Cognitive standard
def. Analyze, synthesize, use inductive and deductive reasoning, solve problems effectively and creatively.
Artifacts from 540: Educational Technology
Performance Analysis (doc, pdf) - solo
Job Aid Report (doc, pdf) - solo
Reflection
Course: 540 Educational Technology
Purpose: Conduct a performance and audience analysis and develp a potential design solution for the problem.
Situation: This project offered the chance to solve a real problem in my workplace while applying the theories and models learned in the 540 class. The school where I work has a specialized program called the Academy of Information Technology where students take classes around a technology theme and participate in field trips and guest speakers from the industry. As the lead teacher, I work closely with the Academy Director who frequently voiced her frustration that students were not turning in the paperwork necessary for them to participate in off-campus events or checking their e-mail in a timely manner. Armed with a bevy of newly learned tools from the EdTech program such as gap analysis and the four drivers to performance, I was able to conduct a performance and audience analysis. The results of this analysis while surprising, created an opportunity to develop a job aid to help bridge the gap between optimals and actuals. The resulting job aid was a website that contained the material needed to address the skills and knowledge issues for the performance problem. The incentive issue was much harder to since it involved changing the way the Academy Director ran her portion of the program.
What problem(s) or opportunities arose as you were developing this artifact?
The project allowed me to work on a real problem that I had a vested interest in solving. I also confronted some preconceived notions I had about why the student performance was not to the optimal level. When my gap analysis revealed that the students were only partially to blame for their “lack of responsibility” the problem of politics entered into the project. However, the data collected opened up the opportunity to discuss the results of performance problem with some of the adults who appeared to be a bigger part of the problem.
Aside from the very politically sticky nature of one aspect of the project I also had the opportunity to work closer with some of my high students as a colleague as opposed to the disseminator of information and grades. This proved invaluable when I was prototyping the website that the students would use. The bond and level of trust that I developed while working with these students was incredibly useful in my final product and in future activities we worked on in the Academy.
What did you learn from engaging that problem or opportunity, and how do you hope to apply in the future the experience you gained?
I found that it is difficult to argue against raw numbers and actual data. This proved to be very useful politically when I had to approach colleagues and higher ups about their part in the problem. It required a significantly soft hand and approach but the analysis and collection of information provided the ammunition needed to enact some real change. When appropriate, I hope to know when to shield myself with data and inarguable facts when dealing with potentially sticky situations.What does this work demonstrate about you and your capabilities?
This was the first project in my first class in the EdTech program. Although I have a background in Systems Analysis I never formally applied the software development techniques to soft skill problems. By no means are people the same as software but many of the critical thinking approaches are the same. The final product demonstrates my open mindedness, my burgeoning political aptitude and my ability to follow the sometimes linear path of the ADDIE model.
What did completing this work teach you about yourself within the field of educational technology?
By being so close to the problem I initially wanted to jump straight to a solution since I thought I already knew the answers. I was wrong. By following the preliminary steps of the ADDIE model I was able to look at the problem at a system level that included everything from the people, the places and the incentives. This seemingly simple process really opened my eyes and taught me to take a step back when approaching a problem no matter how much you may know about it. As the first project in the program I look back and realize how much I’ve learned in the last two years. This project and subsequent ones have taught me that while I have a solid foundation to work from I can always learn new things with every design opportunity I encounter.