One of the last comments I received from Ashley was that she wished our design was a bit more specific so I have added some additional information on the model itself detailing steps and usage. We do intend for it to be vague so that anyone may adopt the concept and apply it. Here is the updated image of the model with more detail.
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Strightenupflyright
Model Exercise:
Model Name: Chiarchiaro/Davis
Orientation: We have developed the design with multiple sources of reference relative to our minimal experience. We have incorporated Diamonds “ideal” approach in that we do not wish to stifle creativity in any sense by pre-conceived notions of what the outcome should be. We want to encourage thought on all levels by all participants to reach the best solution possible and only scale back based on real obstacles, not mental barricades. We have also incorporated the concept of reciprocal determinism or as the article in module _ refers to it as __
Knowledge Structure: We hope to impart declarative knowledge, but there is also some cognitive and process oriented knowledge. Recipients should be able to apply the time management skills throughout their academic and personal lives.
Expertise Level: We would never assume to design a process in excess of the novice level. From the readings and the presentations to date it is clear that what distinguishes novices from experts is experience, adaptability and intuition. Gentry’s model is meant for expert because the steps while documented are not clearly defined, they require an experience mind to review and know that the process is being followed. This opposed to the ADDIE model which is very descriptive throughout the process making it ideal for a novice, however I think it is important to point out, that each model has the potential to be used in an expert setting, while models lend themselves to setting it is in the end the expertise of the designer to adapt and manipulate the applicability of the model which determines the success of the instruction. Given those parameters any model can be employed by an expert to achieve maximum affect.
Structure: The model had a 3 phase approach incorporating previously mentioned aspects. Initially we want to review the social, environmental and individual factors which might impact the gap and prevent a reasonable and effective solution. In terms of our design, current budget restraints might prevent a reasonable solution or the coaching staff may view other needs as more pressing making our attempt obsolete to them and without that buy in we could not move the process forward. We designed the initial phase just to examine these issues if we determine the need exist for an instructional intervention and all the parties are agreeable to us moving forward to phase two.
Phase II involves the bringing together of all involved and interested parties to formulate the ideal. This concept is derived directly from Diamond and we believe it to be an essential part to a novice designer. The bringing together of gatekeepers, interested parties, developers, participants, SME’s and opinion leaders takes the onus off the novice designer to be the clear expert and shifts responsibility for failure and success to all the involved parties.
Phase III involves the remainder of the processes in an iterative fashion. The design places the ideal in the middle of a circle of dependent functions. We specifically wanted the participants to refer back to the ideal at every step of the design, development and formative evaluation process. We specifically made each of the processes equal in size to avoid emphasis on one over another, with exception of media selection. Media selection was given a specific design because we saw this step and singularly crucial in the process. Media selection in today’s world has to be a more thoughtful process. As more and more institutions move to on-line learning environments, the use of blog, RIO, RLO, learning modules and exploratory learning environments the vehicles which you incorporate also need to help educate your learners in the environment they are most likely to find themselves in. While would could teach people how to use a traditional Franklin-Covey day planner, it is more likely that going forward an online planner and time management resource would serve them better based on explosion of technology and future direction of technology. This idea also goes back to the concept of making sure the learning as relevant to the learners current or future environment, if the learner can see the future uses of the item they are much more likely to internalize and use the material. The final step in phase III is summative evaluation in which we assess after implementation the degree to which our instruction helped to close the identified gap.
Context: Until now we had not thought of any other context for the designer other than higher education. However, I think the design fits in any of the three realms successfully, because you are forced to measure the important environmental factors initially. A review of these factors is important in all realms, e.g. the culture within a business may make impossible to implement the change you are looking for current and by the same token political concern may stifle the creation of solution to a particular need. Most often it appear to me that in the world of education it is the monetary constraints which curtail the production of good instruction, while this is difficult to overcome it does have an advantage, it comes with less of the same quid pro quo you see in business or politics, that is not to say that there are not entrenched attitudes in the field of education, but I think education spend more time looking to push the envelope.
Level: In terms of our model we think the design can apply to all levels from mass to unit level, but this is contingent on the expertise of the instructional designer. Our model is descriptive in that it describes how the parts interact to derive a solution and it prescribes certain methods which need to be followed, but those considerations become vastly complicated based on the size of the project. We could use this method to develop a 1.5 hour course on time management based on our current skill; however we do not possess the skill currently, to apply the same design to the creation of curriculum for Syracuse University. The approach is sound but implementation again would be contingent on the expertise of the instructional designer.
