Chapter 10 Summary
“Assessments, be they multiple-choice items, essays, or products developed by the learners, should require learners to demonstrate the skills as they are described in the objectives in the instruction” (Reiser & Dempsey, 2017, p. 87). There are two evaluation concepts: formative and summative.
There are several evaluation models that were developed in the 1970s and 1980s (Reiser & Dempsey, 2017).
- Stufflebeam’s CIPP Evaluation Model
- Rossi’s Five-Domain Evaluation Model
- Chen’s Theory-Driven Evaluation Model
- Kirkpatrick’s Training Evaluation Model
- Brinkerhoff’s Success Case Method
- Patton’s Utilization-Focused Evaluation
“Evaluation is important because it is part of all models of instructional design” (Reiser & Dempsey, 2017, p. 94).
Chapter 11 Summary
Learning technologies have an impact on workplace learning and performance (Reiser & Dempsey, 2017). There have been recent innovations that change how learning and professional development take place in the workplace.
Some of the barriers on why adequate evaluations are not conducted include the fear of what the results will reveal, the belief that evaluations are not needed, and evaluations are too simple and do not get into the depths of what needs to. be evaluated (Reiser & Dempsey, 2017). Using evaluations provides an accountable measurement of return of investment (ROI). As companies invest money into professional development, programs, and initiatives, it is essential they see the impact on employee behavior, productivity, and knowledge for the cost to provide the professional development and programs.
Chapter 13 Summary
Instructional designers in new positions are sometimes pout into the role of project manager or instructional project manager. The skills needed as an instructional designer are different than those of a project manager, so it is important to have experience and knowledge of a project manager. In some situations, the instructional project manager is working with developers who are all within the same location and in other instances the developers are located in various locations. In addition to the skills needed as an instructional designer, the instructional project manager must use project manager skills :to manage, motivate, and lead the team” (Reiser & Dempsey, 2017, p. 112).
A key aspect for instructional project managers is to understand the communication between them and the subject-matter experts (SME). “As project manager, your main jobs here are to explain the limits and roles, interpret needs and wants, and settle disputes” (Reiser & Dempsey, 2017, p. 116). The instructional project manager serves as the manger, the leader, and motivator (Reiser &b Dempsey, 2017). In times when everyone is not in the same location, using virtual platforms is necessary. This can include; emails, instant messaging, and videoconferencing. “Instructional project management is a complex human endeavor requiring psychology, management, science, and counseling” (Reiser & Dempsey, 2017, p. 119).
Reiser, R.A. & Dempsey, J.V. (2017). Trends and issues in instructional design and technology. (4th. ed.). Pearson: Boston, MA.