Posts
Ruben Ramos 11 Mar 10 8:47 PM MST
Mike,
I remember the topic of 'change leadership" during the Organizations course with Dr. Hazari. I am sure that implementing a Rapid Prototype (RP) intervention for improving the situations that I have described would meet with resistance to change.
Convincing the lab instructors to help with implementing the change is the biggest leadership challenge. We have the time and the resources with which to move forward.
Time is not an issue because students attend 60 contact hours for practical skills training. Resources are not the problrm because the lab is equipped with state of the art equipment, both manual and automated. The school administration allows for instructor overtime as needed.
I substituted for one of my top instructors last week. According to the course schedule for Anatomy & Physiology II, the topic was the "Blood System". Over the years I have noted that students in the advanced lab courses have had problems with this same topic. Instead of lecturing for the entire hour, I turned on the computer and projector to google image "Blood Smear". The hundreds of slides provided with visual images of blood cells in normal and various pathological states. To my surprise this simple intervention resulted in a very positive learning experience for the students. If this is a rough example of the RP intervention at work, then I guess I've used it to some degree.
Thursday, March 11, 2010
Response From Dr. Burke
Michael Burke 11 Mar 10 2:23 PM MST
Ruben, your comparison is very good. I especially appreciated the personal examples to illustrate your points. What barriers do you see in the use of the rapid prototype model?
Ruben, your comparison is very good. I especially appreciated the personal examples to illustrate your points. What barriers do you see in the use of the rapid prototype model?
Instructional Design Models; A Brief Comparison
This writing provides a description and comparison of the ADDIE and Rapid Prototyping Instructional Design models.
The ADDIE model consists of five phases: analysis, design, development, implementation and evaluation. This model provides for a systematic instructional design procedure that can be used for the creation and maintenance of course content and delivery. Each phase provides the building blocks or foundation upon which to build each succeeding phase.
The analysis phase is used to identify the learning problem, goals and objectives, student or audience needs, existing knowledge and other relevant factors. These factors may include the learning environment, constraints, delivery options and the project timeline. During this phase the designer develops a clear understanding of the “gaps” between competencies or desired outcomes and the student’s existing knowledge.
The design phase of the ADDIE model specifies learning objectives and content for the course or presentation. The design phase may include the development of prototypes, graphic design, and user-interface.
The development phase is used to create the actual content and learning materials based on the design phase.
The implementation phase is where the plan is tried and procedures for training are developed. Training materials are used for delivering course content and competencies based upon the course objectives. Training materials are evaluated for effectiveness.
The evaluation phase consists of formative and summative evaluation. Each stage of the ADDIE process is evaluated and the overall training effectiveness is evaluated as well by tests designed for criterion-related reference items and user feedback. Necessary revisions are made during this phase.
In contrast to the ADDIE model, the Rapid Prototyping Design Model is a four level process that is used for creating instruction for specific lessons. These four levels include a needs analysis, constructing a prototype, utilizing the prototype to perform research and installation of the final system. Wilson, Honassen & Cole define Rapid Prototyping as the “early development of a small –scale prototype used to test out certain key features of the design”. (Wilson, et al.).
Both models provide for a systematic approach to instruction development. The ADDIE model seems more extensive or elaborate and may require more time and expense than does the Rapid Prototype model.
In terms of flexibility, the Rapid Prototype model appears to provide more than ADDIE. The Rapid Prototype is described as allowing for “greater flexibility in defining the goals and form of instruction at early stages” thus being the preferred model when “time, budget, and environmental restraints” are factors to consider.
As a student in the IDT program, I find guidance, reasoning, logic, and rationale in the ADDIE and Rapid Prototype models. Both have flexibility but the ADDIE builds phases one atop the next from analysis to evaluation.
The Analysis phase for the ADDIE model prepares the stage for decisions made during all five phases. The ADDIE model may not provide necessary feedback because of this characteristic of phase dependency. Reciprocity or feedback of information between the designer and the target audience will probably be delayed until the final phase of the ADDIE model. This delay in time may make the ADDIE model less attractive to designers who need to implement something in a short period of time.
