Week+5+-+Development+-+I


 * Team Member I (Danielle) **

//Delivery methodology //

Based on information in Chapter 9, identify and justify the chosen delivery methodology in 350-500 words. Justify your choice by including the strengths and weaknesses of a group presentation, self-paced learning, or a small-group format. Include how the delivery methodology chosen will best meet the learning objectives.

DRAFT

//WK5/GP/Sec I/Delivery Methodology//

Taking into consideration our learners’ knowledge level and awareness of the Diversity topic, our planned content, the demonstration of this content and our overall objectives; The Learning By Design team has establish that the most effective delivery method for achieving the learning & behavioural objectives will be a //blended approach//.


 * For the bulk of the Diversity Awareness introduction will be a //Group Presentation.//


 * Prior to the presentation itself we will present the graphic comparative organizer via //video.//


 * The three required study hours, post course applications, will be presented via a combination of //wiki discussions// and //case studies//

**//Group Presentation://**

//This is our// chosen delivery method for the instruction. Our adult learners are aware of diversity yet have had little to no diversity experience in their current workplace (XYZ Jewelry).

We believe that the //Group Presentation (GP)// delivery method is a good fit for our instruction for the following reasons...


 * Lectures are familiar format at XYZ
 * Considering the knowledge level of our learners we understand that we will be offering an introduction and presenting the basics of diversity. This objective is easily met by GP delivery.
 * As the company grows there will be an increasing need to provide the training more often. GP is a great delivery method for larger groups.
 * GP delivery can be quickly designed and easily modified. As this is a pilot there will be changes to be made once we get feedback and transfer data from the initial training.

There are limitation to the GP delivery method. We have designed our materials and our instructional plan to lessen the effects of these limitations.

For example, if we have a participant who an auditory learner, we can enhance the learning experience by providing multimedia, experiential learning, hands on application and other strategies which address the various learning styles.

**//Self Paced Learning//**

For our pilot, time frames, budget and learners we did not believe that //self paced learning// would be an appropriate delivery method for our objectives.

For example: One of the strengths of //self paced learning// would be considered a weakness within the context of our objectives...

I__nformation remains consistent__ As we are dealing with affective / behaviours and attitudes and because diversity is destined to change in various regions over time; the content needs to be fluid. Using self paced learning has a lot of up front cost and design. It would be very costly to change the information every couple of years to keep up with diverse changes.

**// ﻿ Small Group Presentation://** Danielle, the title here and in the table should be **Small Group Format** instead of Small Group Presentation. See Morrison et al. (2011). I think the terminology helps to avoid confusion between the Group Presentation methodology and the group teaching/learning format. (PT 2/4 @ 9:31 CST)

//Small Group Presentation (SGP)// was not chosen as our best fit for accomplishing our instructional objectives, however it will be valuable to supplement what we have in place. The Instructional Plan calls for open discussion, small group activities etc. Integrating the SGP format into the GP will allow the learners to...

different learning styles different perceptions and opinions different experiences to share
 * Share ideas, feeling and attitudes toward diversity
 * Experience teamwork, peer teaching and active learning.
 * An added benefit is that the learners will be able to experience diversity first hand with

//The table on pages 3-4 Provides a visual comparison of the Delivery Methods//


 *  **Method** ||  **Strengths**  ||  **Limitations**  ||
 *  Group Presentation || <span style="display: block; font: normal normal normal 12px/normal Helvetica; margin: 0px; text-align: center;"> Lectures are familiar format

<span style="display: block; font: normal normal normal 12px/normal Helvetica; margin: 0px; text-align: center;"> Can be quickly designed

<span style="display: block; font: normal normal normal 12px/normal Helvetica; margin: 0px; text-align: center;"> Instructor in direct control

<span style="display: block; font: normal normal normal 12px/normal Helvetica; margin: 0px; text-align: center;"> May have large groups of participants

<span style="display: block; font: normal normal normal 12px/normal Helvetica; margin: 0px; text-align: center;"> The presentation can be modified easily as needed || <span style="display: block; font: normal normal normal 12px/normal Helvetica; margin: 0px; text-align: center;"> Passive learning

