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Reflection paper presented at the 2011 AECT annual convention in Jacksonville, FL

Reflection paper presented at the 2011 AECT annual convention in Jacksonville, FL

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AECT 2011 - Reflection Paper Presentation Transcript

  • 1. Developing a studentleadership retreat usinginstructional designtechniques Melissa L. Johnson University of Florida AECT 2011: Jacksonville, FL Reflection Paper mjohnson@honors.ufl.edu @mljohnson3
  • 2. Design Design model used: Morrison, Ross, & Kemp (2007) Needs assessment conducted w/ student organization officers Goal Statement: At the conclusion of the retreat, the members will have set goals / priorities for spring programming, outlined steps to achieve goals, and brainstormed resources to assist with achieving goals. Secondary outcome – rejuvenation and bonding as a group Entry competencies assessed based on needs assessment / participant observation Description of learners and performance context outlined Task analysis and instructional objectives developed Initial instructional sequence planned and formative evaluation conducted
  • 3. Sample Retreat ObjectivesGoal 1. Reflect on fall semester’s programs:What worked? What didn’t? Why? A. Committee members as a group will be able to recall every program they sponsored during the fall semester B. Committee members as a group will be able to define the phrase “successful program” using criteria they develop C. Given the definition of “successful program” they developed, committee members as a group will be able to categorize their fall programs as “successful” or “not successful” D. Given the list of “successful programs” from the fall semester, committee members as a group will be able to rank their programs starting with “most successful”
  • 4. Formative Evaluation Individual assessment  Observation of student leader working through program planning packet  Discussion of reaction to packet Group assessment  Pilot tested group activity to be used to demonstrate group collaboration  Observation of group activity  Participant group interview following activity Pilot to Retreat
  • 5. Implementation Retreat date: early January Location: hotel / beach Participants: 32 executive board members and organization advisor Purpose: program planning and bonding
  • 6. Activity Cycle – Kolb & Kolb (2005) Reflection -> Discussion -> Activity -> ReflectionExample:Reflection of fall programs (individual)Definition of “successful program” (individual & small group discussion)Activity – Good News, Bad News (large group)Reflection – results of activity, considerations for future programs (smallgroup)
  • 7. Large group activity / small group discussion and reflection
  • 8. EvaluationPre and Post Retreat AssessmentRate 10 questions on scale of 1 (not at all) to 5 (very much): How much have you thought about your fall programs? How much have you evaluated your fall programs? How much have you thought about your spring programs? How much have you planned your spring programs? How prepared do you feel about the organization in the spring? How connected do you feel to your committee? How connected do you feel to other committees? How connected do you feel to the officers? How connected do you feel to the organization? How connected do you feel to the department?Noted positive change in all 10 areas address on assessment
  • 9. Pre and Post Retreat Assessment Pre: List 2-3 goals for retreat (n=70)  Interest in planning programs (n=35) “Figure out ways to be more efficient with carrying out program events”  Interest in bonding as a team (n=31) “Build a stronger team as a committee” Post: List 2-3 accomplishments for retreat (n=73)  Program planning (n=35) “Created enough unique events to last the entire semester”  Team bonding (n=35) “Our committee is closer and more on the same page”
  • 10. Implications Educational organizations looking to design retreats, workshops, and other trainings should consider use of ID in planning Results demonstrate potential of ID to align learner needs w/ worthwhile objectives and positive outcomes Spend time intentionally to conduct learner and needs analysis, as well as formative assessment -> greater return on investment Use feedback from summative assessments to understand how activity impacted learning, application, and future use