Thursday, April 29, 2004
Change Management Simulation:
I enjoyed playing the simulation. I wish I had more time to play more. I spent way too much time getting the social groups and did not really use them. The people with the least lines were the early adopters. The Social Studies teacher was one of them. The person I thought was the hardest to get on board but was worth the time was the Science Teacher. He was definately a leader in the school. Once I got his support many others came with him. The biggest laddard for me was the Boys PE teacher. He was not at all supportive of anything. I did talk to him so he would not start a campaign against me.
The game was effective in teaching change management by showing me that I had to talk to people and learn a little about them before they would jump on board. It taught about the different types of people (gate keepers, trend setters, etc.). Knowing how to deal with different types of people is important. The over arching principal that you must get the buy-in of people to truly bring about change is definately true.
I enjoyed playing the simulation. I wish I had more time to play more. I spent way too much time getting the social groups and did not really use them. The people with the least lines were the early adopters. The Social Studies teacher was one of them. The person I thought was the hardest to get on board but was worth the time was the Science Teacher. He was definately a leader in the school. Once I got his support many others came with him. The biggest laddard for me was the Boys PE teacher. He was not at all supportive of anything. I did talk to him so he would not start a campaign against me.
The game was effective in teaching change management by showing me that I had to talk to people and learn a little about them before they would jump on board. It taught about the different types of people (gate keepers, trend setters, etc.). Knowing how to deal with different types of people is important. The over arching principal that you must get the buy-in of people to truly bring about change is definately true.
Monday, April 19, 2004
Reflection of Slilces in Time Project:
The thing I enjoyed most about creating the Slices Project was surfing the net to find information about the year I chose. As a child I hated history. Now, as an adult I found that I missed out on a lot of knowledge by not paying attention to history. I spent way too much time searching for topics and had a hard time choosing what would be appropriate for my audience because of finding so much information.
The thing I liked least about the Slices in Time project was how confining some of the design was. I had a hard time working with the first few pages. I wanted my slides to match the others and would have liked to change the fist ones. I searched for a long time looking for sound files with no luck. I felt that I could have made some if I knew more about audio editing.
The thing I enjoyed most about creating the Slices Project was surfing the net to find information about the year I chose. As a child I hated history. Now, as an adult I found that I missed out on a lot of knowledge by not paying attention to history. I spent way too much time searching for topics and had a hard time choosing what would be appropriate for my audience because of finding so much information.
The thing I liked least about the Slices in Time project was how confining some of the design was. I had a hard time working with the first few pages. I wanted my slides to match the others and would have liked to change the fist ones. I searched for a long time looking for sound files with no luck. I felt that I could have made some if I knew more about audio editing.
Wednesday, April 07, 2004
Reflection on instructional design and development team project:
I learned the importance of implementation and evaluation. We found a couple of things that did not go as well as planned. For instance we needed to provide the learners with more examples and needed to break down the steps of "how to" part. It proved useful to test the instruction on a small amount of people to find these things out.
I learned how important it is to evaluate and analyse the needs of the learners. Even with an instruction centered around an adult class that is taken for fun, it was extremely helpful to analyze the learners learning style. The instruction was well developed in the steps it took due to this.
I learned how important it is to talk with an expert in the subject matter. She was the one that suggested we provide the learner with some history of mosaics. The learners used that history and stated in their evaluations that it was an useful part of the instruction.
I learned the importance of implementation and evaluation. We found a couple of things that did not go as well as planned. For instance we needed to provide the learners with more examples and needed to break down the steps of "how to" part. It proved useful to test the instruction on a small amount of people to find these things out.
I learned how important it is to evaluate and analyse the needs of the learners. Even with an instruction centered around an adult class that is taken for fun, it was extremely helpful to analyze the learners learning style. The instruction was well developed in the steps it took due to this.
I learned how important it is to talk with an expert in the subject matter. She was the one that suggested we provide the learner with some history of mosaics. The learners used that history and stated in their evaluations that it was an useful part of the instruction.
Wednesday, February 25, 2004
It is hard for me to choose one item that is similar to something else in my life. To be honest, the whole class relates to my job. As stated in my email to you earlier this semester, I work for a center that, among other things, creates reading assessments for grades K-2. We are contracted to create the assessments out of a need that was determined by the Indiana Department of Education (IDOE) in conjunction with my center. We began the creation process by assessing with a survey the needs of teachers in the primary grades. The IDOE's thoughts were solidified when the teachers responded and said they needed a way to assess the English Language Arts standards these primary grades.
The next phase for the Indiana Reading Assessment's, as they have come to be known, was a field test. The field test consisted of several "versions" distributed to a select few schools for grade 1 only. All assessment were collected and responses data entered. The items were analyzed one by one and only those producing the proper statistical results made it to the one "real" assessment (there is one assessment per grade with three administrations each).
The next school year, the real assessment was distributed to any school wanting it. A small amount of assessments were returned and all teachers were surveyed. The assessment received one last overhaul using item analysis on the assessment itself combined with teacher comments as to what did and did not work for them. In the teacher survey a need was discovered to train teachers on administering and scoring.
The next school year, my center broke the state into regions and began a professional development tour. The professional development was captured on video tape, reproduced, and distributed to all schools. We also began the process for grade 2. The cycle began for Kindergarten the next year. We now maintain assessments for three grades. We continue to analyze a sample group of the assessements and to survey teachers. We now offer an on-line tutorial to teachers as well as maintain and 800 number for them to call if they need.
As I sit in class, I realize that we are IT's. I now know some techinical terms and the "proper" way to go about the process. I hope to bring my knowledge to our center and expand upon our ability.
