Project 2 Reflection

Our group project was a procedure learning of the ABCD model on writing objectives. Collectively, we planned the assignment with a Google Doc, created a Google Slides presentation, and also finalized a design document which detailed the instruction in depth. I truly enjoyed the project from start to finish, and I wish there were more assignments like these in other EDIT classes. In fact, I am due to graduate next semester, and I only have one more class to take, which is EDIT 5395, and I’m sad to say I’ve only experienced synchronous communication in one other class, and only for one brief project. What I liked about this project, was how it built on itself, and was all-semester-long, which gave us the opportunity to get to know each other and ease into how to effectively work with one another.

I think because this assignment was interesting to me, and I love working with others, my performance was pretty solid. I liken myself to the team cheerleader! As an individual, I experienced certain trials, mainly because I am a farmer and only have 15GB of internet per month. I wasn’t used to so much synchronous, independent communication, and there were times when I didn’t see an update or announcement, or an email, and that caused some delay on my part. For example, I had no idea there was a group check-in. I looked at the week’s module, but I missed the announcement… If I could suggest one thing to the professor, it would be to cover all bases of communication when there is a check-in or meeting, this includes not only posting in announcements, but including it in the week’s module, and emailing as well. I totally understand it is our responsibility to keep on top of our course work, but when you work full time, and are taking a full course load, and are a farmer who lives in the woods (and sometimes under a rock), you miss things! I wish I had been present for all of the check-ins, because I very much enjoyed working with Megan and Cynthia and Dr. Shin, and I wanted to give it my all and really be there for the team.

Working with other professionals was wonderful. I believe we each had our own strengths that we brought to the project, which made it really special. Megan is probably the smartest person I’ve ever worked with, though at times, I felt she took on too much, and so I tried to match her effort, and this diminished Cynthia’s contributions. Cynthia was very responsive via email, but delayed in completing the assignments, which I think caused some stress. I can’t put either group member down, because I think we worked very well together as a team.

Overall, I absolutely loved this course and this group project, and I would recommend it to anyone enrolled in the EDIT program! I learned so much in this course, and throughout this project. Remember, I sucked at writing objectives because I thought I had them down, pat? Well, now I am an expert! I will retain this information and use it professionally throughout my career. How many people can say that after completing one single group project? I can’t say enough how valuable of an experience this has been. If I ever design an online course, I guarantee I will borrow some ideas from EDIT 5317! Thanks for a great semester, and for all your consistent, constructive feedback. It really means a lot when an instructor takes the time to write thoughtful comments, that really help guide us in the learning process. 

Technology Exploration

Taxonomy	Activities	Examples
1.      Reviewing	Supports students in identifying correct and incorrect examples of objectives	Google Docs (matching worksheet)
2.      Communicating	Supports students in their interaction with other students as well as the teacher	Audio/video conference tool (specifically Go to Meeting)
3.      Connecting	Supports students in synthesizing information learned from lesson	MS Word (infographic from template)
4.      Collaborating	Supports student engagement in learning activities with other students	Wiki (for reference post-instruction)
5.      Evaluating	Supports students in assessing the program and their work	Survey Monkey (for final assessment and course evaluation)

Reading Check #6 - Chapter 15 Summary

Chapter 15 Summary: Planning for Instructional Implementation

The reading suggests to use persuasion for instructors or participants to readily adopt the instruction, known as ‘planned change.’ The job of the instructional designer is to cultivate buy-in for adopting the instructional intervention. There are four components to the process: innovation, communication, time, and social system. Innovation depends on the relative advantage, or usefulness, as well as user compatibility, innovation complexity (if it is too difficult, users will be reluctant to use it), ability to try it on a small scale first (sample), and ability to observe the results. Communication is key to the process, and determines who should communicate the planned change, whether it be the ID, or the SME; the recommended is whoever has more in common with the selected group. Time is considered alongside who adopts the change first, and this varies depending on the product. The social system involves the relationships amongst members of the target group, and who will communicate the benefits or adoption, or resistance. 

The CLER model stands for configuration, linkages, environment and resources. Configurations represents the networks of relationships within the organization, with four categories: individuals, groups, institutions and cultures. Linkages to determine informal and formal relationships to serve as communication links. The environment represents the physical, social, and intellectual forces contained within a configuration and can affect the innovation by providing a supportive, inhibitive, or neutral atmosphere. Resources are used to support the implementation process, and can be in the form of money, or finances, company infrastructure, a database, web-based instruction, personnel resources to provide training or facilitation, or even the use of tablets. In planning the instruction using the CLER model, first consider the company’s configuration, the individual instructional designer, group, and the institutions to establish the key relationships. Determine the management linkages, and the supporting environment, and whether it supports the project or not.

