Section 3: Evaluating, Implementing and Managing Instructional Programs and Projects DUE: 11/18

All too often instruction is developed with little thought as to how evaluation of learning will occur, or the evaluation of the effectiveness of the instruction. Evaluation is usually an after thought - an add on. It's time to start thinking about evaluation on the front end of the instructional design process.

Additionally, there is resistance to the adoption of technological innovations and we must develop an understanding of why and how to facilitate the adoption of innovations with an understanding of why there is resistance.

For this week's reflection activities, I would like for you to concentrate on the following:

1. Chapter 10 discusses evaluation in instructional design and provides you with two evaluation models, the CIPP and Kirkpatrick models for evaluation. Search for at least two other models used for evaluation and summarize these models. Describe how you would use them to evaluate your instruction.
2. Think about a technological innovation within your social system that was recently introduced (social system = place of work, home, etc.). Any innovation has what is known as perceived attributes - relative advantage, compatibility, complexity, trialability, and observability. Describe these attributes of the innovation and which of the attributes assisted and/or hindered adoption of the innovation. For example, was it not compatible with the existing beliefs of the system or was it overly complex to use or understand?
3. Chapter's 12 & 13 focus on project management and how to manage projects when resources are scarce. You have been assigned to develop a series of professional development sessions focusing on technology use in the classroom for teachers. How will you use Situational Leadership to facilitate this project?