groupmodule14

Module 14 - Try Out Prototype with Students  Due Dates:


 * **April 21** Post your group’s evaluation report and a brief research report of your mini experiment to your wiki.
 * **April 23** Critique the evaluation and research report of another group as assigned.
 * **April 28** Post your group’s revised evaluation and research report.

Do
 * Conduct evaluation activities including professional review, one-on-one trials, and small group evaluation. Using the data collected during the small group evaluation determine if your module teaches the problem-solving skill. Using the data collected determine if the individual sections of your module teach the desired component skills.
 * Post your evaluation report to your wiki.
 * If you included a mini experiment using the data collected determine which alternative treatment is most effective, efficient and/or appealing.
 * Post a brief report of your mini experiment to your wiki.
 * Use Table 19-1, section 6 "Design Assessment and Evaluation" to guide your work and critique.

Professional Review Lesson one wasn’t clear with the intention of the slide at the outset. There could have been an example of the a person taking the picture of the photographer so that it clearly showed that the photographer was kneeling. The next lesson didn’t say that it started a new lesson. The question in bold, “What is the umpire saying” implied that the learner was supposed to guess what the umpire is saying not on photography. So this slide was confusing because of the lack of clarity of the lesson and the photography content of what the picture should include was not clearly shown: Facial expression. Slide 7 didn’t show a clear objective. The content was about the game, what is happening in the photo and the facial expression aspect is not the focus. Slide 8 was about facial expressions, but cropping was emphasized as the activity. So it was confusing as to what the main objective was. Slide 10 showed the facial expression and a non example wasn’t clearly shown. Slide 11 didn’t show the objective at the top so it was confusing as to main objective was camera location. The learner understood where the location was through logic, rather than the instruction. Slide 14 the photo didn’t show the setting very clearly. The learner only knew it was a university because of previous knowledge about Universities. If there was no previous knowledge it would be difficult to know it was a University. The other aspect was there was no clock that showed the time and score of the game, so there was no way of knowing that it was a game ending and game winning dunk. The answer could not be guessed from the picture. So the picture could be changed to make the situation clearer. For the slides there seemed to be a lack of clarity about what should be learned for each section. For the “Which photo is the narrative?” section the question could be changed to “Which photo could you write a story about?” The notebook assignment was clear and the examples were well written because all three elements were labeled and the objective was clear. The terminal objective was lacking. The week 1-3 are all individual objectives, but the terminal objective of including all three were missing in the module.

=One on One Reviews. 3 reviews= For the one on one reviews we had three students within the age range of the intended learner. The yearbook module was for high school students that are currently in the yearbook committee for a local private high school. The ages of the three students are two 14 year olds and one 15 year old. The three observed one on ones all stated that their photography experience as taking photos only on special occasions. Basic problems were that the learner didn’t want to read the content and wanted to go back when they didn’t know the correct answer. The learners all wanted to quickly go through the content and complete the module as quickly as possible. The learners also noticed that the narrative questions got more difficult as the module progressed. The group members all had to explain certain elements of the module, especially which slides went with what question. For a lot of the text heavy slides, the learners often asked, "Do I have to read this?" For 3 of the 5 learners when the question, "What are the 3 elements discussed so far?" They were only able to answer the question by changing to the slide with the answer. If the answer slide was not displayed, then the learners would have had difficulty in answering the questions. The modules were completed in less than an hour including the module and week 1-4 activities of the learners taking 4 photos for all of the elements: 1)photographer location, 2) setting, 3) facial expression and 4) all three elements in one photo.

Other observations: Slide with was "the photographer standing or kneeling": one of the younger learners said that if it was a kid taking the photo that he would be standing. "What is the umpire saying?" 3 of the 5 learners couldn't make out what the setting was from the picture so they guessed from the context more from the picture. They knew that an umpire would only be at a stadium. What is the story "behind this frozen moment" majority of the learners couldn't get a clear answer from the picture. This question had the lowest number of correct responses. 2 of the 5 Slide of football: the learners couldn't come up with what the umpire and football would say Specific concerns were that for the narrative section one learner got only 3 of the 5 answers correct. The other learners got a 5 out of 5 on the end narrative section.

=A Small Group of 2= For the small group a group of two students did the module together and flipped through the module on the same computer. The learners were allowed to interact and discuss to complete the module. This social aspect allowed them to clarify amongst themselves which slides corresponded to the slide. There was a lot of discussion, but this did not cause them to copy each other. One student got a 18/20 while the other got 15/20 and both had the final objective completed. The social aspect of the module allowed them to have an increased probability of success in completing the terminal objective. It was also within the small group that the module got the best reviews, with both describing the module as excellent. The small group also took pictures of one another which allowed them to solve the problem that some of the one on one learners had with the culminating photo, which was not being able to get the photographed people to have a facial expression. The module was completed in less than an hour for the module and the photography activity.

=Scores of the 5 learners:= 1. 18/20 with 3 of 3 Terminal objectives completed 2. 18/20 with 3 of 3 Terminal objectives completed 3. 15/20 2 of 3 elements shown no facial expression 4. 17/20 2 of 3 elements shown no facial expression 5. 15/20 with 3 of 3 Terminal objectives completed

=Week 1 photos: Show photographer location: Below, level or above=



=Week 2: Shows setting=


 * [[image:kalalau_setting.JPG width="284" height="673"]]
 * [[image:kalalau_setting.JPG width="284" height="673"]]

=Week 3: Shows facial expressions= = = =Culminating Photo: Take a photo that has all three elements: photographer location, setting and facial expression=

Learners thought that the module was 3=excellent 2=good

Comments: What was confusing? What didn't you like? 1. Questions that had the same slide and questions, "umpire saying" had three slides. Why do some of the slides, not have answers? However, the module taught the intended skills. 2. no comments 3. I think the things that was most confusing was figuring out how to get a good photo that includes all three important elements. I didn't like trying to find a good facial expression. 4. It wasn't easy to get the facial expression. 5. I really want to do this again!!!

=Mini data collection and alternative treatment to improve success.= In looking at the data, the small group setting with group members communicating was the most effective. The group members could communicate and problem solve together. They could also take pictures of one another to ensure the facial expression component that the one on one learners found difficult. It was within the small group that had a 100% terminal objective completion. Also in regards to having a positive experience with the module since 100% said that the module was excellent. This is in comparison with the one on ones, only 1 said it was excellent and 2 said it was good. While there was confusion with the slides and the questions, learners were able to figure out which slides went with which questions. So a clearer objective with slide numbers being on the sheet. In regards to the success rate of having 3 of 5 learners successfully completing the terminal objective, it was more a matter of the learner not being able to control the facial expressions of others to complete all 3 objectives. All in all I think the module did teach the intended purpose in examining the success rate and generally positive reviews of the learners.