I am interested in the ADDIE model because I see its relevance to program development initiatives taking place at my workplace. It could serve to guide the process of developing such educational opportunities as college degrees in applied health science. Allied health programs in Health Information and Orthopedics technology are in the analysis phase at Southwest Career College. These associates’ degree- two-year curricula have been put on paper and are ready to be designed and developed, implemented and evaluated.
The structured processes prescribed by the ADDIE design would match the six to twelve month process needed to finish a new associates degree program. The analysis phase would consider such facts as community needs and other factors relating to the potential for employment of graduating students. In El Paso, this would be of extreme importance for any college starting a new program because the state of Texas requires that private schools provide employment or placement for at least 72% of all graduates. Employment opportunities for graduating students are essential for the success of any new program.
A group of students were prescribed remedial training in clinical skills. They reported to the clinical laboratory as scheduled and practiced practical skills in medication administration. Students were given the opportunity to practice intradermal, subcutaneous, and intramuscular injection techniques. Four instructors were made available to assist the 16 students in the group. The session lasted 30 minutes and I personally witnessed several students qualify in all three techniques. I think this would be the right context for using the Rapid Prototype model. The students have the necessary competencies already. Developing proficiency in carrying out these injection procedures would be a valid goal. Lesson objectives such as using aseptic technique and the rights of medication administration could be used to design instruction using the Rapid Prototype model.
References:
Morrison, G. R., Ross, S. M., & Kemp, J. E. (2007). Designing effective instruction (5th ed.). San Francisco: John Wiley and Sons, Inc.
Wilson, et al., in http://www.cudenver.edu/bwilson/training/html, accessed March 8, 2010
Instructional Design Interactive Media, Instructional Technology / Instructional Design / Rapid Prototyping, http://mym.cdn.laureatemedia.com/Walden/EIDT/6100/CH/mm/eidt6100_instructional_design.html
The ADDIE model consists of five phases: analysis, design, development, implementation and evaluation. This model provides for a systematic instructional design procedure that can be used for the creation and maintenance of course content and delivery. Each phase provides the building blocks or foundation upon which to build each succeeding phase.
The analysis phase is used to identify the learning problem, goals and objectives, student or audience needs, existing knowledge and other relevant factors. These factors may include the learning environment, constraints, delivery options and the project timeline. During this phase the designer develops a clear understanding of the “gaps” between competencies or desired outcomes and the student’s existing knowledge.
The design phase of the ADDIE model specifies learning objectives and content for the course or presentation. The design phase may include the development of prototypes, graphic design, and user-interface.
The development phase is used to create the actual content and learning materials based on the design phase.
The implementation phase is where the plan is tried and procedures for training are developed. Training materials are used for delivering course content and competencies based upon the course objectives. Training materials are evaluated for effectiveness.
The evaluation phase consists of formative and summative evaluation. Each stage of the ADDIE process is evaluated and the overall training effectiveness is evaluated as well by tests designed for criterion-related reference items and user feedback. Necessary revisions are made during this phase.
In contrast to the ADDIE model, the Rapid Prototyping Design Model is a four level process that is used for creating instruction for specific lessons. These four levels include a needs analysis, constructing a prototype, utilizing the prototype to perform research and installation of the final system. Wilson, Honassen & Cole define Rapid Prototyping as the “early development of a small –scale prototype used to test out certain key features of the design”. (Wilson, et al.).
Both models provide for a systematic approach to instruction development. The ADDIE model seems more extensive or elaborate and may require more time and expense than does the Rapid Prototype model.
In terms of flexibility, the Rapid Prototype model appears to provide more than ADDIE. The Rapid Prototype is described as allowing for “greater flexibility in defining the goals and form of instruction at early stages” thus being the preferred model when “time, budget, and environmental restraints” are factors to consider.
As a student in the IDT program, I find guidance, reasoning, logic, and rationale in the ADDIE and Rapid Prototype models. Both have flexibility but the ADDIE builds phases one atop the next from analysis to evaluation.
The Analysis phase for the ADDIE model prepares the stage for decisions made during all five phases. The ADDIE model may not provide necessary feedback because of this characteristic of phase dependency. Reciprocity or feedback of information between the designer and the target audience will probably be delayed until the final phase of the ADDIE model. This delay in time may make the ADDIE model less attractive to designers who need to implement something in a short period of time.
