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Week Seven Implementation and Evaluation ReportPatricia HinojosaWalden UniversityProfessor SchnorrEIDT 6910: Capstone: Practical Application of Instructional Design Instructional Design & Technology CapstoneApril 21, 2017Implementation is a crucial part of the learning process for any learner and for any learning situation. It is important and imperative that the content is implemented in a way that will enhance and enrich the learning and not impede it for the learners. Implementation is defined as a “set of activities designed to put into practice an activity or program” (Durlak, 2011, p. 1) that will help the learners meet the learning objectives for that particular program or activity. Implementation will also help the learners acquire new knowledge and skills that will help them be successful in their work and/or education. For my training implementation, I used Moodle Snap to create a course for my learners. I felt this was the most appropriate way to implement the training and important as it would be useful for them since the purpose of this training was intended for the instructors of Texas State Technical College (TSTC) to learn how to use Moodle Snap and the gradebook. Since TSTC is now requiring all of their instructors to post the students’ grades in Moodle Snap, it is imperative that TSTC instructors learn how to use Moodle Snap and how to input grades to adhere to the institution’s new requirements. Another important issue about why this training was important for all of the TSTC instructors was because the institution went from Moodle to Moodle Snap, and even though some of the instructors had been using Moodle already and knew how to use it and the gradebook, Moodle Snap is different than Moodle and so they had to learn the new Moodle Snap and how it worked in order to continue using it. Another reason that this training was important to TSTC and its instructors, is that a lot of TSTC courses are being offered online today and being delivered through Moodle Snap, and although TSTC is not requiring that their instructors use Moodle Snap to deliver their content for face-to-face courses, many do and many will soon so it is a good idea to start getting them ready in using Moodle Snap to make the transition easier for them in the near future.Implementation OverviewThe implementation process was for the most part successful. My learners used Moodle Snap to complete the training course. I created a course in Moodle Snap and then added my learners to the course as students. This allowed them to access the training course, “How to Use the New Moodle Snap,” through their own Moodle Snap. I created and implemented videos, job aids, a quiz, and a survey in the training for my learners. There was an introduction section followed by three modules with a hands-on activity for each, a quiz, and then the survey. The introduction and the modules had a video and job aids that the learners were and are able to download so that they could follow along with the audio if they needed. I also thought that putting the job aids on the course, will allow them to access them whenever they needed help or needed to go back to the directions on how to use Moodle Snap. Although there were a couple of small interruptions, the training was successful and the learners attained the goals and objectives for the training, which at the end is the “overall goal in training and educational settings” (Morrison, Ross, Kalman, & Kemp, 2013, p. 252).Overall, the students were able to complete the training with little issues. One of the things that the learners enjoyed about the training was that it was clean and simple to navigate. They also liked that they were able to complete the training at their own time and did not have to start the training and finish it in one sitting. They also enjoyed that they have the course and content (i.e. videos, job aids) available to them for future reference and review. Another high point in the training was the content. The learners felt the content was useful and easy to understand. The also stated that the instructions for the hands-on activities were clear and concise to complete each module. The learners were able to complete each activity, including the quiz and the survey, with no problems. Although the training was for the most part successful, there are some issues that arose during the training. The first issue was that the video on module three had a repetitious segment at the very beginning and for a few seconds. The rest of the video was fine and did not interrupt the learning for the learners. A second issue that arose was the kind of browser that someone uses. In one case, the videos did not work at all using the Firefox browser but worked well with the Internet Explorer browser, but when I tested the videos on Firefox and Chrome, I did not have an issue. This is a big issue that I will have to address to my learners and find some way to make it work or let them know about it in the introduction.Analysis of Assessment and Evaluation DataThe purpose of this training was to get some of the TSTC instructors prepared and ready to use the New Moodle Snap, and to reinforce and reteach how to use Moodle Snap for those other TSTC instructors who use Moodle Snap already. Although instructors are not required as of now to use Moodle Snap to deliver content in face-to-face courses, they are being required to post the students’ grades online or on Moodle Snap so it is imperative that they learn to do this. Another reason that this training is important is because more and more courses are going to offered online and so more and more instructors are going to have to teach those online courses so they need to be prepared to do so when the time comes. I delivered the training course through Moodle Snap, because I thought that there was no better way to help the instructors understand how to use Moodle Snap. After opening the training to the learners and having them complete the course and the survey, I was able to get great feedback to help me improve this training for the future learners. The plan is to continue to deliver and open this training and have it available at all times to all TSTC instructors, so I want to continue to improve it and make it better. In order to do this, I need to know what works and what doesn’t, if the training and its materials are well received or not, and what aspects of the training need revisions and improvements (Piskurich, 2006) and by using their feedback, I was able to collect this information to revise and improve the Moodle Snap training. My learners included three females and two males. Two females and one male were already using Moodle so were familiar with it, but needed help using the new Moodle Snap to continue delivering their content online, through Moodle Snap. For my assessments, I created three hands-on activities for each of the three main modules in the training. I made videos for each of the modules that they had to see first and follow along, and since some of the learners had never used Moodle Snap before, I gave them a step-by-step job aid to guide them through the process of uploading a document, creating an assignment and using the gradebook. The job aid will also be a great reference to them as a future guide. At the end of the video, they had to complete a hands-on practice activity on their own and then upload the document to Moodle Snap. The participants completed each of the three modules, and then they had to complete a 10 question multiple choice quiz. After the quiz, the participants were given a survey to rate the quality of the Moodle Snap training. Overall, the participants liked and most importantly felt that they learned a lot. They would highly recommended to other TSTC instructors, but did offer some recommendations to help improve the training for the future. The following table represents some of the questions to the survey and the participants’ responses:Questions and FeedbackWhat did you like best about this training?