Another model is the TPC – technical, political and cultural. To go into detail about this model: technical recognizes how the innovation will affect work processes, while political means power and influence of relationships, and cultural recognizes the company’s values.

There are many decisions when it comes to training programs. First, there is program promotion, or getting members to enlist in the training by advertising it. Next, there are many delivery considerations, depending on the size and structure of the organization. Classroom facilities such as training rooms, as well as media equipment selection are considerations for delivery. Instructors are another implementation decision, and this depends on scheduling to minimize impact on productivity as well as instructor training to increase knowledge and skills. Supervisors play an important role in preparing people for training, and what the employee is expected to do. 

Reading Check #5 and Assessment and Evaluation Practice

Chapter 12 dives into evaluation components to assess trainee skills and evaluate effectiveness of instruction. This was an interesting chapter because I believe assessment is a process in its own, and should be designed alongside instructional content, not as an afterthought. The chapter goes into how to form objective tests, use ratings instruments, or rubrics to define skill level and how to design open-ended surveys to collect feedback.

Multiple choice tests must present a direct relationship between instructional objectives and test items, and should be written in an easy, straightforward manner. Questions can be easily agree, with a stem, or question/incomplete statement, plus alternatives. Multiple choice, compared with True or False, is a better measure to test higher order learning. Graphs or tables to analyze, evaluate, contrast, predict and synthesize information are examples of multiple choice testing higher order learning. A good tip provided in the reading is to ensure that with True or False questions, be sure the entire statement is entirely true or entirely false.

Matching items can identify relationships, but the items must be limited to 6 or 7 and must be as short as possible, another tip is to include 1 or 2 distractor items to prevent guessing. Constructed response tests with short answer items or essay questions are another measure to gage learning, however, time to complete will vary greatly per student, and if the topic is not stated clearly, learners can veer off topic. Points to note: do not give students a choice of essay topic, grade in the blind, outline a model answer, and inform students of grading criteria/conditions. Another example listed in the text: problem solving questions based on problem-based learning.

Grading measures for the Instructional Designer include, Ratings of Performance, Checklists, and rating scales with values assigned to each element are subject to potential grading bias. The best method is a rubric. Rubrics give a descriptive, holistic characterization of quality in student’s work. Rubrics can be highly informative and useful for feedback. Another good tip I thought was the use of an ‘Indirect checklist/rating measures’ in the form of a job-based survey or job application survey. This is great when trying to reduce cost. The last interesting assessment was the portfolio assessment, which can yield a richer, tangible product and leaves a more meaningful impression with students.

To measure the effectiveness of instruction, it is important to note that attitudes cannot be measured directly. The point is for students to evaluate instruction and suggest improvements. One measure is to describe Affective outcomes – to gage before and after training/workshop success. Another measure is through observation/anecdotal records, but again, this can lead to potential bias and is not cost effective or practical in many contexts. The most common assessment is the assessment of behavior, through a questionnaire/survey with open and closed ended items. The last measure listed was an ‘Interview’, structured with reactions to discuss. This was another interesting way to evaluate programs I had never thought of before.

For the group project of the procedure learning on how to write objectives using the ABCD Model, I would select the following instruments to assess trainees and evaluate instruction: Matching items, Portfolio assessment, and affective outcomes.

I selected matching items because this is a quick and efficient way to assess trainees during instruction. In terms of how we will use this item during instruction, we can use a matching worksheet with the ABCD model defined in one column (plus one or two distractor items to prevent guessing) and the ‘Audience, Behavior, Condition, Degree’ listed as selections in another column. We will measure basic knowledge and understanding of the procedure and successful completion of one of the objectives with the matching items instrument.

I selected Portfolio assessment because students can use this to showcase their work at their own pace. During instruction, the portfolio assessment instrument will be used to complete an objective writing practice task and then synthesize the information learned throughout the instruction with the production of an infographic. This can all be contained in a Portfolio, which should be meaningful to learners as it is tangible. I guess another item, then, would be a rubric to grade the portfolio assessment. We will measure students higher-order thinking and achievement of learning objectives.

The last item I selected was affective outcomes, to gather data on the before and after results of the instruction. This will be in the form of a survey with a rating scale. Simple close-ended questions will be addressed before the instruction and after, to compare results. An example question is, “Ability to define the ABCD model” with a rating scale of 1-5. We will measure data points of students and their familiarity with the ABCD model (in line with learning objectives) pre-and post-instruction.

