http://www.slideshare.net/lfcobb/revising-instructional-materials-final
Chapter 11: Revising Instructional Materials
This is the phase of design when the designer goes back thorough the whole process, including the materials and procedures, using formative evaluation and make revisions to any parts of the design. It is noted that the designer should have been evaluating and analyzing as they planned the design and not create the whole design and evaluate it at the end, but making adaptations along the way.
After one to one trial the designer can gather the data they have from the learners. A chart can be made which includes the posttest, total learning time and attitude questionnaire; this can be combined with the comments and suggestions from not only the learners, but the SME as well. At this time the designer can make changes to the instruction or the posttest.
The next step is analysis of the small-group and field trial. After the small-group and the field trial the designer will have a better understanding to which parts of the design works and which needs to be altered, if 90% of the learners get it right then perhaps 10% did not have the entry skills needed, an item-by-objective table will be helpful to layout the data and look at the item quality and the learner performance. The data can be analyzed to look at whether the objective was taught or whether the test question was appropriate. The designer will want to see that the learners performed better on the posttest the pretest, a graph may also be used to show the data.
After the data has been gathered, organized and analyzed the designer can review the data and create a materials revision table, which will describe the problems and review evidence, and describe what changes need to be implemented. These analyses should occur after each evaluation, one to one, small group and field trial. If changes are necessary after field trail, another field trial should be implemented to check that the changes were sufficient.
There are many ways in which to examine the data, a designer may even find a new way in which to display the outcomes. The most important aspect is keeping an open mind to revision of the instructional materials, although a lot of time has gone into creating design, there will likely be an opportunity to make changes resulting in a more successful training and more successful learners.
Chapter 11: Revising Instructional Materials
This is the phase of design when the designer goes back thorough the whole process, including the materials and procedures, using formative evaluation and make revisions to any parts of the design. It is noted that the designer should have been evaluating and analyzing as they planned the design and not create the whole design and evaluate it at the end, but making adaptations along the way.
After one to one trial the designer can gather the data they have from the learners. A chart can be made which includes the posttest, total learning time and attitude questionnaire; this can be combined with the comments and suggestions from not only the learners, but the SME as well. At this time the designer can make changes to the instruction or the posttest.
The next step is analysis of the small-group and field trial. After the small-group and the field trial the designer will have a better understanding to which parts of the design works and which needs to be altered, if 90% of the learners get it right then perhaps 10% did not have the entry skills needed, an item-by-objective table will be helpful to layout the data and look at the item quality and the learner performance. The data can be analyzed to look at whether the objective was taught or whether the test question was appropriate. The designer will want to see that the learners performed better on the posttest the pretest, a graph may also be used to show the data.
After the data has been gathered, organized and analyzed the designer can review the data and create a materials revision table, which will describe the problems and review evidence, and describe what changes need to be implemented. These analyses should occur after each evaluation, one to one, small group and field trial. If changes are necessary after field trail, another field trial should be implemented to check that the changes were sufficient.
There are many ways in which to examine the data, a designer may even find a new way in which to display the outcomes. The most important aspect is keeping an open mind to revision of the instructional materials, although a lot of time has gone into creating design, there will likely be an opportunity to make changes resulting in a more successful training and more successful learners.