<span style="display: block; font: normal normal normal 12px/normal Helvetica; margin: 0px; text-align: center;"> The lecturer needs to be engaging

<span style="display: block; font: normal normal normal 12px/normal Helvetica; margin: 0px; text-align: center;"> Learner forced to learn at others’ pace

<span style="display: block; font: normal normal normal 12px/normal Helvetica; margin: 0px; text-align: center;"> Presentation may be slowed by questions, which may be irrelevant to some learners

<span style="display: block; font: normal normal normal 12px/normal Helvetica; margin: 0px; text-align: center;"> May not be best for Psychomoter & Affective objectives

<span style="display: block; font: normal normal normal 12px/normal Helvetica; margin: 0px; text-align: center;"> Due to delivery styles the info and topics covered may not be consistent between groups

<span style="display: block; font: normal normal normal 12px/normal Helvetica; margin: 0px; text-align: center;"> Not for the auditory learner ||
 * <span style="display: block; font: normal normal normal 12px/normal Helvetica; margin: 0px; text-align: center;"> Self Paced Learning || <span style="display: block; font: normal normal normal 12px/normal Helvetica; margin: 0px; text-align: center;"> Learners complete instruction according to their abilities and within effective learning conditions

<span style="display: block; font: normal normal normal 12px/normal Helvetica; margin: 0px; text-align: center;"> Personal responsibility needs to be applied and this application may create effective business habits

<span style="display: block; font: normal normal normal 12px/normal Helvetica; margin: 0px; text-align: center;"> Increased attention can be given to individual learners

<span style="display: block; font: normal normal normal 12px/normal Helvetica; margin: 0px; text-align: center;"> Less time need on the instructors part

<span style="display: block; font: normal normal normal 12px/normal Helvetica; margin: 0px; text-align: center;"> Over time very cost effective

<span style="display: block; font: normal normal normal 12px/normal Helvetica; margin: 0px; text-align: center;"> Information remains consistent || <span style="display: block; font: normal normal normal 12px/normal Helvetica; margin: 0px; text-align: center;"> May be a lack of interaction between learner and instructor

<span style="display: block; font: normal normal normal 12px/normal Helvetica; margin: 0px; text-align: center;"> Learning may become monotonous

<span style="display: block; font: normal normal normal 12px/normal Helvetica; margin: 0px; text-align: center;"> Lack of self discipline on the part of the learner

<span style="display: block; font: normal normal normal 12px/normal Helvetica; margin: 0px; text-align: center;"> Required cooperation and detailed planning

<span style="display: block; font: normal normal normal 12px/normal Helvetica; margin: 0px; text-align: center;"> The development of self paced learning may be costly ||
 * <span style="display: block; font: normal normal normal 12px/normal Helvetica; margin: 0px; text-align: center;"> Small Group Presentation || <span style="display: block; font: normal normal normal 12px/normal Helvetica; margin: 0px; text-align: center;"> Provides for open discussions, info sharing and problem solving

<span style="display: block; font: normal normal normal 12px/normal Helvetica; margin: 0px; text-align: center;"> acquire experience in listening and oral expression(peer teaching)

<span style="display: block; font: normal normal normal 12px/normal Helvetica; margin: 0px; text-align: center;"> Instructors can see shortfalls of the instructional program

<span style="display: block; font: normal normal normal 12px/normal Helvetica; margin: 0px; text-align: center;"> Promote active learning

<span style="display: block; font: normal normal normal 12px/normal Helvetica; margin: 0px; text-align: center;"> Learners develop social skills || <span style="display: block; font: normal normal normal 12px/normal Helvetica; margin: 0px; text-align: center;"> Need to complete assignments prior to the group activities (timing)

<span style="display: block; font: normal normal normal 12px/normal Helvetica; margin: 0px; text-align: center;"> If instructor not prepared may simply lecture

<span style="display: block; font: normal normal normal 12px/normal Helvetica; margin: 0px; text-align: center;"> careful planning is needed

<span style="display: block; font: normal normal normal 12px/normal Helvetica; margin: 0px; text-align: center;"> Groups require feedback

<span style="display: block; font: normal normal normal 12px/normal Helvetica; margin: 0px; text-align: center;"> These should be used to supplement other forms of instruction NOT replace it ||

//Resources:// Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). //Designing effective instruction// (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc.