The next phase for the Indiana Reading Assessment's, as they have come to be known, was a field test. The field test consisted of several "versions" distributed to a select few schools for grade 1 only. All assessment were collected and responses data entered. The items were analyzed one by one and only those producing the proper statistical results made it to the one "real" assessment (there is one assessment per grade with three administrations each).
The next school year, the real assessment was distributed to any school wanting it. A small amount of assessments were returned and all teachers were surveyed. The assessment received one last overhaul using item analysis on the assessment itself combined with teacher comments as to what did and did not work for them. In the teacher survey a need was discovered to train teachers on administering and scoring.
The next school year, my center broke the state into regions and began a professional development tour. The professional development was captured on video tape, reproduced, and distributed to all schools. We also began the process for grade 2. The cycle began for Kindergarten the next year. We now maintain assessments for three grades. We continue to analyze a sample group of the assessements and to survey teachers. We now offer an on-line tutorial to teachers as well as maintain and 800 number for them to call if they need.
As I sit in class, I realize that we are IT's. I now know some techinical terms and the "proper" way to go about the process. I hope to bring my knowledge to our center and expand upon our ability.
Sunday, February 15, 2004
Blog #3
If I were to get a job in the IT field it would be Educational Assessment/Multimedia Designer.
The main responsibility would be to oversee successful migration of current assessments to CD-ROM or the WWW. A successful candidate would have to evaluate current assessments for educational institutions and determine what parts, if any, would better work via CD-ROM or the web. If a need to migrate the assessment is determined (cost, ease of administering, etc.) the candidate would oversee the entire project which would include initial development, field-testing, and refining of the multimedia assessment.
The position would require project management skills, supervisory experience, and some experience in statistical analysis. A wide variety of technology skills including knowledge of presentation software as well as html, XML, CGI, and database's would be required as well.
The ideal position of this nature would be in a team environment where this person is a team leader. I enjoy coordinating large projects with many people involved. I have a plethora of skills in supervising, managing projects, and technology. The position described above would allow me to use all of these skills.
If I were to get a job in the IT field it would be Educational Assessment/Multimedia Designer.
The main responsibility would be to oversee successful migration of current assessments to CD-ROM or the WWW. A successful candidate would have to evaluate current assessments for educational institutions and determine what parts, if any, would better work via CD-ROM or the web. If a need to migrate the assessment is determined (cost, ease of administering, etc.) the candidate would oversee the entire project which would include initial development, field-testing, and refining of the multimedia assessment.
The position would require project management skills, supervisory experience, and some experience in statistical analysis. A wide variety of technology skills including knowledge of presentation software as well as html, XML, CGI, and database's would be required as well.
The ideal position of this nature would be in a team environment where this person is a team leader. I enjoy coordinating large projects with many people involved. I have a plethora of skills in supervising, managing projects, and technology. The position described above would allow me to use all of these skills.
Sunday, February 08, 2004
Blog #2
A class where I think a some preliminary analysis would have helped the class was in my high school typing class. The class was required but was not particularly useful. They not access what typing experience the students had and we learned how to fill out order forms. I thought that was funny... it was more like a secretary class than typing. Oh sure we did some basic "type a" over and over which I did need. Some of the class was bored with that. I think the class would have been more useful for us all if we were split into classes of previous experience. Most of all I think we should have learned how to type papers. Basic lay outs, how to add a table of contents, and a bibliography would have been most helpful as we went on to college. I had to learn all of that by myself when I entered college.
I am unsure why the analysis was neglected. The only think I can think of was that the class was required and preset as to what was taught by earlier teachers. Probably stemming from a day when typing was done by secretaries. I took the class in 1982, the world was a different place then. College was still for the few elite not the main stream.
A class where I think a some preliminary analysis would have helped the class was in my high school typing class. The class was required but was not particularly useful. They not access what typing experience the students had and we learned how to fill out order forms. I thought that was funny... it was more like a secretary class than typing. Oh sure we did some basic "type a" over and over which I did need. Some of the class was bored with that. I think the class would have been more useful for us all if we were split into classes of previous experience. Most of all I think we should have learned how to type papers. Basic lay outs, how to add a table of contents, and a bibliography would have been most helpful as we went on to college. I had to learn all of that by myself when I entered college.
I am unsure why the analysis was neglected. The only think I can think of was that the class was required and preset as to what was taught by earlier teachers. Probably stemming from a day when typing was done by secretaries. I took the class in 1982, the world was a different place then. College was still for the few elite not the main stream.
Thursday, January 15, 2004
i tired to post here
Information v. Instruction
I think the main difference between instruction and information is that information is just information until someone with the knowledge of how to teach gives instruction on how to use the information. Instruction is very close to teaching. Not that one has to be a professional educator to give instructions. I give instructions to my child daily and I am not an educator. And, not that one has to be instructed to absorb the information but sometimes it takes both.
Many times I have read a chapter in a text book and when finished did not feel like I gained any concrete knowledge. However, once I entered class and my teacher instructed me on how to use the information, I then felt I had learned.
I think the main difference between instruction and information is that information is just information until someone with the knowledge of how to teach gives instruction on how to use the information. Instruction is very close to teaching. Not that one has to be a professional educator to give instructions. I give instructions to my child daily and I am not an educator. And, not that one has to be instructed to absorb the information but sometimes it takes both.
Many times I have read a chapter in a text book and when finished did not feel like I gained any concrete knowledge. However, once I entered class and my teacher instructed me on how to use the information, I then felt I had learned.
