ETEC 561 - Blog 3 - Evaluating Programs & Human Performance

1. Two additional models of Instructional Design evaluation are the ADDIE model and Merrill’s First Principles of Instruction.  The ADDIE model is a systematic process that involves five phases.  The five phases are as follows:

A – Analysis – The instructional problem is identified and goals/objectives are established.  The learner’s previous experience and acquired knowledge (as applied to the problem) are also identified at this stage.

D – Design – Learning objectives, assessment instruments, materials used, and content are identified and systematically put into place.

D -  Development – The design elements are assembled into meaningful instruction pieces.

I – Implementation – Procedures for training facilitators and learners is developed.  Facilitators should be changes in all designed/developed aspects of the course.

E – Evaluation – Includes both formative and summative components.  Formative assessments should occur at every step of the process.  Summative assessments should address specific components and give opportunities for feedback.

After much reflection on the ADDIE model, it came to me that much of my instructional design in the tech classes that I teach build upon this model.  Some of the engineering process is mirrored in the ADDIE model and that is a process that I am very familiar with.  I like the notion of assessment not only evaluating the learner but also evaluating the course/facilitator.   That step is important for delivering successful instruction.

The second additional model that I looked at was Merrill’s First Principles of Instruction.  Merrill uses his model to evaluate problem-based instruction, which I deal with on a daily basis as an engineering and technology instructor.  His model involves students in four distinct phases of learning (all centered around a problem.)

According to Merrill, these are his First Principles:

Learning is facilitated when learners are engaged in solving real-world problems.

Learning is facilitated when existing knowledge is activated as a foundation for new knowledge.

Learning is facilitated when new knowledge is demonstrated to the learner.

Learning is facilitated when new knowledge is applied by the learner

Learning is facilitated when new knowledge is integrated into the learner's world.

This model is a little less exhaustive than the ADDIE model but it provides a good basis for effectively using problem-based learning.  My plan is to use this model for evaluation of instructional activities that I plan in my courses this next school year.  These principles all have very tangible aspects and should be able to be easily measured or observed.

Source: http://www.instructionaldesigncentral.com/htm/IDC_instructionaldesignmodels.htm

2. Instructional Design should also address questions such as “Does the course allow for interaction/feedback like traditional methods?” and “Does the course have the same rigor as a course designed to use traditional methods?”.  One of the misconceptions of courses that are designed to utilize a lot of technology is that the level of rigor is not equal to that of traditionally delivered courses.  I do not see merit in this misconception from my experience but many beginning students do.

Return on Investiment (ROI) and resource management should always be evaluated when looking at instructional programs.  It is not effective use of time or money to do things just for the sake of doing them; in the same light, if an instructional program is not operating efficiently or to its full potential then the prudent option is re-evaluating and re-designing the program so that it does.

3. One of the biggest performance problems in my line of work is that teachers (and, often, administrators) are not technologically prepared to meet the needs of 21^st century learners.  They are very adept at instruction and analyzing data but when it comes to using Microsoft Excel or Gmail, they are clueless.  Unfortunately, spreadsheets and e-mail are staples of education so this forms a huge technology gap between newer teachers and those yet to embrace the technology.

Two of the solutions to this problem are through the use of knowledge management systems and informal learning.  In my opinion, the two of these go hand-in-hand.  Knowledge management systems are a great means of accessing and storing all of the informal learning options for learners.  MOOC providers such as Coursera, Khan Academy, Udacity, and Udemy offer courses in technology, office applications, math, and science to anyone that has the desire to learn.  These courses are self-paced and learners are all part of a community to help them through the courses.