Approach WK5/GP/Delivery Method

Objective: To Increase the Awareness of Diversity at XYZ Company

I plan to review each delivery method and note strength, weaknesses and application of each method. These will be documented in a table format

I will compare and contract the strengths of each in relation to our learning module and provide documentation to support the best delivery method for our learners. Incorporated in this will be a review of the the learner analysis, an overview of the company’ current diversity level and specifics details from this weeks resources and examples from some of the learning experiences I have already read about from this weeks class discussion posts...very insightful information!

QUESTION: Will I be focusing on all 3 sections of of the task analysis when I complete this project OR focus on simply the areas I believe will fit into 30-60 minutes? If I recall we broke it down to 2 areas? Please advise, THNX DV


 * <span style="color: #0000ff; font-family: Helvetica; font-size: 12px; font-style: normal; font-variant: normal; letter-spacing: 0px; line-height: normal; margin: 0px;">Danielle, I think we should focus on all three objectives and all delivery methods as they compliment eachother. We all know that the 30 to 60 minute module with the group presentation and small group activity cannot stand alone in addressing our objectives. (8:46PM CST 2/2 PT) **


 * <span style="color: #0000ff; font-family: Helvetica; font-size: 12px; font-style: normal; font-variant: normal; letter-spacing: 0px; line-height: normal; margin: 0px;">Pam, what does.... ****<span style="color: #0000ff; font-family: Helvetica; font-size: 12px; font-style: normal; font-variant: normal; letter-spacing: 0px; line-height: normal; margin: 0px;">We all know that the 30 to 60 minute module with the group presentation and small group activity cannot stand alone in addressing our objectives. mean? If you have participants all in the same location and you have a mere 30-60 minutes, group presentation, case studies, open discussions collaborative learning etc are all great means of meeting the objectives. For the post application AKA follow ups I would suggest a wiki board discussion or jigsaw. What delivery method were y'all thinking of? **


 * <span style="color: #0000ff; font-family: Helvetica; font-size: 12px; font-style: normal; font-variant: normal; letter-spacing: 0px; line-height: normal; margin: 0px;">Danielle, I meant that the post-work is just as important as the class work (60 minute segment). The delivery methodology should include the full plan. (5:54PM CST 2/3) **


 * <span style="color: #0000ff; font-family: Helvetica; font-size: 12px; font-style: normal; font-variant: normal; letter-spacing: 0px; line-height: normal; margin: 0px;">DV - Based on the instructions above, you would choose the delivery methodology and justify it - based on the current objectives. You could add why you feel the delivery methodology would work best - or maybe wouldn't work in your opinion, based upon our objectives. In addition, it looks like you also have to do a compare/contrast with the delivery methods listed in supporting your decision. I think it's just an examination of delivery method. Bottom line - I think it would be your call. You may want to run it by Amy for her feedback, too, since she's grading this. (CM 2-3). **
 * <span style="color: #008000; font-family: Helvetica; font-size: 12px; font-style: normal; font-variant: normal; letter-spacing: 0px; line-height: normal; margin: 0px;">I agree that we need to cover all 3. I also like the idea of the wiki or jigsaw... (JT 2-3) **


 * <span style="color: #008000; font-family: Helvetica; font-size: 12px; font-style: normal; font-variant: normal; letter-spacing: 0px; line-height: normal; margin: 0px;">Danielle, are we still going to do the post-class work? I think it falls into the "Guided Design" under Small Group Formats (Morrison et al., 2011, p.232). See my not above under the Small Group presentation. I would have highlighted it but the site is not allowing me to do a lot of things tonight. - (9:57 PM CST 2/4 PT) **