3. Recall an occasion when someone tried to force some help on you. How did you
feel? How did you react? Based on your experience, what can you apply to the
delivery of learning initiatives within an organization?
On the occasion where I had someone attempting to force their help upon me made me angry and slightly offended. The way I reacted was irrational, but I did lash out. I can apply an etiquette way of learning initiatives; it wouldn't involve someone forcing help upon another. The reason I lashed out was because I feel that if I truly need help, I'll ask or if someone offers and I feel I need it, then I'll accept. The main thing is to convey tact toward that person in a way that doesn't embarrass or offends them. According to page 316 of our book it goes on to state that "interested parties" should be informed of programs or other availabilities; so if help is offered and someone declines, there is no reason to attempt to force help upon them.
Sunday, April 14, 2013
Blog Post #10: Why Assess?
2. Let's assume that a learning and performance department completed a needs
assessment by identifying a group of employees who need to learn project
management skills. How would you go about identifying relevant evaluation
criteria?
According to the book in pages 308 to 309 the best way to go about identifying relevant evaluation criteria is to find the criteria that'll impact the most. I'd have a survey tool used to collect data to find out what they feel they know and don't know and then I'd induce brainstorming to anonymously see what they actually know. Stated in http://www.sagepub.com/upm-data/5044_Davidson__Chapter_3.pdf the evaluative criteria can be explained in five checkpoints, "consumer, values, process evaluation, outcome evaluation, and comparative cost-effectiveness". These checkpoints are simplified uses to create a checklist of what's needed for identifying a relevant evaluation criteria. Consumer defines who will be impacted by the criteria. Values is determining what's needed, and where to get is. Process evaluation is determining if the criteria is sufficient. Outcome evaluation is determining whether the criteria has impacted the intended recipients and if it has been of value to the recipients. Comparative cost-effectiveness is determining the overall cost and compared to alternative uses, if it was a better choice.
According to the book in pages 308 to 309 the best way to go about identifying relevant evaluation criteria is to find the criteria that'll impact the most. I'd have a survey tool used to collect data to find out what they feel they know and don't know and then I'd induce brainstorming to anonymously see what they actually know. Stated in http://www.sagepub.com/upm-data/5044_Davidson__Chapter_3.pdf the evaluative criteria can be explained in five checkpoints, "consumer, values, process evaluation, outcome evaluation, and comparative cost-effectiveness". These checkpoints are simplified uses to create a checklist of what's needed for identifying a relevant evaluation criteria. Consumer defines who will be impacted by the criteria. Values is determining what's needed, and where to get is. Process evaluation is determining if the criteria is sufficient. Outcome evaluation is determining whether the criteria has impacted the intended recipients and if it has been of value to the recipients. Comparative cost-effectiveness is determining the overall cost and compared to alternative uses, if it was a better choice.
Blog Post #9: Tech Watch/Wikipedia Reflection
The questions about the tech watch assignments are more on the lines of our point of view as we report on the technology. Are we supposed to be bias in favor of the technology that we are watching? I'm also wondering if it is okay for us to use the opinion of someone who has used the technology that we are watching? I believe that there are more than enough resources to summarize the status of the technology that we're watching. There hasn't been much activity lately except for the opinions of the users who seem to find certain flaws in the technology and so forth. I'm uncertain if there will be enough "up-to-date" content available to add to the Wikipedia page because, as I said, there hasn't been much activity lately. The only concern I have is the lack of relevant and current information on the technology.
Here are some of the sites we used for tracking our technology:
http://en.wikipedia.org/wiki/Pebble_watch
http://www.usatoday.com/story/tech/columnist/baig/2013/02/12/pebble-smartwatch-review/1909319/
Sunday, March 31, 2013
ITEC 444: Blog Post #8 - Informal Learning
2. Paper-based mediated or self-paced instructional methods remain
popular despite the widespread availability of computer-based
instruction. Why?
Many people are still more comfortable with the "paper-based" instructional method, which is still affective. Most have difficulty transitioning to something else when they feel that the way they have been using is working quite well. Another reason is that "computer-based" instruction is fallible and therefore may hinder one from detailing their mistake or to have more time to prevent a mistake as would paper-based or self-paced. One other thing is that a computer can shutdown or crash which would prevent work from being completed.
