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Planning
Planning
Planning
Planning
Planning
Planning
Planning
Planning
Planning
Planning
Planning
Planning
Planning
Planning
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Planning

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  • Understanding & Engaging: What is the program for? What are you trying to solve?Needs Assessment: What does your institution need to do? Goals and ObjectivesIntervention: What type of classes do you need? Virtual, tutorials?ImplementationEvaluation: think of eval as on going…you should do follow ups and see if the education is working not just right after class but several weeks after class.this was consistent among all models...this is very similar to the ADDIE model (analyze, design, develop, implement, evaluate)...however, program planning is more than ADDIE...must look at context...and cultural aspects...(context is very rarely in in instructional design models)...program planning includes marketing...logistics...goes above and beyond instructional design...
  • TheCafarella model allows you to come in at any point in the process…a lot more like “real life”Cafferella is not linear...programs rarely - if ever - function in a linear approach...you can move among the parts as needed...Cafferella's model is more adaptive...you can - for example - do an evaluation before you write your objectives...helps you create measurable objectives...this also allows you to test your eval tools to make sure they are measuring what you want to measure (it didn't answer the questions you wanted it to answer)...accountability can be seen in the needs assessment - if there is a need then intrinsically it should be a part of the job...it should be discussed with the stakeholders...we need to make sure that we discuss the importance of evaluation...the importance of the program/eval...need to focus on the training benefit - not the training cost...if you want somebody to notice something you have to measure it! Needs assessment - can be a front-end analysis (is training an appropriate solution)...
  • Performance or action (verb) – should be observable – if it is not observable it is not measurable (pull list(s) from discussion board)should only have one verb per objectiveverb lists are very helpfulConditionsNot all objectives have conditionsCircumstance/tools/resources/environments involved in having the learner do the activity“with the aid of a textbook the learner will be able to describe…”“the learner will be able to draw a perfect circle with a compass”good to think about as almost all learning occurs with a condition – although you don’t have to use themyou can have more than one conditionbasically think about the learner asking under what conditions am I expected to meet this objectiveCriterion/CriteriaHow well/fast/ the learner has to do somethingThink about how you would measure the objective to help determine the criterionWhat you have to base your evals on Often the criteria in educational evals is 100% correct is the top (although we often work on a Bell Curve)“a person will be able to name all the bones of the body 100% correct - without the aid of a textbook”this is often impliedset your measurements in the objectivesin training you often want 100% - however in education it may be a little looseFor example in an OSHA training you will need 100% mastery
  • I say this because when you are building a program or a face to face class – you need to ask this question…content specific, understanding bias…what is the assignment? What is the program mission? What else is important to this particular group…and stakeholders?
  • Pre-test, post-tests, how long after post-tests?If your outcomes are measurable it should be reflected in your evaluation…We are going to spend a class period on this topic, but keep it in the back of your mind…
  • Go through the website…talk about the Buddy Programhttp://library.jcsu.edu/ILBuddy/default.htm
  • Go To Website…explore objectives, etc.http://library.queens.edu/quilt
  • Transcript

    • 1. INFORMATION LITERACY Planning
    • 2. STUFF Press Record Papers are done!!! Relax!!! Career Day – 2/25/12  9:30 – 2:00  Ck out the UNCG website Two Library Online Webinars  DropBox in 30 minutes – 2/21/12 - 3:15 – 3:45  Zotero – 2/29/12 - 12:15 – 12:45 THATCamp
    • 3. MODELS
    • 4. GENERAL PROGRAM PLANNING MODELS ImplemetingUnderstanding Assessing Setting Goals Developing an Evaluating the the & Engaging Needs and Objectives Intervention Results Intervention
    • 5. CAFARELLA MODEL
    • 6. LEARNINGOUTCOMES, NEEDS ASSESSMENT & EVALUATION
    • 7. EXPECTED LEARNING OUTCOMES Performance:  What will you be able to do?  Verb! Condition:  Circumstances/tools/resources/environments involved in having the learner do the activity Criteria  How well or fast the learner has to do something
    • 8. SOME GOOD VERBS!
    • 9. NEEDS ASSESSMENTWhat do our students need?
    • 10. EVALUATIONPerhaps the hardest part?
    • 11. PROGRAM EXAMPLES
    • 12. A PROGRAM
    • 13. QUILT

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