To demonstrate my ability to make informed decisions regarding the use of technology in support of learning and leadership I will focus on a real world product, a “Program Logic Model” I prepared for EDU679: Technology Solutions for Organizational Improvement. This assignment was originally completed on November 30, 2015 for Doctor Sara Marcus, it was latter redesigned for EDU 697 Capstone: A Project Approach, Doctor Keith Pressey as a mind map. Currently, Lincoln College of Technology/Nashville Auto Diesel College (LCT/NADC) utilizes the Stufflebeam CIPP model. “The CIPP acronym stands for context, input, process and product….Focuses on the success of the innovation/program in producing the desired outcomes” (Reiser, Dempsey, 2012 pp. 97/98).
RESOURCES
ACTIVITIES
OUTPUTS
SHORT AND LONG TERM OUTCOMES
IMPACT
National Automotive Technicians Education Foundation (NATEF) Certification
Develop Programs that comply withNATEF provided competencies
List of programs that comply with NATEF base competencies
Completed list of 13 auto/diesel classes that meet NATEF standard competencies
Develop program that responds to a changing student population
Accrediting Commission of Career Schools and Colleges of Technology (ACCSCT)
Proposed changes to curriculum evaluation
Provide a completed TCA 49-1-201(19) curriculum development form.
ACCSCT approval for curriculum changes
Develop program that responds to a changing student population
Select classrooms and shops for increased wifi hot spots coverage
Identified classroom, provide adequate wifi coverage, establish computer library
Wi-Fi added to classrooms needing internet access, add a new T1 data line and establish a central computer library for students and staff
Achieve 24/7 coverage and a 100 percent student on-line accessibility to their program materials.
Courseware development in an on-line format
Assess CDX automotive’scurriculum for light vehicle, medium/heavy truck training courseware
Provide a list of CDX programs for inclusion in the developed curriculum
CDX delivers programs in both e-book and virtual classroom
Develop program that responds to a changing student population
Faculty / Staff
Develop training that distinguishes between learning theories, instructional strategies, and learner interactions.
Provide a series of staff development modules, as well as expected completion dates
Staff and faculty begins modules, long term all staff and faculty will complete all modules
Provide a better educated, more responsive faculty/staff
The Key Performance Indicators (KPIs) produced the product above, which has the desired effect. However, looking deeper than just what the final objectives are, combined with the advent of new technologies, another model may produce better results. "Logic models are an important tool in developing performance measures for programs. Because logic models identify key components, activities, outputs, and outcomes, and the linkages among them, logic models can be used to frame discussions of what to measure” (McDavid, Huse, & Hawthorn, 2013 p. 76). Further, student retention and population growth are considered as an KPI. The proposed program may increase student retention rates, through the use of blended or on-line courses being offered by LCT/NADC.
Stating that on-line learning is the future of LTC/NADC and instituting a working model of on-line education may be totally different tasks. Therefore, an open evaluation using a inactive mind map of the programs components may determine how the current learning model will be changed with the addition of a new learning format. Determine which tools will become widely used in this new format, as well as, identifying the training needs of instructors as their roles change in the blended classroom. Further, the cost associated with converting current curriculum to an on-line format, as well as, the time needed to develop programs and train staff must be considered. Therefore, the mind map will utilize cooperative learning combined with Problem Base Learning (PBL) as the instructional method. “The central idea is that cooperation and interaction allow students to learn from several sources, not just the teacher, while also providing each student opportunities to share their own abilities and knowledge” (Newby, Stepich, Lehman, Russell, & Ottenbreit-Leftwich, 2011, p. 108). Combined with PBL aspect of the logic model with a mind map and the development team will obtain an understanding of the real world application that is an engaging learning experience important at all levels of education to include all of the stakeholders.
Reference
McDavid, J.C., Huse, I., & Hawthorn, L.L. (2013). Program evaluation & performance measurement: An introduction to practice (2nd ed.). Thousand Oaks, CA: Sage
Newby, T. Stepich, D. Lehman, J. Russell, J. & Ottenbreit-Leftwich, A. (2011) Learning, Educational Technology for Teaching A., 4, University, E. A. Educational Technology for Teaching and Learning, 4/e for Ashford University, 4th Edition. [VitalSource Bookshelf Online]. Retrieved from https://online.vitalsource.com/#/books/9781256347491
Reiser, R. & Dempsey, J. (2012). Trends and issues in instructional design and technology (3rd ed.). Boston, MA: Pearson.
($ 30,000)
Stating that on-line learning is the future of LTC/NADC and instituting a working model of on-line education may be totally different tasks. Therefore, an open evaluation using a inactive mind map of the programs components may determine how the current learning model will be changed with the addition of a new learning format. Determine which tools will become widely used in this new format, as well as, identifying the training needs of instructors as their roles change in the blended classroom. Further, the cost associated with converting current curriculum to an on-line format, as well as, the time needed to develop programs and train staff must be considered. Therefore, the mind map will utilize cooperative learning combined with Problem Base Learning (PBL) as the instructional method. “The central idea is that cooperation and interaction allow students to learn from several sources, not just the teacher, while also providing each student opportunities to share their own abilities and knowledge” (Newby, Stepich, Lehman, Russell, & Ottenbreit-Leftwich, 2011, p. 108). Combined with PBL aspect of the logic model with a mind map and the development team will obtain an understanding of the real world application that is an engaging learning experience important at all levels of education to include all of the stakeholders.
Mind Map
Reference
McDavid, J.C., Huse, I., & Hawthorn, L.L. (2013). Program evaluation & performance measurement: An introduction to practice (2nd ed.). Thousand Oaks, CA: Sage
Newby, T. Stepich, D. Lehman, J. Russell, J. & Ottenbreit-Leftwich, A. (2011) Learning, Educational Technology for Teaching A., 4, University, E. A. Educational Technology for Teaching and Learning, 4/e for Ashford University, 4th Edition. [VitalSource Bookshelf Online]. Retrieved from https://online.vitalsource.com/#/books/9781256347491
Reiser, R. & Dempsey, J. (2012). Trends and issues in instructional design and technology (3rd ed.). Boston, MA: Pearson.