Model Strengths: We happen to think that the systems/systematic approach is a particular strength because it forces you to always refer back to the ideal and as you progress and adjust the other steps based on previous impact.
Particular Weakness of the Model: It has been developed by novices and we surely have overlooked a key element. Furthermore the fact that we have not used the design to develop actual instruction prevents us from observing what might be potential pitfalls in our design.
General Opinion and Utility: Our opinion as novice instructional designers is that we have the ability to identify models and apply models to certain projects at the beginner level. For example, the level of the project can possibly start at the lowest level, serving the minimal amount of learners but can eventually serve a larger audience of learners depending on the success rate with the initial group. Our opinion is that we are not in position to apply this to more than a specific controlled group of learners. Within the financial constraints of education, it is our opinion that it will be very difficult to come close to the “ideal” model that manifests out of the Diamond model. In another sector we probably have a better chance of coming close to that “ideal” model based off of better financial situations. In our opinion we are very pleased with the structure of the model considering our lack of knowledge and experience as instructional designers but our review of the social, environmental and individual factors we feel are thorough. Our initial phase and front end analysis we feel is very consistent with the Diamond model protocol and is vital for progression throughout the model. In conclusion, we feel that we have developed an adequate model considering our level as instructional designers.
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Strightenupflyright
Can anyone help me regarding the uploading of my model image I keep getting an internal error everytime I attempt to upload the image. Below is a description of the model as it exist to date.
Our designs starts with a gap, it is our expectation that the client will come to us with a performance gap in mind and we will assess whether that gap is “true” and whether we can offer a solution for it. This will encompass a review of the social factors, environmental concerns and individual concerns. A review of these items will allow us to assess the need for an educational intervention. As our model indicates, there is a return to the client if the initial assessment suggests and educational solution will not resolve the gap, thus we would have to decline the job. Should we feel an educational solution would resolve the issue we would proceed with constructing the model.
We have chosen at this stage to follow a portion of the Diamond Model in seeking to promote the “ideal” solution. Diamond explains this as the perfect answer to the issue prior to the constraints of any kind being introduced, especially mental restraints. The ideal process would involve the bringing together of all interested parties, stakeholders, gatekeepers, actual clients and faculty who have vested interest in this project. Our first task is to include all these parties together to get all the necessary feedback and knowledge to begin with the front end analysis portion of the model. We feel as novice instructional designers our best plan of action is to use a model that includes feedback and ideas from multiple sources so if the model fails than it will be perceived that “our” model failed not “my” model failed. Considering that we are dealing with a project that centers on the field of higher education, portions of the Diamond Model can help us design the model for this project.
The gap/performance problem is our client coming to us with an identified problem. In this case our client is the Syracuse University Athletic Department. The environmental factors we will review to determine if the issue can be resolved without instruction. Can we alter the environment first to elicit the response we want or do we have to implement instruction? With regard to individual concerns and instructional problems, we will determine the effects that an instructional solution can have in answering these concerns and solving those problems. If the issue can be solved through instruction than we will move forward with designing an id model, if not than we return to our client (the Syracuse University Athletic Department) and explain that we can’t solve their issues as instructional designers.
As you look at our model, you will see the continuing processing of social factors, individual concerns, instructional problems and environmental factors in a reciprocal format very similar to Albert Bandura’s reciprocal determinism. We decided to add this concept to our model because it would best depict the revolving correlation and influence that all four factors will have in deciding if it is an instructional problem. Once we have decided that we have an instructional problem, our next action is to design the id model as to be the most ideal method of instruction. To design a model in the most ideal sense, we mean that there are no financial, technological, labor or time constraints that we have to factor in as we design the model. We design the model as if we have no constraints whatsoever and then when the ideal model is done we can chisel the model appropriately according to the constraints that exist.
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Strightenupflyright
We have reviewed different models and what I can say definitively at this point is that they all incorporate to varying degrees the acronym A.D.D.I.E. Whether the model is systematic or systemic in nature, grounded in some form of learning theory or devoid of theory they all incorporate Assessment, Design, Development, Implementation and Evaluation. I am not sure I understand the need to create a new model but as designers it would seem crucial to me that we be able to assess the strength and weaknesses of many models so we can choose the right model for the situation at hand.
In review of the above model we have included items deemed essential to any phase of design. Based on what we know so far the likelihood is that a gap will be identified for us, it will be our job to test whether the proposed gap: 1) is the appropriate issue? 2) Are there other more pressing factors? 3)can the problem be solved with an instructional solution?
