Shelley's corner

October 18, 2011

Summative Evaluation

Approaches to consider for conducting a summative evaluation for my ID project:

• Develop a follow up plan to be done in 3 / 6/ 9 -month(s) intervals to track the student's on the job performance  (i.e., abilities, tasks, etc.). It is expected that as the student progresses his or her competencies increase. Corrective actions are taken along the way by a supervisor to ensure accuracy.

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• Develop a document such as a questionnaire with a checklist of specific objectives to be met. There would be varying levels of performance completion, (i.e., 3-satisfactory; 2-meets requirement, 1-needs improvement), where the supervisor can observe the student performing the tasks and check of the approriate level of completion.  Areas that show underperformance would need attention for remedial training.

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• Develop a written comprehensive test where the student completes either 50 or 100 questions. Establish a cut off point for pasing/failing grade.

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• Demonstration: student is required to perform related activities without any assistance by demonstrating knowledge.

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October 11, 2011

Part 1: Readings

 Media design:

Benefits of storytelling in instruction:

• This is a fun way of teaching/learning new information.
• The design uses a different (case study-like) format to engage the learner. 
• Storytelling helps to set the stage for learning. It activates both the cognititve and affective skills as as well as curiosity.  It embodies the who, what, when, where, and how preparation of the brain for events acceptance of what is coming and drive the hunger for more information.
• Instructors/facilitors must be prepared and know the subject matter well enough to tell it flawlessly to gain students interest.
• This is a neat way for learners to discern truth from fiction.

Chunking:

• Small amounts is better for intake and memory retention.
• I embrace the seven items rule. It is extremely helpful to use especially when explaining procedures.
• Text containing more than seven items should go on another page/slide.
• Especially when looking at a presenter's slide and seeing a enormous amount of text foisted on to one slide. As a learner, it is difficult for me to figure out what the selectively read and use.

Coherence:

• Apply a need to know versus a nice to know concept when designing a course/program. Especially when there are time constraints involved in the design and development phases, and/or in the facilitation/teaching/ video segment(s).
• Adapt the KISS (keep it simple stupid) method.
• Difficulty arises for learner when asked to split their attention between writing and listening to content being presented.
• Build transitions (moving from one lesson/topic to another) so that they provide the "whole" picture with a link/connection.

Typography:

• Frankly, I subtly noticed the difference between serif and sans serif in the font schema, however, I never considered fonts as an important factor in text, as long as the text can be read.
• Fonts should not be distracting where it interfers with the content and hinders learning.
• Font format should be subtle (pleasing) where it is unobtrusive to the learner/reader and not be overwhelming.
• I believe in simplicity.
• The instructional designer needs to cognizant of the audience with certain colours. Specific ones may not be approrpiate for some learners (i.e.,  older aging eyes, or visually impaired populations) where certain colours are difficult to read/see. Certain colours are fraught with trouble: some people are colour blind others are hard to see due to the natural aging process. And when white or black letters are used, care should be taken to put them on a background where they can be seen.  Red, yellow, depending on where they are placed are extremely hard to read.
• As the text cited, capitals should be used sparingly. Depending on where it is placed in the text, may evoke a feeling of fear, scolding, or disgust.

Part 2: Assistive Technology Consideration

Student identification: This student is hearing impared and cannot hear as a normal hearing student can. The student is very capbable of doing the work (assignments, reports, etc.) However, because the students

a. Cognitive abilities -- High capicity in reasoning, judgement, and perception.

b. Sensory abilities  -- Is able to display emotion, and feelings (laughs at professor's jokes).

c. Physical abilities -- Can write, see, and walk on own accourd without any artificial or human assistance.

October 4, 2011

Five Instructional Strategies:

1. Stories as an instructional tool.

• Option 1. Used as a prerequisite (reading completed prior to attending course/class workshop) to cover a topic that will be discussed in greater detailed during the course.
• Option 2. Can be used as an in-class learning activity  where the instructor/teacher may incorporate their own personal experiences for facilitation of the material. Discovery of information for the student.

Example: Studying a foreign language. Learn about history (dates), geography, culture, new words, discuss applicable themes, increase verbal and cognitive skills.

