Reflect on what other questions
that instructional design evaluation should address besides whether the
instructional design leads to comparable amounts of learning and learner
satisfaction as traditional methods. What else would be useful to know?
I would like to see an evaluation model
that also addresses retention of learning and long-term achievements of
participants. I also prefer the models
that are broken into logical chunks because those models can help answer the
questions regarding which parts of the instruction were effective and which
were ineffective so that the designer does not always have to evaluate the
intervention or program as a whole but can figure out which parts work and which
do not.
What a great idea to test the retention of learning! That is something that I hadn’t considered. I found many evaluation models when I was doing my research and I was blown away by how complicated some of them are; many of them seemed to pick apart every little thing! Like you, I prefer the models that are broken into logical sections because it seems they focus on the main parts of the lesson. If something is wrong with one specific part, adjustments can be made easily and the lesson evaluated again to see if it improved the lesson as a whole. This makes much more sense to me than throwing everything out because you didn’t know which specific part should be modified.
ReplyDeleteI agree with you. I think that we should evaluate parts of instruction for effectiveness instead of evaluating the whole design at once. Sometimes it's easier to work on just parts of a lesson that did not work in stead of scrapping the idea or re-working the whole thing. I think that teachers do that anyways. We look at parts of lessons and analyze them to see if we should re-attempt the lesson or change it. Retention is a major part of teaching that is hardly addressed as much as it should be.
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