We liked the idea behind Bandura's Reciprocal Determinism and the model reflects that design. We start be assessing the environment (here references physical plant, e.g. proper technology and/or software platforms etc.) is it conducive to change? Then we must assess those who will have to perform the task do they have the requisite skills, knowledge and attitude. Lastly we reference the social concerns or business/work atmosphere/political climate do we have sufficient buy in, resources and backing to push through a culture change should we need too.
If we find after reviewing these factors that we can propose an instructional solution than we would move forward to the next phase. If not you see the return to client in the form of a big arrow which represents a failure to find an issue we can solve with an instructional solution.
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Strightenupflyright
1.To design a series of reusable educational modules that develops specific skills or skill sets
a. Note taking
b. Reading for comprehension
c. Time management skills
d. Writing skills
2. Supra-system= Stevenson Education Center
a. Sub-System= Syracuse Football
b. Student Athletes
i. Method of Delivery = via mentors
ii. Classroom style setting initially
iii. Information library as a follow up tool.
3. Method Instruction for mentors
a. 1.5 Hour classroom setting
b. Technology equipped classroom, overhead, LCD projector
4. Method of grouping for learning:
a. Note-taking and reading comprehension
b. Time management
c. Writing skills
5. Logisitics
a. Auditorium: Football complex is equipped with an auditorium to meet our need
b. Time we have mentors on staff and can schedule meeting based on need
c. Personnel , Academic Coordinators are capable of teaching the course
d. Budget, development will be the primary cost the personnel already exist, expenditure of time will need to be calculated but all the employees involved are salaried.
James and I answered these questions together in a group setting so the answers posted on both our PLE's will be identical.
I particulary was impressed with CISCO systems modle of RIO and RLO because it provided a systematic and reusable platform for creating education materials that was scalable and manageable. I like the design and will try to incorporate elements into my individual design. At first glance it seesm simplistic but on further review the system has a series of layers an quite a bit of dept which I still do not completely understand. It does suggest to me though, that there needs to be a great deal of upfront assessment to be able to generalize the structuring materials to multiple people.
I am still struggling with how to incorporate specific needs into my design. The Gentry model will stressing communication in all facets seemed a little to amorphous for me, there was no clear starting point, the CISCO model a benchmark design which required specific data before proceeding to the next step in the design. What I can say for certain in there will be a high degree of up front analysis so the the modules can be generalized to a braod audience.
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Strightenupflyright
This week discussion centered on educational objectives, there is a push in academia for the incorporation of “behavioral objectives” in curriculum design. According to this theory all instruction should have a specific measure within a specific degree of competency. While Skinner or Pavlov might find this ideal there are clearly some issues with design. One, you subscribe to a cognitive or social learning type model there is often times additional learning which goes on which is not immediately observable, Myron Atkins makes a similar point in his article as well. Last semester, I used an example of a song by Billy Holiday entitled “Strange Fruit”, my mother used to listen to this song routinely during my youth and although I could sing the words I never actually grasped the meaning. It was not until my junior year in high school when I truly understood what Ms. Holiday was signing about I needed additional information, images and explanations to thoroughly grasp the concept. There are host of theories to explain this phenomena, but for the purpose of this argument they were all defied. My mother did not set an objective when she played the song, there was no intended outcome, no subject matter test. I became intrigued by the song and the brutality it described and went on to get a bachelors degree in history. Could my mother have envisioned that as a learning objective when she played the song? I doubt it. There is always going to be intended and unintended outcomes as a result of instruction. This is not an argument against clear objectives, however, I am hesitant because the past suggest that when objectives of these kinds are employed other useful and meaningful outcomes are ignored and in some cases lost. I often hear teachers refer to teaching to the test, more importantly what is left out in this practice?
You can follow the attached link to see a live performance of "Strange Fruit" by the late Billie Holiday
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Strightenupflyright
Setting: I am currently an employee of the athletic department and one of my observations regarding student athletes is that they lack time management skills. The athletes come from diverse backgrounds with varying degrees of primary education. The generalized assumption that K-12 education is equal throughout the country has long since been demystified. However, I believe, we make a basic assumption about student athletes meeting the same or similar academic requirements incumbent upon others seeking entrance into a university.
My task is to identifying the different levels of organizational skills among the athletes and design instruction to fit their time sensitive needs. While I seek to improve their time management skills time is definitely a restraining factor. Their schedules include a host of items traditional students do not have to concern themselves with, i.e. weight training, practice, team and position meetings, etc. Perception is also an issue, player resist being labeled with education or organization deficiencies they see themselves as better students than they actually are.
