This week we had the opportunity to complete the second phase of our case analysis. In the first phase, we conducted a case analysis of our desire and created a VoiceThread on our assessment. Classmates then responded to our assessments and gave us feedback from a key stakeholder’s perspective. For my case analysis, I chose a case that focuses on a high school setting where a technology coordinator received a $20,000 grant to improve teacher skills and knowledge in providing new environments for learning. The main problem is that not everyone is on the same page with how to use the funds. Suzanne would like to use funds for teacher tech training for technology integration but her principal and curriculum coordinator would like funds focused on content areas and state-mandated tests.
After receiving feedback from classmates, it made me realize that I had not thought of all perspectives when conducting the case analysis. The main perspective I thought through things was from the technology coordinator (which is the perspective I can most relate to) and I forgot to see things from other people’s point of view.
The one perspective I chose to give all of my feedback to classmates from was a principal. I believe this also gave me further insight into the perspective of another key stakeholder and allowed me to dive in deeper to this case analysis.
Once again this week, I gained further perspective in the instructional design field. These assignments have challenged my default setting and have made me think outside the box. As the activities director at my school, I am given the task of helping coordinate all extra-curricular activities that take place. While doing this, part of my pre-activity checklist is to think about different perspectives (teachers, administration, students, community) and then evaluate if the activity we are putting on is in the best interest of those different perspectives. My goal is to first and foremost provide activities for students, but I must think about how it will affect the other key stakeholders as well. Through this case analysis, it has given me further wisdom and experience in this assessment.
This week we have been working on creating a flowchart and starting to think of questions for our needs assessment of our ID Project. This has been a great task that really makes you think about the overall goal you have for the learner and what steps are needed in order for the learner to be successful at achieving the goal. In Ross Perkins Adobe Connect “Learning Objectives” presentation, he mentions that learning is represented by change. If learning is going to take place, we need to make sure that we use the information from our needs assessment and focus on learning objectives the learner has not mastered. When doing this, we must make sure our flowchart is broken down into steps that are manageable so that this change can occur.
Through the Module Discussion, I have been able to give feedback to fellow students and help them in evaluating their flowchart, goals, type of learning, and learning objectives. By doing this, I have not only been able to see flaws in other projects, but also see great examples of an ID project. Even though we have been focusing on projects other than our own, I have actually thought of many different ways I can improve my ID Project through evaluating others’. On the other hand, I have received some great feedback on my initial ID Project post. The feedback that has benefited me the most is on the learning objectives. After looking at feedback others have received, I wish the flowchart creator, LucidChart was a tool that did not require a log-in in order to view. I believe this has been a deterrent for some students that do not currently have a LucidChart account.
I have actually really enjoyed creating the flowchart for my ID Project.I think it’s because I tend to be pretty detail oriented in my everyday job, and this week I have really had to think about each step. As I was teaching this past week, the students were required to create a presentation and present it to the class. After I received many questions from students as the project was underway, I began to think that my instructional objectives must not have been clear enough and I assumed too much information about their prior knowledge. I really like how this project has begun to change my thought process as I teach.