8/4/2019 Flynnd Formative

1/3

Part1FeedbackoftheTrainingModules

Content

Thecontentislaidoutinalogicalorder,tothepointandclear. Theconcisenessofthecontentis

appealingsothatalluserswillbeabletoaccesstheinformationinanefficientmanner. Theactivitiesat

theendofeachmodulearewellthoughtoutandengagetheusertoreflectontheirownexperiencesas

wellasthenewknowledgejustacquired. Theprocessofdevelopingaservicelearningprogramisclear

andparticipantsshouldbeabletoapprehendthismessagefromeachmoduleinthePrezi.

TheintroductionaspectstoeachPrezipresentationareexcellentinleadingtheparticipantintothe

modulesofinstructionandshouldgivethemaforethoughtofwhatisgoingtobelearned.

Insomemoduleshowever,therearequestionsthatdealwithcopyingandrewriting(Modelof

Reflection). Iamwonderingifthisiseffectiveandworthauserstimetorepeatinformationthatis

alreadypresentforthemtoreview,wouldntitbebettertohaveanapplicationquestion?

NavigationThenavigationstyleofbothpresentationsisveryeasytouse,ifoneweretousetheforwardorreverse

buttonsonthenavigationbar. However,usingtheincanvasnavigationoptions(mostlytheleftclick

button)itoftenbecomesquitedauntingattimestogetwhereonewantstogoonthecanvas. WhenI

clickedtoseeaspecificmodule(intheIntroductiontoReflectionpiece)ittookmetothenextmodule.

ThishappenedseveraltimesandIjustwentbacktousingtheforwardandreversebuttonstonavigate.

Thispointisbeingbroughtupbecauseitisrelevanttouserswhomightoftenstrugglewithnavigationin

general(foralotofprogramsotherthanPrezi)ordonthavethepatientsmaybeturnedawaybythe

wayPrezioperates.ItisnotthathardtolearnhownavigationworksinPrezihowever,itisimportantto

makeiteasyforalluserstooperate.

VisualsIfoundthattheuseofvisualsdisplayedassistedinthelearningprocess. Forinstance,thestaircaseand

thelevelsofBradleysLevelsofReflectionbroughtavisualofwhatisexpectedoutofeachlevelinthe

model. IalsothinkthatthevisualsintheIntroductionModuleswereeffectiveinleadingmeintothe

contentthatwasbeingconveyed. Thereisafeelofbalancebetweenvisualsandcontentandthisallows

forasmoothtransitionofeachpieceofcontent.

TheExperientialLearningCycleModule

Therearegraphicsonthismodulethatshouldbereplaced,astheyarepixilatedandlookoutdated. I

believethattherearemanyotherwaystoexpressthiscyclewithuptodategraphicsandinterfacesthat

lookappealingtotheusers.

8/4/2019 Flynnd Formative

2/3

PlanforFieldTrail(forthepurposesofevaluation)Thefirstthingtoconsiderincreatingastepbystepplanistheaudienceinwhichwillparticipateinthe

trainingsessions. Whenthetrainingisencompassingonlyvolunteersthenitisimportanttoconsider

theirvaluabletimewhenconductinganevaluation. Giventhis,itisimportanttotailorafieldtrialthatis

inalignmenttotheneedsoftheclientthatisbeingserved.

Acoupleofthingsnotedupfront:

Thereisnotcostormentionofcostforthistrainingmodule Noobjectivesorgoalsarestatedinthepresentationorinformationsheet.

SmallGroupEvaluationAsmallgroupevaluationallowsforatwofoldresult,instructiondeliveredanddatacollectedfor

evaluation. Thiscanbedonewiththeknowledgeandunderstandingofparticipantsbyaskingfor

volunteers

to

show

up

(normally

done

by

sampling,

however,

given

the

nature

of

a

volunteer

situation

thismightbemoresuitable),gothroughthetrainingmodulesandthenconductanevaluationonthe

group.

