How the heck do I assess this?

Oh Good Glory! This is a hands-on, intellectual/psycho-motor skill. The only logical way to assess it is by seeing the finished product, isn't it? That's why I need to have the file posted someplace where I can open it in Word, to make certain it hasn't been cobbled together with tabs and spacebar and such. The overall goal per the Curriculum Director is to have people comfortable using the tools in Word. And my particular goal in this is part is to have the document formatted using the tools built in to Word.

I guess I could write an objective test, but to tell the truth that would sort of defeat the purpose I think. Bleah. I've got to find a way to write this up correctly.

Time to clean house, I think! I do some of my best thinking while messing about with simple chores - let's hope it doesn't fail me this time.

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Well, the house is much cleaner, and I resisted the temptation to wash the windows while I was in the mood. There's "thinking time" and then there's just flat out "evasion time" and I don't dare start evading this project.

I was lamenting that it would be natural to assess this is by viewing the finished project, and that's exactly the right way to do it. I'm going to create a checklist which can be used by the learner for self-assessment as well as by the instructor for assessment. Since I've broken each item down into steps, the checklist will incorporate the results of the steps. To actually view the document for the assessment, it would be easiest to view the document on the computer, with the Invisibles turned on. Hmm. Does that mean I should drop "Print" from the final step? Perhaps.

Day 9

My own curiosity is driving me to the brink. I've been searching for learning objects to post to the class discussion (another part of the requirements for this particular module) and I keep getting side-tracked researching for things that will be useful to me!

In the "Pro" column, I've finally joined MERLOT. I wonder if I'll have the nerve to publish my final project there? Several Webheads from Tapped In have posted learning objects there, so I can use my online professional development community colleagues as a sounding board...perhaps I'll actually formally publish something I've created at long last.

But that's not the point I need to be making here - I'm supposed to be focusing on my application of DCC to my own creation of a learning object.

I don't know if I'm straining at a gnat, although I have a very strong suspicion that I am...and I'm choking on the darned camel. Too many steps=too broad goal. I need to narrow it down and focus so I don't end up writing a three-volume tome for one project! My new mantra? This is supposed to be Dick, Carey & Carey, not IPISD! Back to the (digital) drawing board.

So now I need to write my Performance Objectives. So far I have narrowed the scope of this project down to this:

Given access to a computer with Microsoft Word 2003 and an unformatted document, the learner will use the formatting tools to center align the title 100% of the time.

That is the Terminal Objective for step 7 in my Analysis. It contains the action and concept, the conditions and the criteria, so I think I'm doing okay so far. I'm choosing to write one Performance Objective for this step, rather than several because they are all so closely linked. This will also allow me to use one Learning Object for this particular piece of instruction.

Deep breath.

Given access to a computer with Microsoft Word 2003 and an unformatted document the learner will use the formatting tools to correctly center the title by doing the following: locate the title paragraph and select it, locate and open the Format menu, locate and open the Paragraph submenu, locate and select the Alignment dropdown menu, select Centered as the Alignment option, and click OK to close the dialog box.

Is that too much? Should that be broken down? Sigh. I have no earthly idea. But it's what I'm going to go with, so I'll just have to keep my fingers crossed.

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Update: As I try to diagram this lesson, I'm diagramming the whole thing. It just doesn't make sense not to do the whole thing, even if I am just going to concentrate on one small part of it for my Learning Object.

I've broken down each of the steps into smaller steps, and the first half of my diagram now looks like this:

I have identified Entry Behaviors as very basic, based on my target audience. Now to keep working on it and hopefully get my Assessment instruments in order as well. I feel like I am woefully behind, but I suspect that's because I just am not comfortable with using this model yet.

Snagged a Learner!

With all the family out here for the big feast, I couldn't resist drawing our less-than-computer-literate daughter into my project.

Contrary to the timeline laid out by DCC, in which I wouldn't even think of working on my learning object until I have all the analysis done, I've had an idea brewing in the back of my mind and decided to try it out. I really like the ease with which I can create mini-tutorials using Camtasia and I went ahead and recorded a few slices as possible candidates for the LO. (I've made an executive decision and I'm only going to focus on the part of the Word Module that deals with Center Aligning the title.) Since the Baker of Birdie Cake was willing to be a guinea pig, I asked her to take a look at what I've created and she liked it.