2. Mashups.

In keeping with the technology driven culture, this method could be applied best in a computer-based, web driven designed environment. Develop a training course/program that has an aggregated amount of information which integrates bits and pieces of areas of study to give a real-life look and "feel" of the subject (content). Images taken from large data sets provide a snapshot of how concepts are related.

4. Criterion-Referenced Instruction (CRI).

The course/training is developed in the form of modules driven by criterion and the students' own performance.  CRI is based on three parts:

1. performance (what the learner will do);
2. condition (the environment in which the learner will do the tasks);
3. criterion (the degree/standard to which tasks are done).

There are no lectures. The instructor serves as a course manager or facilitator. The student controls his or her own learning.

I would use this method for high level performers such as supervisors or managers. 

5. Worked examples.

•  A step-by-step design of how to perform a task or solve a problem (demonstrations, videotaped or animated).
• Use of expert mental models to explain the steps of an instructional strategy to teach a complex problem-solving skill.
• For novice learners (best audience).

Example: CPR training

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September 27, 2011

A.  Presentation

 http://prezi.com/csgnxjadv9p4/jamaica/

B. Psychology of Everyday Things (POET)

1. Similar to the author's reference about everyday things that are mysterious to operate, following items represent recent challenges in their operation:

A. Microwave Oven

As a non-owner of a microwave oven, when I encounter this type of device in a workplace location or in someone's home I am put in a position where I will use this device.

While it may look like a toaster oven, a device that I currently own, and is far less complicated and much easier to operate, the microwave leaves me confounded each time I try to use one.

I can never understand how things such as bread, pizza gets soggy or items explode inside. A traumatic experience I once encountered when I put a raw potato on aluminum foil and a fire erupted inside the container.

B. Gate Lock

Two Monday nights ago, I visited a church location that holds a monthly computer meeting. Normally, entry into the building is by an open door easily accessible from the parking lot.

The lower parking lot area that is closest to the building entrance  is currently undergoing construction. The lot is completely torn up with heavy equipment strewn about in what was once the paved lot.

Entry to the building has now been relocated through a side gate allowing access into the courtyard and access to where the door is located. Unfortunately, I had never used this side gate before.

Prior to approaching the gate, I observed that another guest ahead of me was delayed in entering the court yard. As I walked toward the area I was unaware of what was happening and as I got closer, I realized that she was struggling with the gate to gain entry into the court yard. Eventually, she got in and was inside the building before I arrived at the gate. When I got to the gate, what I thought would have been an easy entry turned into a guessing game of trying to figure out how to open the gate and gain entry. As I fiddled around with a fixture looking somewhat like an upright rod, there was no inclination of how to operate it and open the gate.

After quite a bit of struggling with trying to figure out how to get inside, I stood back and was looking at the lock when a gentleman (who was the facilitator for the workshop) approached from behind and said, "You will never figure it out." I looked up at him and asked, "How does one get inside?" He proceeded to take the tall stick-like handle of the latch that was sticking up and said, "You have to push it down." To which I said, "How is one supposed to know that?" He said, the only reason I know is because I had trouble with this before and someone showed me how to do it."

He pushed the the stick-like handle down (some kind of latch opened) and the gate flew open.

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September 20, 2011

1. Reading: Making it Happen

As a consultant to the author, I would highlight the following points:

1.  Do not discount anyone's idea.
• Be open to all ideas and suggestions. Even if the responses may at first are slightly off key, it encourages participation and may trigger additional ideas from other participants.
2. Never display your vulnerabilities.
• Always trust your abilities, even if they are limited. As a project manager, one does not have to be an expert in the topic. The project team members have expertise and contribute their "know how" to the team.
3. Have an agenda.
• A plan should be drawn up of what will be discussed at the meeting and handed out to each attending participant. What are the objectives?
4. Set ground rules.
• The project manager takes the lead, and with the project team, set ground rules that everyone can live with over the life of the project. The rules should be readressed when one or more team members break them (i.e.,punctuality--start on time; being respectful of each other; etc.). 
5. Poll attendees to solicit their knowledge and history of previous related project(s).
•  Everyone has a specialty and they bring a wealth of knowledge to the project.
6. Do general background research on the subject matter.
• Having some basic overview of past similary-related project and review the lessons learned and recommended suggestion section to provide context.
7. Thinking outside the box.
• Allow for some flexibility. Apply some creativity that may appear a bit unconventional but expands thinking and looking at things from a different angle.
8. Having a mentor/coach.
• Seek out someone who can be your sounding board for issues you may have.