I am interested in the ADDIE model because I see its relevance to program development initiatives taking place at my workplace. It could serve to guide the process of developing such educational opportunities as college degrees in applied health science. Allied health programs in Health Information and Orthopedics technology are in the analysis phase at Southwest Career College. These associates’ degree- two-year curricula have been put on paper and are ready to be designed and developed, implemented and evaluated.
The structured processes prescribed by the ADDIE design would match the six to twelve month process needed to finish a new associates degree program. The analysis phase would consider such facts as community needs and other factors relating to the potential for employment of graduating students. In El Paso, this would be of extreme importance for any college starting a new program because the state of Texas requires that private schools provide employment or placement for at least 72% of all graduates. Employment opportunities for graduating students are essential for the success of any new program.
A group of students were prescribed remedial training in clinical skills. They reported to the clinical laboratory as scheduled and practiced practical skills in medication administration. Students were given the opportunity to practice intradermal, subcutaneous, and intramuscular injection techniques. Four instructors were made available to assist the 16 students in the group. The session lasted 30 minutes and I personally witnessed several students qualify in all three techniques. I think this would be the right context for using the Rapid Prototype model. The students have the necessary competencies already. Developing proficiency in carrying out these injection procedures would be a valid goal. Lesson objectives such as using aseptic technique and the rights of medication administration could be used to design instruction using the Rapid Prototype model.
References:
Morrison, G. R., Ross, S. M., & Kemp, J. E. (2007). Designing effective instruction (5th ed.). San Francisco: John Wiley and Sons, Inc.
Wilson, et al., in http://www.cudenver.edu/bwilson/training/html, accessed March 8, 2010
Instructional Design Interactive Media, Instructional Technology / Instructional Design / Rapid Prototyping, http://mym.cdn.laureatemedia.com/Walden/EIDT/6100/CH/mm/eidt6100_instructional_design.html
Monday, March 1, 2010
On Learning Theories; A personal perspective
One recurring thought throughout this course in learning theories was the factor of the amount of time required for learning. Some people require more time then others to learn similar content. I have discovered that I am not a slow learner but simply require a little bit more time to process certain types of information. Or perhaps by not considering the factor of relevance to associating course content with real world application, I have short changed myself with the opportunity to understand these theories. If anything, I think that I may have at one time attempted to establish a “one method fits all” style of learning for all lessons in the past. I may have not given enough consideration to the issue of situation and context. I may have failed to consider the situational and contextual nuances that influence learning styles and approaches to learning specific information or skill. For example, when learning a practical skill such as a clinical laboratory procedure, manual or tactile learning provides the stimulation for cognitive understanding of prescribed competencies. With regard to the more cognitive or information processing types of abstract learning, I would learn best in a secluded area with minimal distractions and maximum resources to stimulate thinking as well as visual resources of relevant information for approaching a topic from various perspectives.
I have found that with time, motivation and resources, I am able to gain a more comprehensive understanding of constructs or concepts or theories. With respect to relevance, what has helped me out the most is total transfer of learning to application in a professional setting. This course has been of tremendous relevance to my professional work. I am convinced that my attempts to apply this knowledge have benefited the school, faculty, and student body of Southwest Career College. I consider myself most fortunate to be able to apply these concepts to real world settings. Finally, I have come to a realization that the learning process is a continuous process because what may be relevant today may not be relevant tomorrow. This may be why life long learning is so important for personal and professional growth.
I have found that with time, motivation and resources, I am able to gain a more comprehensive understanding of constructs or concepts or theories. With respect to relevance, what has helped me out the most is total transfer of learning to application in a professional setting. This course has been of tremendous relevance to my professional work. I am convinced that my attempts to apply this knowledge have benefited the school, faculty, and student body of Southwest Career College. I consider myself most fortunate to be able to apply these concepts to real world settings. Finally, I have come to a realization that the learning process is a continuous process because what may be relevant today may not be relevant tomorrow. This may be why life long learning is so important for personal and professional growth.
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