She liked it! She didn't turn up her nose, she didn't say, "What??" She liked it. Now she's a tough audience, and a middle-school teacher to boot, so she fit my Identified Learner model to a T. First assessment done, even though it's WAY out of sequence. Yea!

A Thanksgiving of Analysis

It may be a day of festivity and fun, but this project must also get its fair share of time.

The next step in the Dick, Carey and Carey model is to analyze the learners and contexts. Most of my understanding in this area is coming from prior experience and observation, which I hope is valid in this context.

Learner Analysis
For the most part, these are students new to word processing as a tool. They have little experience with computers, and are eager to learn ways in which to simplify their lives. Because the lesson will be available in various formats (in class, via handout, or online) learners have the opportunity to select the method best suited to their own learning styles.

Performance Context
Although this instruction can be carried out in a computer lab, it isn't necessary. The tools available in word processing are available on any computer, so the instruction must reflect this openness.

Learning Context
Since the district standard (for now) is Office 2003, the instruction will be based on this software. True, the principles are valid for any software, but I don't want to confuse my learners so I'm going with the common denominator. There will be step-by-step instructions available in handout form as well as on the (sorely neglected) Tech Wiki and an unformatted document for the learners to modify as part of the instruction.

Which leads me back into the black hole of my Learning Object. I need to focus on one aspect of the whole learning module and use that for the LO. I wonder if the whole DCC analysis needs to cover the entire module, or if I can begin to tame this blasted tiger by doing what the text book does and just have the shadow of the other steps. Here I go again, wishing I had access to the opinions of my classmates. Sigh. I wish at least one of them had responded to my initial invitation to IM or Twitter or whatever.

Analysis of a Pet Peeve

I've selected my Instructional Goal and now I need to start diagramming the whole thing, step-by-step. I'm using Gliffy for this:

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But in the meantime, I'm having to take care of housekeeping details. I really want my wiki to stay ad free, so I've taken out a subscription for that, and Gliffy is just too useful to not be able to upload and use, so I'm also subscribing to that for two years.

It sometimes amazes me how much I've moved to online life. When I look at all the notebooks on my bookshelves, I wonder immediately if there is enough of value for me to take the time to transcribe them to some kind of digital if not online format. I even take notes in meetings using the laptop now. And yet people say that our students don't really need to have computer skills, "The real world isn't changing that much, just because you're part geek." They say it with a smile, and I smile right back, fully aware that they are missing the mark. What worries me about it is that our kids are getting short-changed. There is no way on earth that my 12 and 13 year old students are NOT going to be using computers, even if they are working in McD's or for UPS!

I have one teacher who is trying to finish the Word module - a module that I hand to my students and expect them to complete with only minor help from one another or from me. She is really struggling with it and needs to be guided and reassured every step of the way. That's my job, and I'm happy to help, but I also worry. She admits to being an "email and attendance" person. What are her students missing out on because she is afraid of the computer? I teach the same kids, but they don't have the opportunity to transfer the learning to other classes. I really don't like teaching Tech Literacy in isolation; perhaps teaching it in context would help the kids learn to transfer learning from other courses? How many times does a Math teacher ask them to write something only to hear, "What? This isn't English class!"

But enough digression. My subscriptions are now updated and I need to get back to eating this elephant one bite at a time.

Assessing Needs

What is the problem? What do they need to be able to do? These questions keep looming and I'm having trouble narrowing the goal. I stare at the TEKS for Technology Applications and keep dithering between an Internet-focused learning object and a Word Processing learning object. I really, really! want to do one on using Delicious, but that's not formally addressed in the TEKS. Do I want to hang my entire project on something I think is a real asset to learning, or do I go with something I can easily justify with the TEKS?

