1. Implementation and Evaluation ReportGregory S. RooksDr. Desiree De Priest Advanced Instructional Design(EIDT 6110 3)

2. Edu Tech Consultants would like to welcome you to yourJeffrey, Laurie, Lori, Jamie & Nancy, Instructional Design Project, (2012)Edu Tech Consultants. Minneapolis, MN. Walden Press. 3. Unit Goals and Instructional Objectives 2.To locate the most At the end of theuseful tools and how to learning module, the use them effectively. student will be able:3.To apply given 1.To calibrate/orienttechniques to create a whiteboards and simple word document using troubleshootingInk Aware on the techniques.SMART Board.Jeffrey, Laurie, Lori, Jamie & Nancy, Instructional Design Project, (2012)Edu Tech Consultants. Minneapolis, MN. Walden Press. 4. Instructional Strategies In this section, we will outline the sequence of instructional tasks and events that will take place during the instructional module with a brief description.Jeffrey, Laurie, Lori, Jamie & Nancy, Instructional Design Project, (2012)Edu Tech Consultants. Minneapolis, MN. Walden Press. 5. Instructional Formation of groupsStrategiesby category:Learner Centered The sequence is asGroups for follows:activities. A brief introduction video: Explaining company and reason for training module.Jeffrey, Laurie, Lori, Jamie & Nancy, Instructional Design Project, (2012)Edu Tech Consultants. Minneapolis, MN. Walden Press. 6. Instructional Strategies Pretesting quiz: Essential knowledge quiz for analysis data for module evaluation. Handouts and manuals: PowerPoint Presentation notes and manual with handouts for turn in work.Jeffrey, Laurie, Lori, Jamie & Nancy, Instructional Design Project, (2012)Edu Tech Consultants. Minneapolis, MN. Walden Press. 7. Instructional Strategies PowerPoint Presentation: Explaining whiteboard features and benefits. Break out group activities on whiteboards based upon facilitator led activities.Jeffrey, Laurie, Lori, Jamie & Nancy, Instructional Design Project, (2012)Edu Tech Consultants. Minneapolis, MN. Walden Press. 8. Instructional Strategies Question and Answer:Facilitator will answerquestions based uponthe groups activities. Workbook Manuel:Instructor led fill-ins.Jeffrey, Laurie, Lori, Jamie & Nancy, Instructional Design Project, (2012)Edu Tech Consultants. Minneapolis, MN. Walden Press. 9. Instructional Strategies Module end assessment:two parts- 1. Written test, 2. Group whiteboard demonstrations.Jeffrey, Laurie, Lori, Jamie & Nancy, Instructional Design Project, (2012)Edu Tech Consultants. Minneapolis, MN. Walden Press. 10. Conduct Revise Instructional Instruction Analysis Identify WriteDevelop DevelopDevelop &IdentifyInstructionalPerformance AssessmentInstructionalConduct Instructional Goal(s)GoalsInstruments Strategy FormativeGoal(s)Evaluation ofInstructionAnalyze Learners &Contexts IdentifyInstructional Revising Instructional MaterialsGoal(s) Dick, W., Carey, L., & Carey, J. O. (2009). The systematic design of instruction (7th ed.). Upper Saddle River, NJ: Pearson. 11. ADDIE Evaluation Phasehttp://www.intulogy.com/addie/evaluation.html 12. analyzeimplement EvaluationdesigndevelopmentDick, W., Carey, L., & Carey, J. O. (2009). The systematic designof instruction (7th ed.). Upper Saddle River, NJ: Pearson. 13. Planning for Evaluationevaluation is used for the purposesof making judgments about the worth or successof people or things (e.g., lessons, programs,projects). Before initiating an evaluation, youmust determine its goals. -Morrison, Ross,Kalman, & Kemp, 2011, p. 272Morrison, G.R., Ross, S.M., Kalman, H.K., & Kemp, J.E. (2011).Designing effective instruction (6th ed.). Hoboken, NJ: John 14. Here are just some Do learners like theof the questions thatcourse?might be explored Do learners achieve the learning objectives atduring the the end of the course?evaluation phase: Do the learners change their behaviors in the workplace? Does the course help the company achieve its business goals?ADDIE Evaluation Phasehttp://www.intulogy.com/addie/evaluation.html 15. TABLE 1.1Entry Skill, Pretest, and Posttest DataSummarization by Percent of Total Possible Objectives StudentEntry SkillPretestPosttest Number Objectives InstructionalObjectives Objectives1100 751002 75 501003 50 25100 Mean 75 50100Dick, W., Carey, L., & Carey, J. O. (2009). The systematic designof instruction (7th ed.). Upper Saddle River, NJ: Pearson. 