larger picture” exercise, this last module focuses upon approaches to change and improvement that can or should be considered when seeking to make a difference in some context. While these are not going to be something new, they are context that are specific: Organizational Development (OD) , Professional Development (PD), and Human Performance Technologies (HPT).

Start with thinking about how people define each of these. There are a few links on the coversheet that help with this. Here are some that may also be helpful:

When going through the readings for this module, focus on ID in these different context and how context plays a role the practice of the instructional design process and Instructional Systems Design. 

This week….

I’ve created a google doc. As you read about OD, PD, and HPT, add your thoughts about each of these to the googledoc.  In what ways are they the same or different that ID?

https://docs.google.com/document/d/1-tO-RoCEEDNfhOoKoQiI6pHbTLKHzWFwT0PwBNc4QvM/edit?usp=sharing

 

 

Module 08 recap

This module looked at technology-based teaching and learning. (Download the slides from class)

For those interested in looking at the Pew Research Foundation findings, see http://www.pewinternet.org For a list of their reports. For some more specific ones:

I find it fascinating is to look at changes over time. (for those in FEA, this would be data you could use when doing environmental scanning.

Each year (since 2011), Fred Cazzava posts on the social media landscape. Each post includes a graphic view. You may be interested in looking at these and how they’ve changed over time, or not, as Fred mentions in 2017.

2011  |  2012 |  2013 |  2014 |  2015 |  2016 | 2017

“2017

In-class Activity

During class we did a small group activity with four groups. Each group had a development context of Technology-based/enhanced learning.

(In-class activity handout)

For each development context, the group had to come up with an ISD model for that development context, then present their model. As part of the planning process, each group could choose a specific context to work through this activity.

Three groups presented, and three are left to present next week. 

Post-class follow-up

Frst, take a moment to reflect on the activity.

Also look back at the googledoc: A Comparison Of Traditional Modern Instructional Design. Do the additions in the far right column still make sense?

Then for any of the delivery-contexts from the in-class activity, reflect on your thoughts of how this context can make a difference how you may make a difference in your approach to the ID process. You add your thoughts to the googledoc: In Class Activity Reflection

(In-class activity handout)

 

Module 09

The next topic is about working in teams. Some of you have had a lot of experience working in teams. Others may have less experience. By now you should all have had some experience of being part of a project team in another IDE course.

One of the instructional design competencies identified by ibstpi is communications skills. This includes one-on-one communications skill and working with groups. Within the context of an ID or evaluation project, at some point you’ll likely have to work as part of some team, and you may take on different roles in different projects, including being a team leader. This week the reading focus on working in groups. As you go through these readings, think about the different roles people may have on an ID project. Also, what does it mean to be a team leader? The Evernote Notebook contains a number of readings:

  • Bratoon, B. (1980). The instructional development specialist as consultant. J.I.D., 3 (2), pp. 2-8.
  • Gemmill, G. Managing the dynamics of “having nothing to say” in small groups.
  • Chevalier, R. (2001). Performance Consulting: Job aids for interacting with clients. Performance Improvement.
  • Davies, I., K. (1975) Some Aspects of a Theory of Advice: Management of an Instructional Developer-Client, Evaluator-Client, Relationship. This reading is old, but worth a look.
  • One that is useful and in the Everrnote Notebook: Bolden, R (2004) What is Leadership? Research Report. 

 

Module 9: Intro & Working in Teams Video

 

 

Module 08

This week we’re looking at e-learning context and new paradigms in ID. Readings for Module 8 are posted in blackboard.

Pre-class assignment:

  1. Review the chart shown at:
    The University of the Future, LLC. (2000). A Comparison of Traditional to Modern Instructional Design(http://www.futureu.com/shared_resources/traditional-vs-modern_course_design.pdf)
    This chart was developed in 2000. Changes technology and our understanding of learning influences the field of instructional design. I’ve added a 3rd column to the chart. After thinking about the current state of the field, what do you think has stayed the same, what has changed. Add in your responses to the googledoc linked here.
  2. Make sure you can define the following and list and describe attributes of each
    • MOOCs
    • Mobile Learning
    • Blended Learning

For those interested, I’ve created an Evernote notebook with some m-learning resources.