Many people are still more comfortable with the "paper-based" instructional method, which is still affective. Most have difficulty transitioning to something else when they feel that the way they have been using is working quite well. Another reason is that "computer-based" instruction is fallible and therefore may hinder one from detailing their mistake or to have more time to prevent a mistake as would paper-based or self-paced. One other thing is that a computer can shutdown or crash which would prevent work from being completed.
ITEC 370: Blog Post #7 - Open Blog
The topic you select for this blog can be anything related to any of the course readings or activities.
I enjoy doing the tech watch activities. It's pleasant to track a device along with its progression and find the affects that this device has on other things. Working in groups makes the work-load much easier to accomplish for the tech watch assignments and it also allows us the opportunity to swap information about the device. The device selected by our group, "Rocket Power", is the Pebble "E-Paper" Watch. The device we chose was very intriguing. It's based on a device which is rarely used, the watch, and integrated a device which strikes the interests of nearly all who enjoy the creations of technological advances. The book for our class details ways of learning and teaching new-age technology, such as this watch.
I enjoy doing the tech watch activities. It's pleasant to track a device along with its progression and find the affects that this device has on other things. Working in groups makes the work-load much easier to accomplish for the tech watch assignments and it also allows us the opportunity to swap information about the device. The device selected by our group, "Rocket Power", is the Pebble "E-Paper" Watch. The device we chose was very intriguing. It's based on a device which is rarely used, the watch, and integrated a device which strikes the interests of nearly all who enjoy the creations of technological advances. The book for our class details ways of learning and teaching new-age technology, such as this watch.
Wednesday, March 6, 2013
ITEC 444: Formal/Traditional Learning - Blog Post #6
Has there been a teacher in your life who has made a difference to you?
Describe the teacher and the circumstance. What was the impact of this teacher?
What was the result of the impact? From your experience with this teacher, what
would you like to bring to your workshop participants?
-The teacher that has made a difference to me was extremely
passionate about instructing our class. This instructor showed up to class even
when injured, with a leg brace on, to teach. The impact this professor had was
immense. He always patiently conveyed computer concepts, individually, to his
students to ensure they comprehended what was being taught. The result of the
impact he had was that I can now place what he has taught me on my resume’ and
best of all, I can teach what I’ve learned from him to others. I would like to
bring knowledge and understanding of technological devices to my workshop
participants. According to the book, “Learning at Work: How to Support
Individual and Organizational Learning”, using different tactics towards
different groups of learners is vital to being able to actually teach those
groups. I feel my instructor was great with this and I hope I’ll be the same
within my workshop. According to http://www.e4africa.co.za/?p=915,
of the many learning styles that are known, different people desire different
styles and it may take a “blended approach” to suffice their needs.
ITEC 444: Workshop Planning - Blog Post #5
Reflect upon the planning meeting your team has with your client. If you cannot
make this planning meeting, make sure that team members who did attend brief you
on the information needed to plan your workshop. Describe the flow of the
discussion. What decisions were made? What next steps do you have? Do you feel
like you have what you need to move forward? What questions do you still have
about how to proceed?
-Our team's workshop is with W.R. Rogers. At W.R. Rogers we discussed the work-schedule times and groups that we will be teaching. We also briefly discussed the type of learning each invidual group will most-likely be needing. The decisions that were made were the times and dates we'd be available to meet and which groups we'd prefer to teach. The next steps my team and I have are to plan a learning style/stategy for our group and determine the best way to teach. I feel that I have everything needed to move forward. The questions I have are: what would be the best way of determining what must be taught first, and how do I go about determining what the students have already learned?
-Our team's workshop is with W.R. Rogers. At W.R. Rogers we discussed the work-schedule times and groups that we will be teaching. We also briefly discussed the type of learning each invidual group will most-likely be needing. The decisions that were made were the times and dates we'd be available to meet and which groups we'd prefer to teach. The next steps my team and I have are to plan a learning style/stategy for our group and determine the best way to teach. I feel that I have everything needed to move forward. The questions I have are: what would be the best way of determining what must be taught first, and how do I go about determining what the students have already learned?
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