Posted: February 5th, 2015

Critical Read and answers questions in attached Unit 5 DB Replies Applying Learning Theories and Integrative Design and Evaluation. Follow in instruction in attached. Separate each discuss response in a reply discussion form question and comments.

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In your own words, post a substantive response to the Discussion Board questions and comment on Unit 5DB Integrative Design and Evaluation Part II.1 Loretta Curry, 2. Kevin Gilkerson,; Unit 5 DB Applying Learning Theories Part II. 1. Keith Miller 2.Beverly Pulcheria Roberts, 3. Taleka Woodard, 4. Kimberly/Class, 5. Juretta. Your response should address the DB questions and move the conversation forward. You will be graded on the quality of your postings, including mastery of the concept as well as critical thinking. If asked for your opinion, do not simply state that it is a good or bad idea; elaborate on your reasons and argument. Include enough detail to substantiate your thinking as well as your position on the questions or comments.

Part II
Based on your answers to Part I, how do your selected metrics align with Kirkpatrick’s 4 levels of evaluation?
Do you think Kirkpatrick’s 4 levels of evaluation would be an effective tool for evaluating learning in a K–8 classroom?

EDU 604 Unit 5 DB Part 2

1. Loretta Curry

American Intercontinental University

Based on your answers to Part I, how do your selected metrics align with Kirkpatrick’s 4 levels of evaluation? Do you think Kirkpatrick’s 4 levels of evaluation would be an effective tool for evaluating learning in a K–8 classroom?

In order to provide the staff, teachers, team, or organization with training it is essential to determine the effectiveness of the training. It just doesn’t see beneficial to devote time and money on the training if it doesn’t give something back in return. Kirkpatrick’s 4 levels of evaluation is an important model because it can be used as an outstanding development, assessment, and troubleshooting instrument. Kirkpatrick’s 4 levels are reaction, learning, behavior, and results (Praslova, 2010).

The first level is reaction. This level is concerned with the persons that receive training and how they responded to the training. These persons can be hospital staff, school employees, or employees within a corporation. The administration wants the employees to feel that the training is a learning experience. They want them to have a good feeling towards the lecturer, the information and materials. It’s critical that the reaction of the individuals be considered because it assists in comprehending how well the training was accepted by the persons being trained. It can also assist in expanding training for upcoming trainees, as well as recognizing essential matters or issues that the training may be lacking. This level deals with which students increase their understanding, improve ability, and make an adjustment in their outlook after joining in the knowledge or educational process. There is usually some type of post assessment to determine what skills the learners have obtained during the learning process or training. Assessing the learning that occurs is vital to authenticate the objectives. Assessment of learning conclusions is an important role in education (Praslova, 2010). When assessing the knowledge that has transpired certain questions can be focused on like: what information was learned, what talents were established, and what outlooks were changed. There are two parts to this development that can be considered. They are the collecting of data which is analyzing the learner and the judging of the data which is showing what the information symbolizes.

The activities and instruments that I focused on would be considered in the step. The activities that are outline would be the various trainings that the trainees receive. The activities could also be the different activities that the teacher has outlined for the students to meet the goals and objectives. The instruments align with this step as well. The instruments that are used to assess the students are imperative to this step because it give the analysis of the student. The instruments show what the trainee or student has learned and what talents were developed. The instruments can also be used as a survey to allow the students and trainees to voice their opinion about the feelings toward the training or class.

Learning is the next step. During this step the quantity of what the employees or teacher have learned is determined. This step determines if a growth in understanding has happened as an outcome of the training (Naugle, Naugle & Naugle, 2000). The learning objectives should be considered when selecting training session. These objectives can help to assess knowledge in various ways like variations in learning, talents and outlook. This needs to be assessed because it’s vital to know what has been learned and what hasn’t in order to make necessary changes for the future trainings.