2. Task / Content Analysis

Task:  Students will learn about customer service, how to obtain proper identification, follow security procedures, identifying parts of a check, and general information on what is a bank.

Content: The presentation will consist of procedures and the necessary sequences of the work activities. When there are multiple steps in a process, the steps will be broken down into sizeable chunks to aid in clarity. Where applicable, federal, state and local laws will be incorporated.

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September 13, 2011

Audience Analysis

Audience:  New employees who are hired as tellers.

Environment: Banking 

The audience for this presentation are new bank employees who will interface with bank customers and perform basic teller functional duties in branch operations.

Description

Characteristics:

a. Education: high school graduate, some college (i.e., Associates' degree), and college graduate (i.e., 4 year degree);

b. Knowledge/experience levels: multiple-level, new and experience (from none to some experience);

c. Reading situation: ability to speak English, with some having English as a second or third language; average reading levels - 6th - 8th grade levels.

Needs:

a. Job-related; and

b. Long-term.

Objectives:

a. Provide excellent customer service;

b. Distinguish proper identification;

c. Maintain standard security procedures;

d. Identify components of a check;

e. Define what is a Bank.

Diverse audience -- This is a multiple-level audience

a. Writing for one audience group (reason: conformity at our organization).

Lesson topics ideas:

a. Customer service

b. Identification

c. Security

d. Parts of a check

e. What is a Bank?

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September 6, 2011

Comparison between  good and bad presentations

Bad: http://www.slideshare.net/trishtabler/the-thirteen-colonies

This presentation presents a lot of factual information, however, in the current format it appears boring (and overwhelming).

• Too much text, like reading a book.
• Allows presenter to "read" the information written on slides (high possibility of ignoring the audience).
• Lacks luster, appears uninteresting.
• Map graphs while useful, are not associative enough.
• Pictures used do not provide a context for relationship (does not convey a sense of "being there").

Good:  http://www.slideshare.net/jakakey/13-colonies-powerpoint-presentation

 This presentation combines text with graphics for balance.

• I like the author's use of pictures from the era, it gives that "colonial" feel.
• Map graphs have vibrant colors with legend indicating the respective areas (i.e., South, New England, Middle states, etc.). 
• In some instances, there are no text, so the presenter can talk about the topic(s) while the slide(s) is (are) displayed. 

Taking Learning Seriously

1. Amnesia -- where students forget what they have learned. In severe cases, they have forgotten ever being in class.

My personal example for this pathology is not related to the classroom.

Situation: I once borrowed a movie from the public library and watched it over the weekend.  On Monday morning during a discussion with a co-worker about activities done over the weekend, I mentioned that I borrowed and watched said movie. My co-worker remarked that was the movie she and I had gone to see in the past. I told her that I had never seen this movie before and when I watched it on the weekend, it was the first time I had seen it. She insisted that we had seen it together. Now I will admit that I did remember she and I going to the movies together, but nowhere in my recollection could I remember seeing that particular movie before. I had drawn a total blank on us seeing the movie together.

Educational technology application:  "A picture is worth a thousand words." In the vain of the classroom, use graphics that closely resemble the topics being discussed for retention.

2. Fantasia -- an illusion of undestanding something, but do not in reality.

Personal example: Algebraic math problems. 

Situation: I seemed to understand it in class while the teacher was doing the examples on the board. However, later when I tried to do the homework on my own at home, I had not a clue what was going on. It all made sense in class, but later I was paralyzed with not knowing where to start.

Educational technology application:  Use of metaphors that relate principles in another context (i.e., sports, historical, etc. analogies).

3. Inertia -- ideas that lie dormant, not being used.

Personal example: Trivia information that is otherwise useless.

Situation: Can be recalled instantly and applied as answers to questions on a game show like Jeopardy when the opportunity presents itself.

Educational technology application: Create games to use and recall the information when applicable.