Instructional Design Project Evaluation

This in depth evaluation demonstrates my ability to assess the adequacy of student learning and evaluate the effective implementation of educational technologies.

Part 4. Evaluation

4a. Evaluation Plan

 In order for a project to be successful evaluation must be woven throughout. An effective evaluation plan will provide the designers and instructors with the information necessary to adjust and improve the project. The evaluation plan for this project is described here and uses Kirkpatrick’s Four-Level Evaluation Model found in Larson and Lockee (2014).

 

Level I: Learner Reaction

During the seminar, the instructor will be available to the learners and take note of any questions they ask about the material. The instructor should also take note of how the learners are reacting to the content in order to improve instructional materials for future seminars. After the seminar is completed, a survey will be provided in order to measure their reaction to the material covered in the seminar. Suggested questions include:

  1. Did the instructional materials (videos) help you in learning the content better then if you learned it on your own?
  2. In your opinion was the ASL used in the videos clear and easy to follow?
  3. Did the videos cover the content adequately? If not, what do you feel could use more attention?
  4. Did you use the Learner Objective checklist? Was it helpful to your learning process?
  5. Were you able to get your questions answered by the seminar instructor?
  6. Were you able to use this newly learned content in your classroom with ease? If not, what would assist you in doing this?

 

Level II: Learning

The learning that takes place in this seminar is best assessed using performance tasks due to it’s pass or fail nature.  And also due to this pass or fail nature, there are no numerical comparisons of pre and post seminar learning. Therefore, the learning that took place during this seminar will be evaluated using a survey method that requires participants to use the skills they learned in the seminar. The survey should be sent via a Google Doc where participants will transfer it to their personal drive and answer the questions using the comment feature.  Suggested questions for this survey include:

  1. Did you successfully transfer this document to your personal Google Drive?
  2. What are the ways you can share this document with others?
  3. Have you used Google Drive in your classroom?
  4. How is your Google Drive organized? How are your folders labeled?
  5. If I receive a link to a Google project from a student, where can I find it in Google Drive?

 

Level III: Behavior

 To evaluate how the skills learned in the seminar are being transferred to the participants day-to-day tasks, a survey will be provided. The suggested questions given here are to be sent to the participants of the seminar, but another idea is to survey the students of the seminar participants and ask about the teacher’s confidence level with Google Drive. Some suggested questions for the survey sent to the participants of the seminar include:

How often do you use Google Drive after the seminar compared to before?

  1. Do you feel confident sending and receiving shared documents?
  2. During your day-to-day tasks, how often do you turn to Google Drive for work with documents, sheets, and presentations?

 

Level IV: Results

 Come time for the next American Sign Language Teacher Association’s Fall seminar, the overall results of the previous seminar can be adequately evaluated. During this seminar tasks involving Google Drive’s share and collaborate features can be utilized. Judging weather or not the seminar was a worthwhile option can be aided by the following questions:

Did the teachers successfully transfer a shared project to their personal Google Drive?

  1. Did the teachers successfully transfer a personal project into a shared folder?
  2. Do the teachers collaborate via comments and chat?
  3. Are the teachers Google Drives organized?
  4. Do the teachers seem confident with Google Drive?
  5. Are the teachers asking a lot of questions related to Google Drive navigation and collaboration?

 

 

4b. Expert Review

 There are two Subject Matter Experts working on this project. The first is a Deaf woman by the name of Davina Snow, the head of the American Sign Language department at Boise State University. She was to review the use of American Sign Language in the learning materials and received the project on April 29, 2015 with returned comments on April 30, 2015. The second Subject Matter Expert reviewing the project is Reggie Walters, a PhD candidate in the Geoscience department of Boise State University. He is an avid Google Drive user and recommended throughout the department when it comes to technology tools and questions. Mr. Walters received the project and survey on April 3rd, 2015 and returned comments on April 20, 2015.

 

4c. Evaluation Survey

The survey found here: http://goo.gl/forms/CD40NGbzOA includes the following survey questions sent to Mr. Walters to assist in his evaluation of the project:

  1. How can the goal of this project better meet the needs of novice Google Drive users?
  2. Which objectives adequately guide instruction toward the goal and what are some other objectives that could better assist this process?
  3. What steps, if any, are missing in the instructional videos?
  4. What skills, if any, are missing from the learner objective checklist that you feel novice Google Drive learners should know?
  5. What, if anything, is unclear in the instructor written guide and how can it be adjusted to improve the quality of the seminar?
  6. Please describe your overall impression of the project and any changes you feel should be made.

 

4d. Expert Review Results

 The survey results returned by Mr. Walters were mainly positive with a few suggestions related to content. In his opinion, the goal of the project is clear and adequately touches on the needs of novice learners’ as do the objectives. When it came to the instructional videos, both Mr. Walters and Mrs. Snow had the same recommendation: a more professional background and appearance. Mr. Walters proceeded to recommend adding some common mistakes into the videos to show the learners what to avoid doing. Besides the videos, Mr. Walters was overall impressed with the project as the instructor guide, videos, objectives, and overall goal relate nicely and are easy to follow hitting all commonly asked questions related to Google Drive.

