Reusability and Reusable Design

Hey everyone!
Welcome back to my blog. This week I reviewed Chapter 29, Reusability and Reusable Design. Check out the last paragraph titled “Observation,” and feel free to send me your comments.

Robby Robson wrote a great chapter on something that we don’t always place major importance on, reusability. What does reusability mean? Well Robson defines it as “the ability to use the same resource multiple times in multiple ways and in multiple contexts.”

There are four requirements for reusability:

Can it be found?

Metadata: is described as a tool for search and discovery, it is information about a resource.

There are four kinds of metadata:

Basic descriptive metadata (title, author, description, identifier, subject, keywords)
Contextual metadata (info on learning objectives, intended audience, level of difficulty)
Rights metadata (copyright info, terms of use, contact info for permission)
Technical metadata (format, platform requirements, software requirements, and structural information)

Can you use it?

Rights: Often we are left with the urge to use a resource but are unable to access it or use it due to copyrights, patents, property rights, trade and service marks.

Will it work?

Sometimes we come across a resource that works with a certain program or browser and not others. A good reusable resource should work with Internet Explorer, Firefox, and any other browser. It should not require us to download another program just to view it.

Can you use it in a way that works for you?

How does one create reusable design?
Here are the five layers of reusability design:

1. Content- content is perhaps the most important of the layers. This is what the resource will be all about. When constructing content, pay close attention to your target audience and the many ways you can present your content.

2. Context-when creating content, you must put it into a context that everyone can understand. Make your resource available for translation. Don’t assume the reader will know what you’re trying to say, provide resources, images, and be sensitive to different cultures.

3. Pedagogy-try not to make a resource with specific pedagogical limitations. For example, don’t include simply drill and practice because then the reader can’t use self-discovery.

4. Structure-structure your resource in a way that is separated by sections. For example, assessments on one button and content on another.

5. Presentation-Remember that different people will use your resource for different purposes. Try using a format that allows the reader to change the background without changing the content.

Observation:

I’ve recently observed many un-reusable resources on the net. I was on a website trying to get a thematic unit on 3-D shapes. I tried to click on the links and print out the needed pages and nothing would work! GRRRRR! There’s nothing more frustrating than reading the content, realizing it’s just what you’re looking for, then finding out that it’s useless because the links and resources don’t work. What a waste of time!

All of the layers of reusable design sound great. However, what if I want to create something for second graders and I don’t want to change it so sixth graders can reuse it. What if I don’t want someone to change the background? What if I want it to be kept just the way I made it? I guess I wouldn’t really make a good designer of reusable resources.

How do you feel about the work you create? Is it reusable? Is reusability important to you?

Here is a great link to learn more about reusable design:
http://www.reusablelearning.org/

Reference:
Reiser, R. A. & Dempsey, J. V. (2007). Trends and Issues in Instructional Design and Technology. (2nd edition). New Jersey: Merrill Prentice Hall.

Electronic Porfolios? What Do You Think?

Electronic Portfolios

As I worked on my web portfolio, I had a chance to reflect on the benefits it would have for me in the future. This portfolio says more than I could ever say in words. It demonstrates my capabilities, accomplishments, and potential for success in the future.

As I played with Dreamweaver, my portfolio came to life. As I added more to my portfolio I felt a great sense of pride in displaying my work for the world to see. I can only imagine the sense of pride a young student would feel by creating his or her own electronic portfolio. I began to think about the idea of starting an electronic portfolio in kindergarten. You’re probably wondering how this would work. Let me explain.

What if we could create a portfolio model that could be used for every kindergarten child. This model would allow teachers to scan student work and display it in their portfolio. Kindergartners could make drawings using computer programs and those can be posted as well. As students get older, they can put in the work themselves. They can add their own links, change the face of their portfolio, and make it their own. They would be encouraged to post anything done in school or out of school. The student’s portfolio could be linked to the school’s website. This would allow students to view each other’s work. Parents, staff, administration, and community members, could see and admire the work students are creating.

I believe there would be lots of benefits to implementing this project. For one, students would feel a sense of responsibility towards their work. They would want to create work that was worthy for the world to see. This project would also integrate technology into the classroom from a very early age. Students could use this portfolio as part of their college application. They could take it with them to a job interview if they are interested in working with technology.