When I look at my potential audiences (teachers and/or students) I can see that for formal, classroom-based learning the Word Processing is more essential. A recent announcement from the choir director for upcoming concerts is an easy example of what not to do. Since the Curriculum Director has asked me to revise the Word training module, it only makes sense to kill two birds with one stone. Guess I just answered my own question. Word Processing it is.

Now for the DCC analysis. According to my chart I've got nine steps to go through and only eleven days in which to accomplish them. Day by day, one bite at a time, I've got to work my way through their system and make my project conform. For this first step, I need to:

1. Analyze performance problems
2. Clearly define instructional needs
3. Clearly define instructional goals
4. Generally describe learners, performance context and the tools available.

1. Looking at various word processing products from the target audience (middle school teachers and students), several TEKS deserve to be addressed:

• 126.12.C.2.C - use digital keyboarding standards for data input such as one space after punctuation, the use of em/en dashes, and smart quotation marks;
• 126.12.C.7.A - plan, create and edit documents create with a word processor using readable fonts, alignment, page setup, tabs, and ruler settings;
• 126.12.C.7.E - create a document using DTP techniques including, but not limited to, the creation of multi-column or multi-section documents with a variety of text-wrapped frame formats;
• 126.12.C.10.D - demonstrate appropriate use of fonts, styles, and sizes, as well as effective use of graphics and page design to effectively communicate;

Whew! Big bite! If those standards are the "desired status" and the documents I have from various teachers and students are the "actual status" then there is definitely a "need." At least I've got that much to go on.

I need to walk away from this for a bit, and come back with Dick, Carey and Carey in hand to finish my Day 11 work.

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(Updated 11:18 pm) I'm still thinking too broadly. I need to narrow the focus considerably. I keep going back to the essentials of a Learning Object: digital, reusable in a variety of contexts, supports learning, etc. For the "reusable" bit to be met, it will need to be something very basic, not constrained to Microsoft Word but reusable in multiple applications.

Look again at my learners: entry level tech skills, at best. True, there are many who have some knowledge of Word or of PowerPoint, but I don't want to target them. I want to go with the lowest common denominator, I think. First day on the computers for kids, teachers who know how to check email and take attendance, and that's it. I've been pushing for higher level training, but for this I need to go back to basics.

Oh, how I wish we had a discussion board going for this module! This is the point of this course where I would really benefit from bouncing ideas off colleagues and listening to their thinking.

Okay, back to the TEKS...126.12.C.1.F! That's the one! ...perform basic software application functions including, but not limited to, opening an application program and creating, modifying, printing, and saving documents. 126.12.C.7.A plan, create, and edit documents created with a word processor using readable fonts, alignment, page setup, tabs and ruler settings. Clear, basic, something that needs to be known. According to David A. Wiley's paper, this is something for which a Learning Object would be ideal. Time to re-read the paper and start applying DCC to my identified learning need. With any luck, I'll have my Instructional Goal and Overview of Learners written before I fall asleep.

Counting the Days

Oh Bother! I'm looking at the calendar and the model journal Dr. Ray gave us, and I'm seriously considering hitting the panic button. The journal, with a schedule using the Dick and Carey and Carey model for developing a "learning object," is due by December 2. Wow! That's only 12 days away!

Okay, unpanic. I've done the readings, I'm exploring learning objects and feel like I may be getting a handle on them. Now it's time to start with DCC:

1. Assess needs to identify the instructional goal - I really need to settle on this tonight. Do I want to do something for my students, or for teachers? I'll use the TEKS, either way, but the language might be a bit different. No, not for a learning object, would it? By definition, the L.O. is supposed to be reusable in different contexts. I need to include the needs, goals and generally describe the learners, performance context and tools available. Hmm.
   
2. Instructional goal analysis - this will be very time-consuming I suspect, based on my tendency to go overboard on minute details. This is something I will have to watch closely. I should end up with a diagram (Gliffy?) of the main steps as well as the KSA (Knowledge, Skills and Attitudes) required to perform each of the main steps. Oh! And don't forget to designate the entry behaviors.

It's eleven o'clock at night, and this is the time I choose to get wired? No. I still have one more day of school to get through. I'll mull this over as I drift off to sleep and try to have a coherent starting point for my goal in the morning.