EDU533 Week 1:
Discussion 1: Please respond to the following:
Example # 1
- Evaluate the success of two (2) applications of instructional design in organizations or K-12 institutions. Provide specific examples to support your response.
In the Education Technology Services Credibility Curve, the integrity of education technology organizations grow in phases, with each phase depending on programs and practices learned at previous phase and each state hypothetically growing business’s total economic value of education technology.
Stage 1: Education Technology Services Providers are unpredictable and unknown. They do not meet obligations, they make meaningless promises, and they seem impenetrable to the people they serve.
Stage 2: ETSP gets their arms around baseline performance and begin to add stability to operations, services and policies. Educational customers may remain skeptical, however.
Stage 3: Introduces professionalism to the picture as Education Technology Services Providers establish processes for responding to education needs and requests and increase education awareness of capabilities.
Stage 4: Education Technology Services Providers define effective processes for planning, architecture, project management, funding, sourcing and competency development. Educational organizations actively engage in joint planning and measurement.
Stage 5: leaders actively seek advice, counsel and innovation from Education Technology Services Providers, which have gained the respect of their customers.
Example #2(My Evaluation Theory I had to create in another class)
Evaluation of Performance
Guide the learners’ goal settings and expectations
Assist students with outlining new information or criticism in a more positive manner than negative.
Give specific cues for using SRL
Promote philosophical dialog
Allowing the students to practice reflective exchange of ideas
Provide corrective feedback
Presentation standards must be transparent and perceived as achievable.
Phrase the criticism (whether positive or negative) as a statement about the task learning rather than student.
Help the learner make connections between abstract concepts
Use hands-on learning exercises.
Use examples that the learners come up with.
Assist students in becoming skilled at recognizing when to divide relevant from irrelevant information.
Help learner to link new experiences to prior learning.
Incorporate real-life experiences into the classroom information.
Use experimental learning activities.
Focus on application of knowledge in a broader context.
- Choose two (2) components of the instructional design plan as noted in the text, and propose the approach you would use to apply the components to a class or training you recently taught or observed. If you have not recently taught or observed, please apply two (2) elements to a fictional situation.
- Reward faculty for commitment to teaching improvement.
- Encourage teaching portfolios to showcase development as teachers.
- Publish (in school newspaper) innovative efforts to improve teaching.