Questions:

Is anyone having their students create electronic portfolios in their own classroom? Has anyone heard of electronic portfolios starting as early as kindergarten? Do you think it’s a good idea?

Link:

http://www.electronicportfolios.org/ Check out this link. It's Dr. Helen Barrett's website. She has great resources for creating electronic portfolios. This could be a great resource for high school teachers and any one trying to create a professional portfolio.

Trends and Issues in P-12 Educational Change

Ch.21 Trends and Issues in P-12 Educational Change

Change in education has been an ongoing topic ever since I can remember. Recently, as I have become more involved in attaining my teaching credential, I noticed that the pressure has been placed on teachers. I agree that teachers are a very important factor in change in education, however, were not the only ones responsible. Without the help and support from administrators, all faculty, students, and parents, the change will only be a quick fix.

The chapter described two types of change.
1. Piecemeal Change: this mean to adjust or change 1 or 2 parts of a system but leaving the basic structure of the system intact.
2. Systemic Change: this means redesigning or transforming the whole system.


Systemic Change was defined in four different ways.
1. Statewide policy systemic change-changes in tests, curricular guidelines, teacher certification requirements, textbook adoptions, and funding policies
2. Districtwide systemic change-any changes or programs applied throughout the district
3. Schoolwide systemic change-any changes or programs applied throughout the school
4. Ecological systemic change-change based on understanding of interrelationships within the system of interest and between the system of interest and its systemic environments.

*The ecological system approach to change is said to be the only one to achieve and hold on to systemwide change in school districts. The reason for this is because the process requires improvements in three key areas of a school system
a. the core and supporting network
b. the internal social architecture (which includes organization culture, communication, the reward system, and power and political environment.
c. the district’s relationship with its external environment.

Product vs. Process Approaches to Change
A product model of change describes a specific product in the end. For example, this model would explain the outcome and the change in the school in the end. Process approach on the other hand would explain the process of how to achieve change.

Two Types of Process Approach Models (Districtwide)
1. GSTE Guidance System for Transforming Education-
Phase 1- Initiate Systemic Change Effort
Phase 2- Develop Starter Team
Phase 3- Develop District-Wide Framework and Capacity for Change
Phase 4- Create Ideal Designs for a New Educational System


2. SUTE Step-Up-To-Excellence
Pre-Launch Preparation
Step 1- Redesign Entire School System
Step 2- Align Cluster Performance
Step 3- Align School-Site Performance
Step 4- Align Team and Individual Performance
Step 5- Evaluate Whole-System Performance

*There are several teams, informal learning networks and special leadership roles in SUTE. They include a strategic leadership team, cluster improvement teams, site improvement teams, organization learning networks, on track seminars, transformation coordinator role, and role of instructional design and technology specialist.

A Personal Reflection:
At the charter school where I work, there has been much effort to create change. This year everyone is feeling the pressure because API scores have been low. If the scores don’t go up by the end of this school year, the school will lose it’s charter and will be considered part of LAUSD. I had no idea that there were actual models that schools and districts can follow to create change. I think it would be very useful for my school to invest time and money to adopt one of these models and implement it as soon as possible. Apparently we are using schoolwide systemic change. We are constantly analyzing the mission and goals of the school.

So far, everyone has had ideas on how to bring about the change. Nobody wants to say no when someone has an idea for change, so we try everything. We have to test fluency, comprehension, word meanings, and so many other things on a weekly basis. This takes so much time that one does not know what to do with the results because before you know it, 3 or 4 days have passed and its time to retest. We have also tried building a community by creating school families. We have forced parents to volunteer 30 hours during the school year. Even thought these ideas sound great individually, they don’t do much for change in education as a whole.

How does your school bring about change if any?

Link:

http://www.nsba.org/sbot/toolkit/edsctls.html

Check this site out to find a more detailed, step by step outline to creating systemic change in your own school.

Reference:
Reiser, R. A. & Dempsey, J. V. (2007). Trends and Issues in Instructional Design and Technology. (2nd edition). New Jersey: Merrill Prentice Hall.

Electronic Performance Support Systems

Hello,
Welcome all you returning users. I have posted information on EPSS (Electronic Performance Support Systems). I hope you find it informative. Please respond to any of my questions towards the bottom of the page. I’d love to hear what you think!