The defining the approaches to determine quality and quantity of program would go with this step. The quality of a program is always important. The quality is going to tell if there is any value in the program. The quality can be determined when the learners or trainees determine if they have learned anything or not. The quality can also be shown through understanding. If the learners or trainees come leave the training and have not learned anything the quality of the training, company and school can decrease. The learners and students can be given surveys or provided opportunities to give their opinions about the training.

The next level is behavior. At this level, you estimate how far your trainees or students have altered their performance, centered on the teaching they obtained. Specifically, this looks at how trainees relate the data. This definitely is concerned with how trainees transfer the information over to their job performance (Rajeev, Madan & Jayarajan, 2009). It’s essential to understand that performance changes only when if situations are positive. However, just because behavior hasn’t changed, it doesn’t mean that trainees haven’t learned anything. Perhaps their boss won’t let them apply new knowledge. Or, maybe they’ve learned everything you taught, but they have no desire to apply the knowledge themselves. It is also important to know that just because performance hasn’t changed doesn’t mean that students or learners did not learn something new. It could possibly be that their supervisor will not permit them to use the new knowledge or they don’t want to apply it.

The activities could be included in this step as well. The activities that are chosen would be a concern in this step. When choosing the different trainings to send employees to it is imperative that the lectures are well informed about the topic. Not only should they be well informed but they should use various techniques and procedures to demonstrate and to teach the materials. The lecturer that is boring will probably not have students or trainees that retain much information. All learners should be taken in to consideration from the kinesthetic, auditory, and visual. This carries over to how they present the new learned information and whether they use it. Then if they get back to work and never use it then those things should be considered. The activities are important for the administration as well because if they are sending employees out to receive training and never allow them to use it then this is a waste of time and money for all parties concerned. The administration should be aware of hat activities and training is being taught so there is both an issue of an employee bringing that information back to incorporate it on the job.

The last step is results. Results focus on the degree of the success of the enterprise. This step is nothing more than the anticipated goals or results (Alliger & Janak, 1989). Although it is normally more difficult and time-consuming to perform than the other three levels, it provides information that is of increasingly significant value as it proves the worth of a learning and performance process. It can take more time than the other steps but it gives important data that is valuable and shows the value of knowledge and performance progression. This assessment encompasses challenging the learner or trainee to demonstrate the acquired knowledge on the job. These assessments can be done by observing the individual or by a more formal test. These can show if they use the skills or not. It is essential to assess the skills because the main reason of knowledge is to increase outcomes by teaching the learners new skills and then performing them on the job. This can be transferred over to the classroom as well because when teachers are taught new skills and strategies it’s important that they give these to the students to use as well.

The anticipated results would be considered in this step. The assessments are considered here because without assessments there is no way to determine if the desired outcome is reached. The desired outcome being the success of the company and the success of the students is determined through the assessment. The students demonstrating the new skills that have been taught show that there was success. When the employees bring back new skills that make the company more productive the success is shown in the profits as well as the employees feeling a sense of worth.

Not only can Kirkpatrick’s levels be used for drill procedures in companies, they can also be used in education. There are several ways mentioned above that it would be an effective tool in the classroom. Teachers want the students to feel good about them and this makes the student comfortable to come and ask for additional help. Teachers want the topic to be interesting and to present so that all learners benefit from it. The teacher wants the educational experience to be valuable to the students so that it is carried over for them to use a lifetime. The learning phase would deal with what the students have learned. This is important because the teacher wants to know what the students know and what they don’t so. This helps the teacher to determine what need to be retaught or explained differently. This can be demonstrated on test or different activities in the class. The behavior step would focus on the students being able to demonstrate or show the new acquired skills they have learned. The results step would be concerned with the test scores and whether or not the students met the set goals and objectives. The teacher would then use this information to determine what was learned.

