Multimedia Tools and ADDIE
This semester I am teaching an undergraduate course for the Business Division at Mayville State. The course is about multimedia tools. I’m having students choose 4 free multimedia tools to evaluate. At the beginning of the class we talked about the ADDIE process and SWOT analyses ( I had to bring in something business-y). I had them read and write about ADDIE and SWOT and had them compose a few questions derived from ADDIE that they thought might help with the evaluation. I compiled all of their questions and came up with a list, organized by categories. I wrote a rubric and a detailed set of instructions. They are now on their 2nd mTool (as I call them) and they are starting to get the hang of it.
The Final Project
In addition to the four evaluations, students have to choose a tool to create a product that they will be able to use in their field of study. They are not re-doing the evaluations, they are actually using the tool.
Scaffolding
Since these are undergraduates who presumably have issues with writing, I decided to scaffold the process as much as possible. I required a draft for each evaluation and I divided the final project into small steps. The project is taking most of the semester. I’m SO glad I did that because it’s giving them a chance to really dig into the design process. First we wrote Goals, objectives and outlines in draft form, which I returned with feedback, and then they submitted them in final form. Next they are writing their storyboards and doing mock ups. This is a completely new concept to most of them and I am loving it!!! Once they see how valuable it is to design this much up front, I’m hoping that they will carry that into their careers. The next steps will be the actual development of the project.
Collaboration
I cannot believe how much they hate working together! I wanted to avoid the major issues of group assignments so I made them choose partners. Each evaluation has a peer review component due after the final draft is turned in. I created a peer review form based on the rubric. I thought this would help them really get to know what was expected for their own work as well.
I have stumbled a bit when partners do not come through as they should. How do I handle that?? So far I’ve contacted the offenders myself and that seems to motivate them to work with their partner. I have not docked the grades of those who were late due to late partners. A dilemma did arise when someone dropped the course and we had an odd number of people. Then someone else stopped doing anything in the course so we ended up being OK. I will need to consider what to do about that if I teach this again.
Reflective Writing
So, for some people, reflection means time to focus on the negative or time to summarize. Nevertheless, it has been interesting reading for me and I do appreciate the feedback that I get. One student gave me kudos for being will to make scheduling adjustments.
Discussion
The first 8 weeks I’ve had internet based reading and discussion which has gone very well. Since they will be writing both their evals and their final projects every week, I decided to ease off on the reading and discussion questions. I found that I was not responding to them as much as I thought I would. And frankly, they didn’t respond to me much when I did contribute. I think it’s good that I demonstrate a presence in the forums so I would do the same again.
Formative assessment and student feedback
I thought I would do a lot more of this than I ended up doing. Every time I started thinking about writing a poll for feedback I thought – if they want me to change something and I can’t do it, then what?? – so I finally did it last week and changed the due date from Saturday nights to Sunday nights.
Grading
We recently had a timely manner policy published on campus which requires that instructors post an approximate time frame for when students can expect to get their work graded. I’ve been working very hard – especially with 10 papers or more per week – to keep up with the 2 week turnaround time. Sadly, I have not been able to keep up with that in regard to grading discussion forums. I think it’s more important to spend my time helping them each individually to accidentally brush one off.
Rubrics
If it wasn’t for my rubrics none of my grading would make sense. I work late at night a lot and my mind is just not as sharp. I know if i did not rely on my rubrics i would be grading based on my own mood. What a great tool.
Podcasts
Guest Speakers
