ETEC 561 01W Learning and Technology - Section 3 - Evaluating, Implementing & Managing Instructional Programs & Projects

All too often instruction is developed with little thought as to how evaluation of learning or the effectiveness of the instruction will take place. When evaluation is considered on the front end of the instructional design process, it is often limited to evaluating whether the instructional design is more effective than traditional methods.

For this week's reflection activities, I would like for you to concentrate on the following:

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. Reflect on what other questions that instructional design evaluation should address besides whether the instructional design leads to comparable amounts of learning and learner satisfaction as traditional methods. What else would be useful to know?

The two other models of evaluation that I would like to describe are the Behavioral Objectives Approach evaluation model and Evaluation Phase of the ADDIE Instructional Model.

The Behavior Objectives Approach model emphasizes how effective the Instructional Design method was in effectively delivering a unit of instruction.  In other words, were the objectives of the model met?  Did the recipients of the unit of instructional exhibit behaviors that reflect the objectives of the instructional model?  I would use this type of evaluation to determine if the design of the instructional model was effective.  Once or twice a year I am ask to present a seminar on the Dallas County Community College District’s (DCCCD) Document Imaging program.  I would use this evaluation method to determine if I effectively conveyed what the District’s Document Imaging system is, why the District decided to move to a paperless Document Imaging system, and what are the benefits of a Document Imaging system.  I would also be able to determine if I had presented enough information about Document Imaging to simulate enough enthusiasm in the seminar’s attendees to go out and actively use and promote the District’s Documents Imaging system.  Another bit of information might be, Did the unit of instruction inspire attendees motivate to others? An example of the effectiveness of my seminar would be an attendee of one of my seminars going back to their office and promoting the use of the District’s Document Imaging system in an office that had not adopted the use of the system.

The other evaluation model I would like to describe is the Evaluation Phase of the ADDIE Instructional Model.  The ADDIE Instructional Model has been the standard for formation of other Instructional design models.  With that said, The Evaluation Phase of the ADDIE Instructional Model entails two parts.  These two parts are Formative and Summative.  The Formative evaluation of the ADDIE model is accomplished as you are designing your Instructional Model.  This allows for a continuous process improvement paradigm throughout the Instructional Model development.  This can be very helpful in eliminating issues before and during the use of the Instructional Model.  The second part of the Evaluation Phase of the ADDIE is the Summative evaluation. This part of the evaluation is accomplished after the instructional unit has been delivered to the recipients.  The Summative evaluation can be used to determine if the instructional unit was successful in convening the intended meaning of the curriculum or instruction.  An additional question in the ADDIE Evaluation phase might be, Not only was the Instructional Model successfully conveyed, and how can it be improved, but also what were the imperceptible affects of instructional unit?  

Chapters 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 during a time of economic decline. How will you use Situational Leadership to facilitate this project and manage scarce resources?

In the diverse environments of today where economically tough times are the norm, to accomplish project goals it takes leadership that is patient, knowledgeable, fair but directive and exhibits confidence in your team and their abilities.  As a team leader and manager in technology at an educational institution, my department is often given projects that have a highly reduced budget (we are a public institution that is funded by constantly decreasing state funds and tax revenues).  However, these projects must be accomplished so that we are able to instruct our students and remain current with the ever-advancing growth of technology.  When accomplishing these projects that sometimes have very short deadlines, I have found that it is important to assign projects to people that have the most knowledge and/or drive (willing to acquire the knowledge) to accomplish the tasks of the project.  At the same time, this has to be a team effort.  All teams members working together to accomplish the common goal of project completion.  I have always had an open door policy where any of my team members can always come talk to me about just about anything.  Conversely, they all recognize that as the team leader, I have ultimate responsibility for the direction and on time completion of the project.  Managing all team resources while fairly and effectively managing the diverse personalities and skill levels of the team is a constantly rewarding and learning environment that I have benefitted from and enjoyed (but not always).