 

4e. Comments on Change

Two major changes were suggested and are in the process of being addressed. The first is the appearance of the videos. The American Sign Language use is clear but the background and appearance will be addressed. The second change that will be added to the project is the inclusion of common mistakes; accidentally deleting a shared document, what happens when you move an item out of a shared folder, and how to counteract these mistakes.

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Video Integration Lesson Plan

This lesson plan was designed to emphasize the diversity of our society as a multicultural community. Videos were chosen to highlight specific cultural aspects of the deaf that differentiate from the norm.

Video Integration Lesson Plan – Link to external website

 

 

Sarah Baughman

Video Enhanced lesson on Deaf Culture

American Sign Language 101

Timeline:

As long as necessary for individual comprehension and completion of activities, 2-3 days.

Grouping Strategies:

Students will participate in lesson individually on individual computers either personal computers or through a school or library.

Relative Advantage:

The advantage to using videos to enhance this lesson include: the ability to have access to the visual language through video, the ability of students not only learning cultural aspects but also getting language practice, and the ability to review the material as many times necessary for comprehension.

Introduction:

In this lesson students will watch ten videos related to different aspects of Deaf culture and demonstrate their knowledge by integrating them into a presentation with the purpose of spreading awareness to local communities.

Objective:

Students will be able to analyze ten different aspects of Deaf culture and create a professional presentation, using any program of software of their choice, to demonstrate their knowledge of these ten aspects.

Standards:

No applicable standards

Materials:

  • Access to the internet
  • Access to the following videos:

Learning Activities:

  1. Students will follow the above links and analyze each aspect of Deaf culture covered in the videos documenting their analyses in a Google Doc.
  2. Students will use their own analyses of the above videos to create a digital presentation (using a screencast, a curation, Google Slides, VoiceThread, or some other presentation software or program) that spreads awareness of Deaf culture to their local communities.

Assessment:

Students will demonstrate knowledge of Deaf culture by creating a presentation integrating the ten provided videos and their own personal analyses of these videos. They will then embed or link the presentation on their website, and share it with their local communities.

Adaptions:

The videos may be replayed as much as necessary for comprehension and students are able to choose whatever presentation software they are comfortable with.

References:

YouTube Education. Retrieved from: https://www.youtube.com/education

PBL Products and Performances

Candidates manage appropriate technological processes and resources to provide supportive learning communities, create flexible and diverse learning environments, and develop and demonstrate appropriate content pedagogy.

The products and performances page of my PBL in ASL site shows how well I can manage resources to create diverse learning environments demonstrating the same content pedagogy.

Project Based Learning in American Sign Language Products and Performances – Link to an external site

YouTube Playlist Lesson

This lesson focuses on exposing students to our multicultural society through a look at the cultural and medical view of deafness. The lesson uses YouTube media as the source for information.

YouTube Playlist Lesson:

OVERVIEW —
This is a playlist lesson designed to enlighten students, and learners alike, on the current view of deafness in our society and how it impacts the daily lives of deaf people.
RECOMMENDED CONTENT AREA(S) —
This lesson is appropriate for content areas such as Communication, Cultural Psychology, Deaf Studies, American Sign Language, Interpreter Training and so forth. Anyone looking to learn more about our societies perspective on deafness can benefit from this lesson.
LEARNER DESCRIPTION AND CONTEXT —
This lesson is suitable for learners at the high-school level and above. It can be used in a physical class room, as part of a flipped learning environment or in an online course.
INSTRUCTIONAL OBJECTIVES —
(1) Identify key aspects of the medical and cultural views on deafness.

(2) Examine how the key aspects of each perspective can effect the lives of deaf people.

(3) Evaluate personal perspective on deafness.
ALIGNMENT TO LEARNING DOMAIN —
This lesson was designed to align to the affective learning domain due to its controversial nature and emphasis on personal values and beliefs.
INSTRUCTIONS FOR STUDENTS —
(1) Watch all of the videos in this playlist. While watching the videos pay attention to the guiding questions found in the note sections on the right. Also, take note of the key aspects of each perspective of deafness.

(2)After you watch the videos review your notes and contemplate the different ways that those key aspects can affect the daily lives of deaf people.

(3)In your journal or on your blog write about your personal perspective on deafness, where it came from, how it has changed, and why.

Feel free to write about your own perspective in the comment section below.

m-Learning Activity

Modern language teaching pedagogies revolve around the natural process of learning languages. If you look at a child beginning to speak you will see holes in their language production. They will circumnavigate the vocabulary word they do not know until an expert provides them with this word, then they will store it for later use. I tried to follow this pedagogical viewpoint in this activity by requiring students to engage in conversation with native users and when they discover a word they previously did not know they are to research that word and blog about it in order to store it in their memory.

m-Learning activity – Link to external website