I current work as a mentor to three student athletes I help them organize their weekly activities and I make them accountable to their school work and to me. My position is continual in that I keep players throughout their stay. Although the goal is to transition them to independence I still have continued contact with former player and remind them about strategies we have discussed in the past. I will design and lead the instruction as class taught to incoming freshman and continuing students in need of remediation.
The user of the model will be myself, the athletic department and any other mentors looking to identify lacking organizational skills. The importance comes from what we want to accomplish as mentors, helping our athletes depart the university with a degree. The specific nature of the model is what I am current exploring there are some basic needs which al students can benefit from, but there are varying degrees of competence which need to be addressed among the group.
My model will likely be in the spirit of the Diamond model in that it will have a large evaluation portion with the hope of narrowing the needs to each athlete. I am somewhat worried about the assessment as I am not sure exactly how to quantify results within the target audience. Will the designed instruction increase performance and how do you extrapolate the aid and other instruction given by the mentors to improve academic performance.
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Strightenupflyright
In this weeks readings we discussed planned change and the concepts embodied in making change occur according to plan. Yet I wonder, how much change is truly planned? There appears to be on every level an unintended and unexpected side affect to planned change, some call it opportunity, while others call it poor planning. Example: the growth of the Internet has allowed the explosion of social networking and enhance the ability of persons to stay in contact over distance, simultaneously it has created an explosion in the pornography industry. The aforementioned example, was it an intended side affect or an unforeseen, unintended happenstance? No matter which is the case it underscores the need for proper and upfront analysis of the intended and unintended changes that may result from your plan.
Ely underscores a point I think is often overlooked and that is the concept of time as a resource which needs to be utilized. Time is key not only for understanding but for practice. Franklin Covey points out it takes 21 days for someone to change a habit. They also remind you that the habit has been changed and not eliminated and can be reintroduced if you do not maintain certain factor, e.g. incentive and time to practice.
I have a corporate background and all too often I have seen the poor introduction and implementation of plans from the top down. Site managers did not believe in the change and thus could not sell it to unit managers, whom consequently failed to sell it to line/production workers. There is a distinction to be made here, I don't have to believe that the idea is going to work as planned, but I do have to believe its intent is to have a positive impact.
The other major strategy detailed in his weeks readings was communication. We often take for granted that what we are talking about is understood as we intent simply by what we said. This is so often not the case, people will not ask additional question out of fear or embarrassment or there understanding of the word we used is different than ours.
What is clear to me is that again behavior, personal factors and environment intersect on multiple levels to impede and enhance the process of change.
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Strightenupflyright
This week we addressed several issues relative to our course problem:
1. Professional context would be the SU athletic department
2. System would be the SU football team
3. Suprasystem would be the athletic department
4. Subsystems would be coaches and professors
5. Two information systems would be Academic advisor's and parents and prior academic records
6. Subsystem Interface Academic coordinators maintain detailed records on each athlete.
This week we also discussed methods and models for detailed analysis. The Diamond model may be of use for me as I envision a great deal of upfront analysis. There are 100 athletes on the team and I need to assess their general time management skills as well as there attitude toward timely completion of work.
Bandura's model of reciprocal determination continues to permeate my thinking as a seek to design a model
The key principles embodied by the 3 corners have a relevancy that needs to be addressed as I proceed through the process. The environment for the students is learned and propagated by the current Suprasystem NCAA, Subsystems Syracuse University Athletic department we allow them to be apathetic because they can perform despite knowing that the vast majority of them will not make it in professional sports. I observe this as an internalized behavior for the students they actual avoid the use of personal attributes that made them successful athletes, e.g. hard work, practice, repetition, film review i.e. the review of others work to help improve your own.
Recognizing that the above noted discussion then moves part of the solution toward addressing attitudes, the most difficult area to overcome with education, means substantial time in determining pre-existing attitudes and methods to overcome them.
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Strightenupflyright
This semester I am taking the second half of a course I began last semester which requires the building of a PLE, Personal Learning Environment. As students we are to use this site to post reflections and thoughts about the topics we study throughout the semester.
1) The first thing you might notice about the field of instructional design is that we use traditional language but with very definite and specific meaning, one has to be careful with words.
2) The process is not unlike becoming a lawyer what you previously prescribed meaning too is altered by the process and new meaning is derived specific to the nature of what you study, you could almost refer to people outside the field as a lay person
3)You quickly become aware of the deficiencies in educational processes. That is not to say you have the answer to the question, but you know what good instructional should look like.
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