16. Table 1.2 Student Performance on the Pretest and Posttest by ObjectiveObjectivesONETWOTHREE FOURTest PR PSPR PSPR PS PRPSStudent 11 11 1 111 2 1 11 1 1 1 3 11 1 1 1 % 67 100 67 10033 100 33100MasteringDifference33 336767PR = pretest; PS = posttest; 1 = mastered Dick, W., Carey, L., & Carey, J. O. (2009). The systematic design of instruction (7th ed.). Upper Saddle River, NJ: Pearson. 17. Table 1.3 Pretest/Posttest Graph Showing Learner Performance4.543.532.521.510.50 Ojective 1 Ojective 2 Objective 3Ojective 4 Pretest 1Posttest 2Dick, W., Carey, L., & Carey, J. O. (2009). The systematic designof instruction (7th ed.). Upper Saddle River, NJ: Pearson. 18. Table 1.4Item-by-Item Analysis TableDick, W., Carey, L., & Carey, J. O. (2009). The systematic designof instruction (7th ed.). Upper Saddle River, NJ: Pearson. 19. 15 Minute IntermissionBe back on time to receive your door prize ticket! 20. What conclusions can bedrawn from the data?Two basic types of revisionsyou should consider with yourmaterials are changes made tothe content or substance of thematerials to make them moreaccurate or more effective as alearning tool and changes relatedto the procedures employed inusing your materials. -Dick,Carey, & Carey, 2009, p. 295.Dick, W., Carey, L., & Carey, J. O. (2009). The systematic designof instruction (7th ed.). Upper Saddle River, NJ: Pearson. 21. What conclusionscan be drawn fromthe data? Changing the contentand substance of thematerials of Objective3.5 and 4.9 will makethem more accurateand effective as alearning tool. 22. What conclusions can bedrawn from the data? Further changes relatedto the procedures employedin using the materials willbe needed when theSMART Boards arrive andas classes increase in size. 23. What might needfurther study in futureimplementations? As Smart Boardtechnology advances,new features will beadded and need to beincluded in futuretraining. 24. Providing a briefanalysis of theimplications of the datagathered. We are cautiouslyexcited about the initialsuccess of the trainingmodule and know thatclose monitoring willensure its effectiveness! 25. What revisions would youpropose to theinstructional module? Adding more content aspart of future needs analysiswould substantiate the needfor a new series of trainingmodules based uponextending the initial training. 26. What specific changes or modifications wouldyou recommend for the implementation andevaluation plans? Creating a facilitator exit survey would provide criticaldata as the program runs its coarse with severalinstructors imputing useful data and observations. Surveying participants about what futuretraining they would perceive as useful ordesired to be created in the future wouldprovide data for a needs analysis. 27. What specific changes Our recommendations ofor modifications wouldextending the participantyou recommend for the exit survey andinstituting individualevaluation materialsskills demonstrations onbefore the client moves actual SMART Boardsforward with anotherwould greatly enhanceimplementation? the evaluation materials of this current training module. 28. Provide a rationale foryour recommendations. Training needs will grow asemployees become morefamiliar with the currentand future features thatbenefits that enhanced thecapabilities of performingjob related tasks andtherefore the need offuture training modules. 29. ReferencesADDIE Evaluation Phase http://www.intulogy.com/addie/evaluation.htmlDick, W., Carey, L., & Carey, J. O. (2009). The systematic design of instruction (7th ed.). Upper Saddle River, NJJeffrey, Laurie, Lori, Jamie & Nancy, Instructional Design Project, (2012) Edu Tech Consultants. Minneapolis, MN. Walden Press. https://class.waldenu.edu/@@/B8AAD375C2F4C511D0D4E7E1F BD8892D/courses/1/USW1.43915.201260/db/_2080909_1/SMART -Board-Training-Final.docMorrison, G.R., Ross, S.M., Kalman, H.K., & Kemp, J.E. (2011). Designing effective instruction (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc.Walden University, EIDT 6100 Advanced Instructional Design. Course content, Week 6 Discussion: Informally Evaluating Your Implementation 30. Would like to Thank you for viewing this presentation!And now for the door prizes!