What is an Electronic Performance Support System?
-Electronic systems that provide integrated access to 1) information, 2) advice,
3) learning experiences, and 4) tools to help someone perform a task with a minimal support from others.

EPSS first emerged in the 1980’s in hopes of finding ways that computers could be used to solve human performance. Innovators Barry Raybould and Gloria Gery envisioned a comprehensive electronic system with electronic tools and resources integrated to work together in a single computer application.

These are the five components of an EPSS:
An Information Base: includes searchable, linked information on the job so employees can search for information on how to perform their job tasks.
Learning Experiences: interactive computer-based instruction, tutorials, and simulations that show particular tasks that the user may want to perform
Embedded Coaching and Help Tools: intelligent coaching and help tools that can be activated by the user or the computer on an as needed basis
An Expert Advisor: you may ask questions to this expert advisor and it will respond with possible solutions to your difficult questions/problems
Customized Tools: extra tools such as word processing, spreadsheet, database, and flow chart applications

Primary Goal of EPSS:
To enable people to perform their work more effectively by providing workers with whatever is needed, at the time it is needed to perform a task.

Secondary Goal of EPSS:
To provide the support necessary to enable novice workers to perform like more experienced workers, with little or no training, while at the same time accommodating expert workers.

Major Factors that have led to increased interest in EPSS:
-Businesses must increase productivity while maintaining quality
-A more diverse and transient workforce
-Wireless/mobile technology allows users to access information from any location
-Cost effective
-Users can access information when needed, not learn it at a training and hope they remember how to apply it

How can EPSS support:
1) Individuals- by allowing them to have access to information and help on their computer whenever they need it
2) Work groups: allows groups to join a network to share information, charts, references, documents, and communicate through email, fax, chat, discussion boards, etc.
3) Entire Organizations: Allows an organization to manage different aspects of their business through a centralized computer system. It also automates many tasks that various users had to complete manually.

Why EPSS has not been more widely used:
-lack of awareness of the concept and it’s potential
-fear of up front cost and time require for development
-potential costs of implementing and maintaining an EPSS

Why they’re likely to become more prevalent in the future:
-growing acceptance of EPSS in the workplace
-it will more effectively support the performance of groups
-the nature of EPSS will continue to evolve

Real World Application of an EPSS:
A great example of how an EPSS is used for individuals is one used for Medicare Health Insurance. Employees usually get a couple of days of training and then they are sent off to answer phone calls regarding Medicare. Users are able to look up information during calls in case they need assistance. They can email or chat with their supervisors to get advice from an expert advisor. All the possible answers to any question can be found in the information base. There are also learning experiences where a user can watch a video and listen to how an operator answers a certain question. Embedded coaching is also used in this EPSS. The computer notifies a supervisor if the user is having trouble locating an answer to a question. This way the supervisor can provide the appropriate help. After answering the customer’s questions, users can input information on spreadsheets and databases.

Questions:
1. What do you think about EPSS?

2. If you were running your own business, would you invest money in EPSS? Why or why not?
3. Can you think of an EPSS you have worked with lately?

Link:

Want a great site with more EPSS information? Check this one out!
http://www.pcd-innovations.com/

Reference:
Reiser, R. A. & Dempsey, J. V. (2007). Trends and Issues in Instructional Design and Technology. (2nd edition). New Jersey: Merrill Prentice Hall.

Evaluation in Instructional Design

Hello,
Are you ready for information overload on evaluation? If you need the facts, make sure to read through it all. However, if you have a good grasp of evaluation, scroll down to the sections titled opinion, observation, and questions. I’d love to hear your responses!

Scriven defines evaluation in terms of formative and summative.

Formative- a form of evaluation that is created to be given and used to improve instruction. It is usually given by the person who can make those improvements.
Summative- a form of evaluation given by any decision maker to see the overall effectiveness of the instruction.

Scriven’s Logic of Evaluation
1. identifying criteria of merit and worth
2. setting standards
3. collecting data
4. making value judgments.

Before I read this chapter, I thought that formative evaluation was the most important form of evaluation to me as a teacher. I believed that formative evaluation was most effective because in the end, it would help me improve my instruction and therefore be beneficial to my students.

