Instructional design models are numerous and the evaluation models are varied. It is important for educators to continually evaluate their instructional methods to ensure effectiveness. Two examples of evaluation models for this purpose include Rossi's Five-Domain Model and Patton's Utilization-Focused Evaluation Model (U-Fe).
Rossi's Five-Domain Model indicates that "each evaluation should be tailored to fit local needs, resources, and type of program." (Reiser and Dempsey, 2012.) This model emphasizes five areas of assessment including: needs assessment, theory assessment, implementation assessment, impact assessment, and efficiency assessment. Each of these areas are crucial to determining effectiveness for any instructional design. When planning courses for our particular Program, the two professors were guided by accreditation standards from our national organization for educational institutions. Those standards included all aspects of theory, implementation, impact, and efficiency for our therapy students. The needs assessment for our Program, and its content, were completed prior to course development. However, the course content, theoretical base, and implementation specifics have been planned and carried out by the Program Director and myself. Since our Program is brand new, classes have been session for two weeks, our efficiency and impact have not been able to be assessed at this time. In my situation, instructional design should not only lead to learning and learner satisfaction, but the learning should be directly applied in my students' future career in the treatment of their patients. The impact and efficiency will be gauged by the students' success on their national certification exam and licensure as well as their ability to find a job and begin practicing.
When using Patton's Utilization-Focused Evaluation Model, the instructional designs are assessed by readiness assessment and a situational analysis, identification of primary users and uses, focus and design, assessment of data, continuous use of assessment, and meta-analysis. In relation to my current Program, many of these same domains have been described related to Rossi's model; however, two exceptions are the addition of the specifics of continuous use of assessment and meta-analysis. Our courses will undoubtedly undergo frequent assessment as we test our students and determine the effectiveness of our instructional methods and content. A meta-analysis would also be beneficial after we begin to have graduates of our Program and collect information regarding certification exam pass rates and employment percentages. That would be an even stronger assessment of the instructional effectiveness.
If I was put in the position to develop professional development sessions related to technology use in the classroom during a period of economic decline, situational leadership would be an effective way to facilitate and manage the project and resources. First, it would be important to take inventory of the available resources and determine the strengths/skills of the team members for the project. Second, an assessment of objectives for the PD sessions would provide a plan for the content and design implementation. Next, team members would be assigned to various aspects of the sessions including content, video/audio as needed, and evaluation of staff learning based on the team members' abilities. I would encourage the team members to work from other PD sessions which have been previously designed to provide direction, institute sessions that utilize current material and available technology, and search for related resources that already exist and can be adapted to their current needs. This could prevent the need to invest unavailable resources in new materials. It would be important as the manager for the project to consistently praise and reward, as able, the effort and results of the team members' work. Frequent monitoring of team members, and the sessions as they develop, would prevent decreased efficiency and increase objectives being met without excess work that does not produce the needed results. I would also encourage team members to "test" their material and design to reduce the need for follow up after the PD sessions have been implemented with the staff/faculty.
Johnson, B. R., Dick, R (2012). Evaluation in Instructional Design: A Comparison of Evaluation Models. In R. Reiser & J. Dempsey (eds.) Trends and Issues in Instructional Design and Technology (pp. 96-104) Boston, MA: Allyn & Bacon.
Rossi’s Five-Domain sounds as you have picked the best to fit your students. I am grateful to be the one of the ones commenting on your blog. I enjoy your writing and the thinking involved. Occupied with such profession, of course, the outcome of the students is the most important part of the job. Seeing your students succeed and mostly be in a job is the fulfilment. At an observation of mine once, I was observing that not only the OT is involved but the Psychologist also. I somewhat am there with you, my students are difficult “to read” thought and are not open to be read.
ReplyDeletePatton’s Utilization-Focused Evaluation Model is one I will keep in mind. Due to the assessment of data, data and percentage give the importance to this model. I will keep this model in my notes. See the effectiveness of the meta-analysis, and the benefit after the graduation.
Your post on professional development was most important for me to read. Specific to the post your view on excess work, that does not produce the needed results. In days as these when perfection and check on top of checking of my work makes me overwork, I will put this to effect, somehow. I am always cautious of using the right English word to satisfy my Greek meaning. Oblivious still about the interpretation and syntax in some cases, I will try to let be and test the materials with the staff and faculty.
Enjoyed reading your post tremendous,
Katerina
Thank you, Katerina. Your words are encouraging and helpful. I am glad my blogs provide YOU with ideas. That is a plus beyond the need to complete an assignment. I have a very close friend from Greece. Though I love to hear her talk, I am sure she would be even more challenged with her English in writing as you are. Continue with your pursuit of knowledge, and the meaning will follow.
DeleteJennifer
Thank you, Jennifer,
ReplyDeleteI am grateful to be here, I miss Crete every minute, pursuing knowledge here is as easy as "drinking water", compering. I am sure your Greek friend can explain to you, the difficulty of even getting to a University in Greece, let alone, come to finalize our studies and receive a degree.
Jennifer,
ReplyDeleteI really like how you planned out professional development if you had to set one up and what I caught my attention was when you said to test it. I think that many of us would be very worried about getting everything together to make it look right, and I know everyone would take the time to at least test the lesson once, but not many would plan to test. I think for most we would just test if we had time. We forget how important it is to test to see if everything works right.