1. Two models used for evaluation:
A. Pretest-Posttest Model
With this evaluation model we can measure the instruction before the project starts and repeat the same measures after the project is completed. The differences or changes between the two points in time can be attributed to the project interventions. The pre and posttests should be the same and measures should be taken from the same groups. In addition, to establish a strong link between project interventions and project impact, the model should take into account other biases that might occur between the two points in time.
Advantages: The main advantage of the pretest-posttest model is that it is relatively easy to implement. It can be implemented with the same group of project beneficiaries. It does not usually require a high level of statistical expertise to implement and is able to access progress over time by comparing the results of projects against baseline data.
Disadvantages: The main disadvantage of the pre and posttest model is that it lacks scientific rigor. There are many biases that might take place between the pretest and the posttest that could affect the results, and therefore, weaken the direct link between project interventions and project outcomes or impact. In other words, changes in the situation before and after project implementation might be attributed to other external factors.
Implementation Steps: Applying the pretest posttest model involves the following main stages:
1. Prepares a list of indicators that would test project outcomes.
2. Design evaluation tools and instruments for data collection.
3. Apply the tools and instruments with the target group or a representative sample of the target group at the pretest time.
4. Repeat the same measures at the posttest time with the same target group or a representative sample of the target group.
5. Analyze, compare, and interpret the two sets of evaluation data.
6. Report findings.
B. Comparison Group Model
This evaluation model access project outcomes through the comparison between project results on two comparable groups at the same period of time. The first group represents beneficiaries of the project and the second represents a group that has not benefited from the project. To control for design biases, the two groups should have the same characteristics in many aspects (socioeconomic status, gender balance, education, and other geographic and demographic aspects). Difference between the two groups could be attributed to the project interventions.
Advantages: This model has relatively strong scientific rigor. It is able to link project impact with project interventions or to attribute outcomes to the intervention. The implementation of this model is relatively easy when naturally existing comparison groups can be found.
Disadvantages: In many situations it is difficult to find a comparison group. In addition, working with two different groups might increase the research burden and increase the cost of evaluation.
Implementation Steps: Applying the comparison group model involves the following main stages:
1. Prepares a list of indicators that would test project outcomes.
2. Design evaluation tools and instruments for data collection.
3. Select a comparison group based on an appropriate set of criteria.
4. Apply the tools and instruments with the target and comparison groups, or representative samples of both, at the same time.
5. Analyze, compare, and interpret the two sets of evaluation data.
6. Report findings.
2. Technology has become a part of our lives. People use it every day to solve problems at work and home. Machines based on technology are involved in many activities today across the world helping people to finish their tasks more quickly, easily, and precisely. One tool I have discovered since my son left for college this year is FaceTime. With FaceTime, you can have face-to-face video calls with friends and family if both parties have an iPhone, iPad, iPod touch, Mac, or PC. The major problem I discovered with FaceTime is that it works only over Wi-Fi networks, not 3G. There are many times when I am available with Wi-Fi in place but my son is in a connectible area. I feel it is not a complex innovation to use but networking issues hinders its capabilities. |
3. According to our book, Instructional Design and Technology, Situational Leadership is based on three factors.
1. The amount of guidance and direction a leader gives.
2. The amount of social emotional support a leader provides.
3. The readiness level that follower exhibits in performing a specific task.
http://www.ineer.org/Events/ICEE1997/Proceedings/paper74.htm
QUADRANT ACTIONS
In quadrant S-l the students are generally insecure and lack competence even though they are usually highly committed. My role as the instructor is that of teaching or training requisite knowledge and skills. This is the foundation-laying situation where the instructor educates the students, imparts specific knowledge and provides close supervision and direction in projects.
Quadrant S-2 requires more supportive behavior on behalf of the instructor. The students are now more self-directive but they still lack sufficient competency or task maturity to fully function independently. My role as the instructor is more of selling, advising and coaching. Most decisions are still largely the responsibility of the instructor who thoroughly explains and provides ample clarification. This is primarily a dialogue stage to assure more competence and understanding by the students.
The third quadrant, S-3, is a much more involved situation. Here the students are more competent and mature so they assume the majority of the responsibility in conducting their own tasks, projects, learning and decisions. My function is to be a resource, facilitates discussions, as needed, and shares ideas. Normally, the students are required to present their decisions and actions to the instructor and explain their reasoning processes. The students then specify what they learned and how they can apply it outside the classroom environment.
The S-4 fourth quadrant allows the students full responsibility and empowerment. They are expected to demonstrate their learning. This is considered self-learning as they experience the successes and difficulties in the situational applications.
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