Monthly Archives: April 2013

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Week 13 – ID Project – Peer Feedback

Write a reflection about the feedback you received from your peers on your prototype. Is it appropriate? Will you incorporate everything they said? Why or why not? Is this process all that you thought it would be? 

The peer feedback has been an integral part of the process through out the project.  In addition to the feedback on the initial design document, we received very specific feedback from the instructor as well on the design feedback.  The most valuable prototype feedback came  in the form of questions following both of our presentations.  It was good to hav two presentation sessions which gave us an opportunity to internalize our insights but also presented an opportunity to hear directly from our peers on what they thought of our work.  I think people are more open with feedback and review when they have a chance to present it verbally.  This allows them to interact and question and go deeper with the feedback based on further discussion.

The most important review comes from the instructor.  We were impressed with the level of detail and clarity provided on the design document.  To make improvements it is necessary to get review from someone who has the knowledge, experience and insights for improvement.  This direct feedback allows us to rethink what we are doing and further assess the problem or issue and to collectively discuss the ways that we can make improvements.  The peer feedback was not as thorough as the instructor feedback.  I know that when I review someone’s work, I do not necessarily feel qualified to provide expert opinions, since my knowledge level is not sufficient to make good comments.  This knowledge increases however when I see and study professional feedback from the instructor.

 

Week 12 – Advanced ID Prototype

Write a reflection about the feedback you received and how it influenced your design document.  Do you like your role in the creation of the prototype? What makes sense? What is difficult so far?

The feedback we have received has been very encouraging.  The instructional models makes sense.  The idea behing Guided Inquiry is to establish the role of the instructor to direct, guide and coach.  This is in alignment with the Guided Inquiry process.  We came up with an original approach for the lesson guide too which is Explore, Reflect, Accomplish and Connect.  The Explore component is the basis of inquiry based learning.  Each lesson has the students discuss and share ideas on what they were trying to learn.  The group discussion is meaningful.  We actually want to see what they have learned and accomplish.  We do that by having them connect to the real word with a final worksheet that allows them to demonstrate their knowledge.  We wish we had enough time to actually try the lessons with a small group of students so we can evaluate the reaction, learning, behavior and results.

Think also about how you are structuring your prototype and how that document guides what you are doing next.

Having a good design document is the most important element of this project.  Without it we would not have any consistency in the lesson plans.  It reminds me of developing software applications. Do not start writing the program until you have a specifications that defines every attribute of the project.  We all collaborated on the design document, but fortunately one of our team members was very experienced and did a good job a sharing some best practices which we all discussed and found agreement.  The design document allowed us to each go our own way and initially create our lesson plans.  Our internal peer review was most valuable since we were all working on the same project.  The peer review from other project teams was at a higher level of abstraction but gave good overview assessments of things to change.

Do you like your role in the creation of the prototype? What makes sense? I felt personally that I carried a fair load with my project teammates.  I learned a lot about lesson plans and have never developed one on my own until this course, so it was a huge accomplishment for me.  I now have a good mental model for what is involved.  It is a lot different than creating educational material for adults in business.  The entire Guided Inquiry model is really good and makes a lot of sense.  It is not unlike the Khan Academy flipping the model of doing homework at school and lecture at home.  Getting the students to take ownership and expand their role of learning beyond the classroom and have it crossover into the real world is a brilliant concept.  This concept will be valued in a world that is becoming more technological every day.

What is difficult so far?

Programming and demonstrating the use of the robot is something new.  So a very mindful approach is needed in order to make sure that the technology is perceived as a barrier.

 

 

 

Week 11 – Advanced ID Project Update

Write a reflection about your instructional design as it stands today. What has gone well? What has been problematic? How are you going forward from here?

Progress has been good.  We all understand what each of us needs to do.  By having the common design document completed we are all aligned to create our lesson plans. There is no confusion about our approach and methodology and our ongoing pull up review meetings keep everyone on schedule (so far). The social interaction with my project partners reminds of the project teams that we had in my company.  There are differences in opinions and the process of getting them resolved is working very well.  I think the deadline is well understood and that keeps any project creep from taking over and expanding the lessons.

Two of the lessons involve robots.  These are not the same kind of robots so that does not allow us to repurpose the lessons from a functional perspective.  The advantage of having each person own and entire lesson is the leverage in learning that takes place.  I can share my knowledge at a high level about my robot with the other two team members, so that they learn what is needed.  In the same sense, I have learned about another robot which is different than mine.  The interesting thing is the actual subject matter that we are trying to teach.  By getting the teachers prepared to be guides (which is what Guided Inquiry Learning is all about) actually requires us to learn a lot about gears and ratios and Golden Ratios (Phi) and Circles and Diameters and Pi.

The biggest problem is time.  Building a prototype of the course is a very big job.  Scoping that out for each lesson is different for each lesson.  The only person who can really do the job is the person in charge of that lesson.  So the added requirements of creating the design document, the lesson plans and the research paper make an accumulative mountain that we need to summit!  We are getting closer to seeing the final project come to completion as we prepare to make presentations to the group and solicit their peer feedback.