Thebenefitsofsmallgroupevaluation:

Thesmallgroupevaluationmethodwillallowforaneffectiveevaluationofcourselearnedmaterial,

becauseasmallgroupwillbelikelytoattendapresentationofthiscaliber(roughly815participants).

Preandposttests

Pretestcanbegiveninaformofawarmupactivity(viaonline)andallowsforabaselineofdatatobe

comparedagainsttheposttestevaluationattheendofthetrainingmodules. Thisshouldbedonefor

participantsthatareconfirmedinattendingthetrainings,giventhis,theonlinepretests(donewithina

weekortwobeforethetraining)needtobetrackedandthenissuedaposttestafterthetrainings. The

measurementisaquantitativewaytocheckforgrowthinlearning,andshouldbeusedtohelpjustify

improvementinthetrainingmodulesorkeepitthesame. Theposttestmeasurelearningachieved

throughoutthepresentationandmodulesdeliveredtoparticipants. Theposttestcanbeblendedin

withthesurveyorgiveninasmallgroupsetting,withanswersbeingwrittendowntocompareagainst

thepretests.

DuringtheTrainingsDuringinstructionstudentsareaskedto,stopandthinkaboutwhattheyhavelearnedineach

module. Thisisagreatwayorassessmentforevaluationbecauseitservesatwofoldpurpose,one,it

givesparticipantsagrasponmaterialandtwo,participantsdonthavetofeelthattheyarebeing

evaluatedasapartofanevaluation. Thiscanevenbedoneorallytosavetimeoftheparticipantsand

keeptheminterestedinstayingtotheendofthetrainings. Ifthepresenterwantstotakeariskanduse

8/4/2019 Flynnd Formative

3/3

newtechnologytheycanusetwitterasabackdoorcommentstoanswerthemodulequestions,(from

thetrainingmodules)andthiscanberecordedasdata.Thecombinationoforal,writtenandpossible

tweetscanbeahybridofparticipantengagementandknowledgeobtainedduringthetrainings. Either

wayitisimportantthatanswersarefromindividualsanddonotnecessarilyrepresentstheentiregroup.

Thesecondpartoftheintrainingevaluationistohaveanobserverinthetrainingstocollectqualitative

dataontheinstructiongivenbythetrainer.Aswell,theobservershouldgaugetheaudiencefor

reactions,participationandoverallenthusiasmoftheinstructiongiven. Theresultsshouldbereordered

asdataandcompiledasapartofthefinalreportofthefieldtrial.

PostTrainingAttitudesAssessmentTheposttrainingattitudesassessmentisagoodwaytomeasurehowtheparticipantsfeltabout

instruction,contentandknowledgeacquired. Questionsshouldbelimitedintheposttraining

assessmentastimeisaconsiderationfortheparticipantswhotrainedinthesessions. Askingthesmall

group

to

stay

behind

and

have

the

answer

about

10

minutes

worth

of

questioning

in

a

small

group.

Anotherpossibilityistoemailtheparticipantsasurveywiththesamelineofquestioningasthegroupto

solicitfeedback. Bothdataformsshouldbecollectedandcorrelatedforevaluation. Theposttraining

attitudeassessmentscanbetiedtoposttests,asthiswillsavetimeforthevolunteersandensuremore

participationinevaluation.

Timeframe:Giventhatservicelearningtrainingprogramisvoluntaryitisimportanttokeepatimeframeofreduced

disruptiontoallparticipantsenrolledinthetrainings. Pretestquestionersshouldtakeparticipantsno

longerthen10minutesofworktocomplete. Theinclassparticipationshouldalsobecontrolledtono

morethan5%ofthetimeallocatedtodeliveryofinstructiontime. Theposttestandattitudesurveys

shouldbenomorethan10minutestocomplete. Thetimeframeforvolunteerscanbeshortandnotall

volunteerswanttoparticipateinanythingmorethantheyhavetocomplete.