References:

Alliger, G. M., & Janak, E. A. (1989). Kirkpatrick’s Levels of Training Criteria: Thirty Years Later. Personnel

Psychology, 42(2), 331-42. Retrieved from

http://search.ebscohost.com.proxy.cecybrary.com/login.aspx?direct=true&db=eric&AN=EJ3987

42&site=eds-live&scope=site

Naugle, K. A., Naugle, L. B., & Naugle, R. J. (2000). Kirkpatrick’s evaluation model as a means of

evaluating teacher performance. Education, 121(1), 135. Retrieved from

http://search.ebscohost.com.proxy.cecybrary.com/login.aspx?direct=true&db=f5h&AN=372688

9&site=eds-live&scope=site

Praslova, L. (2010). Adaptation of Kirkpatrick’s Four Level Model of Training Criteria to Assessment of

Learning Outcomes and Program Evaluation in Higher Education. Educational Assessment,

Evaluation and Accountability, 22(3), 215-225. Retrieved from

http://search.ebscohost.com.proxy.cecybrary.com/login.aspx?direct=true&db=eric&AN=EJ8915

15&site=eds-live&scope=site

Rajeev, P., Madan, M. S., & Jayarajan, K. (2009). Revisiting Kirkpatrick’s model – an evaluation of

an academic training course. Current Science (00113891), 96(2), 272-276. Retrieved from

http://search.ebscohost.com.proxy.cecybrary.com/login.aspx?direct=true&db=aph&AN=363152

65&site=eds-live&scope=site

2. Kevin Gilkerson

Part II

Level 1: Reaction – By having every student fill out end of course evaluations we determine whether the training was valuable from the student perspective, whether it was presented well, and how the instructors perform. We also reach out to them ‘in the field’ to see if it holds up under the actual conditions in the actual environment. I think this aligns well with Level 1.

Level 2: Learning – By maintaining all the data on each student’s performance, and having multiple locations which conduct the same training, we are able to effectively gauge student learning. I think this aligns well with Level 2.

Level 3: Behavior – By reaching out to both the former students and their leadership ‘in the field’ after the training, we can see how the training translates into the real world. They can tell us which portions of training were of little value and we may consider removing it. They may tell us of a new issue arising which they are encountering and might be considered for inclusion. I think this aligns well with Level 3.

Level 4: Results – I feel that the totality of monitoring student performance, continuous evaluation of program relevancy, and regular feedback from former trainees and their leadership (the customer), we have an effective program in place in line with Level 4.

I think it would be very effective up to Level 2. Evaluating and monitoring their reaction and learning is really done already in the form of tests and report cards, among other things. However, I think Levels 3 and 4 are more reserved for ‘training’ as opposed to ‘education’. I don’t think we are going to get to see K-8 students really apply what they’ve learned in a real world setting in any realistic measurable way, nor is that the goal of K-8.

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Part II
You are preparing to teach a 14-week course in Business Writing at the local penitentiary. How might you incorporate the principles of self-regulation into your instruction and into your assessment and evaluation of participants?

UDU622 Unit 5 part 2
1.Keith Miller
American InterContinental University

Boeree (2006) discusses Albert Bandura’s theory for self regulation and refers controlling our own behavior as the “work horse” of human personality. Boeree stresses the importance of knowing one’s self is important to self regulation. Through self observation we can look at ourselves, our behavior and keep track of our behavior. We can look at the environment around us and establish the norms and judge our behavior to determine if we are within or outside the norms for the society we are in. When our judgment determines we are within standards we respond differently than if we judged ourselves outside the norm. Boreer refers that Bandura suggest self-observation, judgment, and self response are key steps to self regulation.

To teach a 14-week course in Business Writing at the local penitentiary and incorporate the principles of self regulation into the instruction, assessment, and evaluation of the participants I would need to assess myself and get control of my personal emotions. This would not be like teaching k-12 students or even a college class. The participants have already demonstrated they have not lived by the norms in society and that is why they are incarcerated.

Baron (2010) discusses that self-regulation can result from a variety of motivations, including self-interest, forestalling public or private politics, and moral concerns. Through self regulation I would need to maintain an un-bias thought process towards the participants during the instruction, assessment and evaluation of their learning process. Porter & Ronit (2006) discuss that the internal process for self regulation is at times conflict-ridden as different interests and perceptions can prevail and influence our emotions. Self regulation would be an important part of being in a situation outside a person’s comfort zone.