“The content was very helpful” “The videos and the job aids were extremely helpful”Do you feel the training enhance your knowledge and skills? Why or why not?“I feel that it did. I have been using Moodle but with the change to Moodle Snap, it has been hard to get adjusted to it, and this training gave me a great deal of understanding and walked me through the steps which is what I needed”“Yes it did!!” I thought the organization of the content and the media it used made it easy to follow and understand. I gained a great deal of knowledge and feel that when I begin using Moodle Snap to input grades, I will be ready.”What if anything would you change about this training?“I would fix the video in the third module.”“have the survey to where we can submit online instead of uploading a word document”According to the data collected by the surveys, the learners were very satisfied with the training and would highly recommended to others. They felt that the knowledge they gained will assist them in using Moodle Snap for their current and future needs. They also recommended that I continue providing them with Moodle Snap tutorials. They felt that the videos with the job aids were a great way of helping them achieve the learning goals and objectives. The following table represents the survey questions and responses:Proposed RevisionsOne of the best things that I like about surveys and evaluations, is that it gives me the feedback that I need to improve a course and/or a training. Although, they might not always be perfect, but because things keep changing, especially with the technology we have available today, it is best to use media or resources that are going to help enhance and facilitate the learning and the learning experience. As Instructional Designers and/or educators, we want our learners to get the best learning experience they can get while increasing their knowledge and skills, and improving a training is imperative to keep that knowledge growing and expanding. Knowing what kind of improvements or revisions we need by the feedback we get from the learners, will make the training course better in the future for the learners helping them use the knowledge and skills they learned in the course in their everyday work (Piskurich, 2006).Although the training went really well and the learners attained the knowledge they needed to achieve the learning goals and objectives, there are some revisions that need to take place. Having a clean and clear presentation is imperative for learning to take place so the first revision would be the fixing the third video to make sure it is working properly for the learners. I would also add to the introduction a warning about the browser they are using. I would tell them to try a different browser if one browser does not work. Another revision I would make to the training is make the step-by-step instructions PDF files instead of a Word document. One of my learners recommended this to prevent any accidental changes when the learner downloads the document. Improving in these areas of the training, I believe, will help enhance and facilitate the learning experience and make the training better for the next group that completes this training program.ReferencesDurlak, J. A. (2011). The Importance of Implementation for Research, Practice, and Policy. Child Trends. Retrieved from , G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2013).?Designing effective instruction?(7th?ed.). Hoboken, NJ: John Wiley & Sons, Inc.RubricPiskurich, G. M. (2006).?Rapid instructional design: Learning ID fast and right?(2nd ed.). San Francisco, CA: Pfeiffer.Implementation and Evaluation Report(AECT 1.1.4)(AECT 4.3-4.4)Evidence shows that:Plan does not include all required components.Needs Improvement: Contains some elements of "Unacceptable" and some, but not all elements of "Acceptable"Evidence shows that:Report describes implementation in detail, including both implementation high points and challenges. Report describes assessment and evaluation data, conclusions, implications, and proposed revisions, including at least one visual representation of dataEmerging Mastery:Contains some elements of an "Acceptable" and some, but not all of the elements of "Target"Evidence shows that:Report describes implementation in detail, including both implementation high points and challenges.Report describes assessment and evaluation data, conclusions, implications, and proposed revisions, including more than one visual representation of data.Report is supported by Learning Resources and additional research.Written Expression and FormattingThe extent to which scholarly, critical, analytical writing is presented using Standard Edited English (i.e. correct grammar, mechanics). When referencing web-based sources, an active hyperlink to the original source must be included.Stated fair-use, copyright, licensing, and/or creative commons guidelines should be followed for all web-based resources.*APA formatting guidelines need only be followed if applicable to assignment.Evidence shows that:Major points do not reflect appropriate elements of communication. No effort to express ideas clearly and concisely.Work is not written in Standard Edited English. Contains many grammatical or mechanical errors Web-based sources are not credited.Fair-use, copyright, licensing, and/or creative commons guidelines are not followed.* The quality of writing and/or APA formatting is not acceptable for graduate level work.Needs Improvement: Contains some elements of "Unacceptable" and some, but not all elements of "Acceptable"Evidence shows that:Ideas are clearly and concisely expressed. Elements of effective communication such as an introduction and conclusion are included. Work is written in Standard Edited English with few, if any, grammatical or mechanical errors. Few, if any, errors in crediting web-based sources.Few, if any, errors following fair-use, copyright, licensing, and/or creative commons guidelines.*Work is well organized with correct APA formatting throughout.Emerging Mastery:Contains some elements of an "Acceptable” and some, but not all of the elements of "Target" Evidence shows that:Work is unified around a central purpose with well-developed ideas, logically organized in paragraph structure with clear transitions.Effective sentence variety; clear, concise, and powerful expression are evident. Work is written in Standard Edited English. No prominent errors interfere with reading. All web-based sources are credited through embedded links.Fair-use, copyright, licensing, and/or creative commons guidelines are followed.*Represents scholarly writing in a correct APA format. ................
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