Module 07 – Recap

This past week was looking at Models, synthesizing the content to date. Dr. Jerry Edmonds came and spoke on Model building. You can download a copy of his slides here:  JerryEdmonds-PresentationSlides.

For those of you who were able to attend class, Dr. Edmonds spoke about model development. One example he gave was the model developed here at SU for program assessment. The early version is on page 11 of the PDF of his slides. The final version is on page 12.  From those two slides you can see there can be a dramatic difference between initial and final models. I was involved with the development of the documentation of the 3-circle model in 2015.

The current version used to explain the model to audiences is found at: http://assessment.syr.edu/assessment/academic-programs/

Module 06 – recap

This week the guest speaker was Dr. Don DeJohn. Don talked about his professional background and how his experience with large data warehouses fits within IDDE: Download a PDF of his slides.

In class we talked about using the CIPP model for planning for evaluation. We did not have time to do the in-class activity, so I posted the handout i the threaded discussion. This is a good module for evaluating training.Kirkpatrick’s model reminds you should consider:

  • Evaluation components .
  • Data collected should depend the component of the CIPP Model.
  • Think about what data can tell you about the worth or merit of a program.

 

I created to videos. The first is an introduction to the CIPP Evaluation Model, the second is looking at the Baldwin Middle School Case using the CIPP Model.

Module 07

Module 7 is pulling everything together.  I did not generate a video for this week. As always, you can find readings in Blackboard, with additional resources in Evernote. There are some things you should focus on.

  • Looking at a critical review of ID model. There are two articles you should focus on for this:  (1) Edmonds, G., Branch, R. and Mukherjee, P.  article and (2) Andrews, D. and Goodson, L. article. From these you should think about the types of models and the conceptual framework for evaluating models.
  • The Gibbons & Yanchar article and Molenda, Pershing and Reigeluth chapter focuses on the ID process and what that means about models.
  • Finally, the Nelson, Magliaro and Sherman article provides a look at ID from the perspective of intellectual content. This reading talks about the level of complex thinking involved in the ID process. If you’re looking at Bloom’s Taxonomy, we’re at the top. Especially when it comes to your final project.For those interested in learning more in general about expert vs novice problem solving, there has been a lot of research on this, especially in math and sciences. You can do a lit search on this if you’re interested.

Module 04 & Module 05 Recap

RIOs/RLOs

We started off with a discussion about RIOs and RLOs. We had a long discussion about the structure of RLOs and RIOs and how they may be used within the context of instruction. If you are struggling with this concept, please ask. The threaded discussion for Module 05 is a great place for that.

In-class Exercises -Module 04 and Module 05

This week in class we revisited Module 4 along with Module 5.

We then did two in-class exercises. One focuses just on thinking about using Clarke’s Architectures to plan instruction. The second was a longer exercise that covered Module 4 and Module 5. This exercise has you writing objectives and then planning instruction.

For those who missed class, below is a link to the exercise. You should complete the two exercises and return to me.

YEARS ago I created a 2-pager on objectives for the Motivation Course. While the point there was to focus on the affective domain, the general description applies.

One way to start writing objectives is to start by creating a table and then writing the objective.
Instructional Objectives-writing.001 Instructional Objectives-writing.002

Module 06 – Evaluation

This module is on evaluation. A number of you took the evaluation course, IDE 641, so have learned about designing an evaluation plan in detail. For this module, you should be thinking about evaluation in the context of the ISD process and how evaluation will fit within the context of the Model you are designing for your final project. For the readings, your focus should be on that.

Romi’s chapters give a nice overview of evaluation in the context if ISD. Also, you should make sure you understand the difference between formative and summative evaluation, and how each is incorporated into ISD.

You should make sure you understand the components of Stufflebeam’s CIPP Model for evaluation. This model can help you think about where you will want to include evaluation within the context of your model.

You should also look through the models in the G&B book to see how it is incorporated into various models.

Resources referenced (PDFs) in the intro video:

Module 6 Intro Video