I have always related summative evaluation with tests such as those given yearly by the state. I also think about the ones that the school requires to see the overall effectiveness of a certain program or my instruction. They seem more of a hassle than help. However, I began to think that maybe we should think about doing summative evaluations in our classrooms more often. I mean who knows what works best for our students than us? We should be the ones deciding the overall effectiveness of a certain program or our own instruction.

Stufflebeam’s CIPP Evaluation Model

(Context, Input, Process, Product)
There are four different types of evaluation for this model. If you want to make a comprehensive evaluation, you can use all four types. However, each type can be a single evaluation on its own.

Context Evaluation: This type is usually called a needs assessment, which aids in making program-planning decisions. The person doing the evaluation should assist in the needs assessment and in interpreting the results of such assessments.
Input Evaluation: Here, questions are raised regarding resources. A sample question could be whether or not there are sufficient people, funds, space, and equipment to be able to produce the desired results.
Process Evaluation: This type is related to formative evaluation. It is used to examine the way something is being implemented, initial effectiveness, and how it is being revised to meet the implementation objectives.
Product Evaluation: This type is used to make summative evaluation decisions. For example, did this program meet the desired objectives? Did it meet unintended objectives? It is most importantly used to find out the worth or value of the program and whether or not it should be continued.

Kirkpatrick’s Four Level Model of Training and Evaluation

Level 1: Reaction
This first level assesses the learner’s attitudes toward their learning experience. Kirkpatrick suggests giving a questionnaire with level 1 questions. You can give a combination of open and closed ended item. For example you can ask, “what three things did you find most interesting?” You may also pose statements such as “the material that was given to me served well the purpose of this course.” They could then answer yes, somewhat, no, or not sure.

Level 2: Learning
In this level, the evaluation is focused on what the learner actually learned. By learned Kirkpatrick means increased knowledge, increased skills, and changed attitudes. To measure increased knowledge you would give an achievement test. To measure increased skills you would give a performance test. To measure a change in attitudes, you would use a questionnaire.
Level 3: Behavior (Transfer of Training)
A big part of evaluation is knowing whether or not the skills and knowledge trainees gained during the training are being used on the job. In order to measure this, you could give a retrospective survey. This involves giving a questionnaire to trainees, supervisor, peers, and subordinates several weeks or months after the training to find out whether the trainees are actually applying the knowledge and skills they learned on the job.
Level 4: Results
This level is used to determine the final results of the training. This should include whether or not students scores were higher or lower than before the training. In a business setting, it would determine whether or not the business made a profit, reduced costs, increased production, etc.

Opinion:
If I were to be conducting an evaluation of a program in my own classroom, I would use Stufflebeam’s CIPP evaluation model. This model allows me to complete each stage of the assessment myself. I would not use Kirkpatrick’s model to assess the program because I couldn’t ask a group of 1st graders to fill out a questionnaire about whether or not they think the program is beneficial to them or how it can be improved. This seems more of a process you can go through with adults in a workplace setting. It seems that Kirkpatrick’s model requires adults who are able to think about the learning process.

Observation:
I have found that in many schools, a lot of the training provided is used as busy work to fill up those dreadful days known as staff development days. Much of the training involves implementing programs that are very time consuming and then the school doesn’t give us time to implement them. I have gone through Kirkpatrick’s level 1 evaluation where I have been given a questionnaire to rate the effectiveness of the training. I have also gone through level 2 evaluations where I was given an achievement test to find out whether or not I was paying attention during the training. However, as mentioned in the end of the chapter, I have also never been through a level 3 or 4 evaluation. Why? I believe it’s because they provide training but they don’t provide the support, time, or the tools to implement this in the classroom. I think many schools don’t really want to know whether or not we used what we learned because for one, it would cost money, take lots of time, and show their weaknesses as an administration.

Questions?
Do you agree or disagree?
Are your trainings useful?Which models, if any, are used to evaluate your trainings and their effectiveness?

Link:
Check this site out for more information on the evaluation phase in instructional design.
http://www.nwlink.com/~donclark/hrd/sat6.html

Reference:
Reiser, R. A. & Dempsey, J. V. (2007). Trends and Issues in Instructional Design and Technology. (2nd edition). New Jersey: Merrill Prentice Hall.