Section 3: ETEC 561

 

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.

The first model I would like to discuss would be by Robert Gagne who made a great impact on the educational field and also in the field of instructional technology. His books and models can be not only used for teaching with technology but with any lesson in my opinion. This was my first introduction to him for this assignment so I do not know much about him but from what I have seen it looks reliable and valid. It looks like methods I have seen in my very limited experience in the classroom. Below is a list that breaks down his theory of learning into nine categories.

In addition, the theory outlines nine instructional events and corresponding cognitive processes:

(1) gaining attention (reception)
(2) informing learners of the objective (expectancy)
(3) stimulating recall of prior learning (retrieval)
(4) presenting the stimulus (selective perception)
(5) providing learning guidance (semantic encoding)
(6) eliciting performance (responding)
(7) providing feedback (reinforcement)
(8) assessing performance (retrieval)
(9) enhancing retention and transfer (generalization).

The second method I would to discuss is the criterion-referenced measures (test). I based both of my choices on what I found in the book and then found on the Internet to back up my information. The only experience I have so far again is what my student teaching last year and with the STAAR that we have in the state of Texas and the curriculum that was and is still used in the district that I sub in uses this kind of testing. 


http://www.instructionaldesign.org/theories/conditions-learning.html


http://www.edtech.vt.edu/edtech/id/assess/purposes.html




2. 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 book in my opinion asks all the right questions I think it just a matter of us as the teacher to use those in our classrooms.  Below are some questions mentioned about formative/summative evaluation that I thought were good. (PG. 147)

Which one is requires more time to complete?
Which one is more expensive?
Which one do learners prefer?
Is this new instruction as good as our old form of instruction?



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

I would of course use the four phases described in the book about Situational Leadership. I would set up my team and then tell them what were my expectations and when I want them completed. Communication is vital in every situation but especially when you are the one in charge and need to convey a message. The team I put together which may or may not have many people again because of budget, keeping that in mind you can still at the very least put together a slide show of what you can use in the classroom and mention in those slides websites that are FREE, key word there of course that the teachers can use. There is so much that you can do with the technology out there for free, the money goes towards the purchase of that equipment keeping that in mind I would stress this to my teachers that all available funds would be used to get the equipment and then show them what, how, when they could use it in the classroom during those training sessions.