References

Baron, (2010). Morally motivated self-regulation. The American Economic Review, 100(4), 1299-1329. doi:http://dx.doi.org/10.1257/aer.100.4.1299

Boeree, (2006). Personality Theories, Retrieved from http://webspace.ship.edu/cgboer/bandura.html

Porter, T., & Ronit, K. (2006). Self-regulation as policy process: The multiple and criss-crossing stages of private rule-making. Policy Sciences, 39(1), 41-72. doi:http://dx.doi.org/10.1007/s11077-006-9008-5

Unit5 – Discussion Board Part 2
2.Beverly Pulcheria Roberts
You are preparing to teach a 14-week course in Business Writing at the local penitentiary. How might you incorporate the principles of self-regulation into your instruction and into your assessment and evaluation of participants?

Before planning on teaching any class I must know what direction I plan to go in. I’m going teach in a local penitentiary, I would need to catch the attention of the inmates and draw them into the learning principles by using power point presentations and videos about business writing. I would need to know what is self-regulation and how am I going to motivate the inmates. Teachers have to design their instruction around the learner and his development skills. This when teachers have to find ways on how the will motivate students. Teachers have to use tactful to use self-regulation and helping inmates with their learning. Teachers will have to incorporate different interest so that students would want to stay curios about learning. Goals will also need to be set. The class is 14 weeks long. This will allow instructors to know how long they are on a subject and see how the students perform when learning. Instructors will also need to know what students know about Business Writing. Instructors will also maintain standards and maintain a positive environment for both instructor and students learning process.

Unit 5
3. Taleka Woodard
Discussion Board

In many cases literature is a very important concept to be able to have along with learning. Literature offers many different extensive skills such as non- reading programs and to be able to focus on short passages. It also offers a way of linking emotional and intellectual. Along with that students are able to learn a special effectively way reading and a significant way that turns into a plot.

However, in many ways the plot can only take place if the reading is instance and have an emotional impact as well. A simple hardness of the emotional cognitive has literature that can play against and alienate the emotional and the intellectual part of the literature. Literature also teaches the values with emotional force to be able to feel the force of these things can help set the value of stronger life. This allows them to be able to settle and be able to defend themselves.

Often time’s literature can also be a change of destructive ways of things on certain levels. Like take for instance being able to remember a poem or some sort helps to be able to change the way of thinking and being able of seeing things in a different perspective. It allows your mind to have a bigger approach on life itself and learning. I do feel that this is a better way for adults to be able to return to school and be able to have that open mind about learning and opening up the knowledge that they have.

Being able to teach a 14 week class at a local penitentiary allows ways for minds to be open and allow their minds to also think differently way in a much bigger business approach. Allowing me to develop self-regulation for the class allows the students to be able to understand self and have great self-esteem. It also allows them to be able to monitor and control on their own behavior, emotions and thoughts. I would love my students to be able to have the self-regulation and the characteristics to be able to establish a good connection with self. Making sure that and teaching the right ways of believe in them self as they are starting their Business Writing helps them to prepare and go far with whatever dream that they have going in there life.

References

Why We Need Literature in Education – Matthew DeCoursey – Open Salon.
(n.d.). Retrieved February 2, 2015,
http://open.salon.com/blog/matthew_decoursey/2008/10/25/why_we_need_literature_in_education

Self-Regulation. (n.d.). Retrieved February 2, 2015, from http://www.education.com/reference/article/self-regulation-development-skill/

4. Kimberly:

What does “integrative learning” mean?
Do you see these characteristics in yourself? Explain.
5. Juretta:

What are the differences between internal and external motivation? Are your reasons for returning to college internally or externally motivated? Explain!

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Critical Read and answers questions in attached Unit 5 DB Replies Applying Learning Theories and Integrative Design and Evaluation. Follow in instruction in attached. Separate each discuss response in a reply discussion form question and comments.

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