Chapter 8 and 9 Summary

From Morrison, et al., Chapter 8 dives into designing the instructional message. The text points out effective instruction is developed carefully, with structure and presentation of materials that engage the learner and that signal important points. A question to consider - Should you use pictures with your instruction? This is actually something I struggle with when designing instruction, and sometimes too many pictures can look messy. The text also goes into preinstructional strategies, which occur after the sequence of information is established. At this stage, the designer can focus on how to present the information. The first strategy is a pretest, second a set of objectives, third is an overview, the fourth is similar to an overview but written at a higher level (possibly through a graphic). A well-defined topic has a set of steps that are easily identified. The preinstructional strategy of pretest is designed to be open-ended, to familiarize the learner with the instruction. The second strategy of Objectives are intended to be simple goals the learner can achieve. Overviews are a written summary of content. Advance Organizers can be text or graphic, also referred to as concept maps.
When designing messaging for text, there are three critical design elements to follow. One, signal typography to structure text (headings or bullets/list items), Two, coherence of structure. Three, match between content and learner's background.
The text examines the use of pictures and graphics in instruction. Pictures serve different functions: decoration, representation, organization, interpretation, and transformation. Pictures can be used depending upon availability and fair use laws, also consider the cost of reproducing if printing is involved.
Chapter 9 goes into developing instruction. The first part is to stay focused on the performance problem. The next part is to ensure the objectives support the resolution of the instructional problem. Then a learner analysis is conducted. The analysis should help the instructor the appropriate reading level and familiarity with content, and understanding the audience's background will help in selecting items for context. The heuristic approach is 'always learning something new'. The approach is to make the subject concrete, by readily creating a mental image to the learner. In text, use shorter words and active sentences. The third method is to use a lot of examples to support ideas. Successful instructions are dependent on the completeness and details. It is also important to control the step size, meaning break it down to enhance transfer. Use appropriate pacing, in text, use a number of examples and problem interactions presented with idea and maintain the pacing consistently. Use cues to make connections. As you complete objectives, the designer may want to use a transition to cue the learner of a change in idea. The text goes into the Learning Process, with working memory and long term memory, these two are tied to the learner's cognitive load, or how much information they can process. The intrinsic load is determined by interactivity and the extraneous load is determined by the design or layout of instruction. Reduce the extraneous by recognizing the intrinsic load. During the design and development of materials, the designer needs to find a means to reduce the cognitive load (ie simplify). The next part of the chapter focuses on content delivery. In a group presentation, the instructor presents the information to the group. There are pros and cons to this method. A strength is the lecturer maintains control, large numbers of learners can be served at one time, while on the other hand, learning becomes passive rather than active. There are specific situations where lectures are appropriate and well served, as an introduction, to create interest, or to review. There are several effective ways to lecture: note-taking, handouts, active interaction. Distance Education is another method of delivery. Its strengths are students can complete activities anytime, anywhere, although interactions may be constrained based on communication capabilities. Self-paced learning is growing in popularity. Sequence of steps is important. Learner's mastery is checked before moving on to the next step. Lack of self-discipline can interfere with self-learning. In small-group teaching/learning, individuals can discuss materials, which promotes active learning, These can be in the form of discussion, guided design, case study, role playing, simulation, games, all of which promote cooperative learning.
Reflection on how you are designing your materials - what have you done well and what could you do differently?
With the materials, especially the powerpoint, we have had to redesign it several times already. The concept was not well-defined to begin with. However, it has been going well collaborating with the other team mates. I think I could design with more effectively if I had a clear idea on exactly what we are attempting to instruct: we have gone between three different subjects and now have decided to go with the most simple idea. This is good because it is easier to design materials when the idea is straightforward. Sometimes, and this happens at work as well, I design and re-design after feedback. It is not the most efficient, when a plan can be rolled out at first, approved, and then executed. This way I would not have to make so many changes.

Project 1 Reflection

1. Why did you select that (main) concept?

I selected the main concept of Standard Work because I have used it in my context, specifically at Intel. When I was involved in standard work, I had difficulty explaining the purpose to employees. There was sometimes an attitude of dissent and apathy towards training and why we were changing things AGAIN. If I had explained the concept of Standard Work and listed the benefits, the employees would have been more apt to be on board.

1. What's the rationale for your design?

The rationale for the design is simple, straightforward and clean. Standard Work isn't meant to be spiffy or fun, ,it's strictly operational and very clear-cut. I felt the design of the document was suitable for the concept of Standard Work. Also, the design was proposed in an outline by the instructor - had there been no outline, I'm not sure I would have been able to successfully complete the document as the instructions were vague.

1. What challenges did you face during the design process?

The main challenge I faced during the design process was making the outline my own and tailoring it to fit into standard work. I understand I needed to be more specific, but I wanted this to be very broad and applicable to other industries, as many would benefit from a standard work approach. 

1. What changes did you feel like you need to make after receiving feedback? Why?

I think I needed to add more examples, improve clarity, and eliminate some of the outline template text and re-word it on my own. The reason behind this was because I wanted to implement changes into the document that I wasn't sure how to produce in the first place, and then after feedback, was still confused. In all, I spent a lot of time on the design document and I hope it meets criteria.