Last semester in my Measurement Theory class, we were given a challenge to take everything we had learned - basically the process of creating a measurement tool including: defining constructs, conducting EFAs, conducting CFAs, different reasons and ways to do so, etc. - and condense it all down to a single page. Knowing that there was maybe too much information to condense it to a single type-written page, I got a bit creative and created a single page using PiktoChart and H5P. After sharing it with the class, they helped me get more information for the graphic so it could be a fairly complete summary of the semester. Unfortunately the H5P account has expired so the interactive map is unavailable, but the static image is posted below for reference. Most of the information for the graphic can be found here.
The graphic is shared here for record keeping and for others to use as they see fit.
For my Advanced Evaluation in Education course, we were assigned to create a mind map or presentation of some kind that communicates our understanding of evaluation and its intricacies. For my project, I chose to design an infographic that illustrates a metaphor comparing the roles that evaluators play to the roles in a traditional role playing game (be it video game or table top).
When I began the project, it was overly ambitious. I had determined that I was going to include several sub-classes for each of the RPG roles, i.e. Tank, Support, and Damage per Second (DPS). I brainstormed that Tanks would be further divided into Warrior, Knight/Paladin, and Dark Knight. For Supports I was trying to decide how I would divide the different support roles and what labels I would use. I came up with three different categories of Support characters: (1) White Mage/Healer/Cleric/Priest, (2) Troubadour/Priest/Bard/Songstress, and (3) Tactician/Scholar/Sage/Strategist. I faced a similar problem with DPS trying to choose between: (1) Archer/Hunter/Ranger, Black Mage/Wizard, and Monk/Rogue/Mercenary. As I began to detail each of the sub-classes, I realized that I was going to end up with lots of overlap (which usually exists in RPGs anyway), and that I was too focused on creating RPG classes instead of making comparisons to evaluation. Thus, I decided to only including the three basic categories of roles, and focus on my comparisons within them.
Despite concluding this project for now, there is more that I would like to do. I limited myself to an artboard that was 8.5 inches by 11 inches, so it would fit on copy paper. I would like to enlarge the artboard so I could add more content. I would like to provide more details about each evaluation method as a rationale for why I placed them where I did, e.g., explaining why I think Tank characters are formative and internal as opposed to summative and external like DPS characters. I also would have liked to list famous evaluators under each class. For example, I would have liked to add a section to the Tank category called TOP TANKS that listed evaluators like Tyler, Provus, and Weiss; a section for SUPPORTS called SUPER SUPPORTS that listed evaluators like Stufflebeam, Alkin, Guba, and Lincoln; and a section under DPS called DISTINGUISHED DPS featuring names such as Scriven, Eisner, and Accreditation “Guilds.” If I had more time, I would love to create a larger poster with more evaluation details, and more recognition for leading evaluators.
Since I was unable to share my rationales on my infographic, I decided that I would share them here. In RPGs, Tank characters initiate battles and are the first into the fray. For these reasons, I related them to internal evaluators who complete formative evaluations. Tanks also tend to focus on objectives so they know where to lead their party. This focus on goals makes tank evaluators most suited for program and goal-oriented evaluations.
Support characters tend to be the party tacticians. Supports help the rest of the party choose which actions to take based on the ways in which their support abilities can turn the tides of battle. The decision making aspect of the support’s role makes them understandably well suited for decision-oriented evaluations. As part of providing information for making decisions, support evaluators can be external or internal, but are mostly formative in nature. Support evaluators also collaborate with party members to choose the best actions, which makes them well suited for participant-oriented evaluations and capacity building.
Lastly, DPS characters are the primary damage dealers in RPGs. They usually try to stay out of the central fray, allowing tanks to take damage while they damage adversaries. Due to their fragile nature, DPS players are usually more experienced than tanks, using their knowledge to decide when to attack and when to retreat. DPS characters are also usually the characters that determine whether a battle is won or lost. Due to their experience and opportunity to influence the outcome of a battle, DPS evaluators are mostly external summative evaluators. This makes them well suited for metaevaluation and expertise-oriented evaluations. Finally, due to their expertise, DPS evaluators may sometimes approach an evaluation using a goal-free approach.
I really appreciate the opportunity we were given to express how we make connections to the field of evaluation, and how those connections help us understand the field. If you would like to read more about my design process for this project, you can do so here.
This is one (of the many) gifts I got my wife for Christmas. We went back home for the holidays, and she told me all she really wanted for Christmas were some adventures. So, I made her this BINGO card full of adventures and every time she earned a BINGO I awarded her with a $5 Target gift card. BUT, each event only counted if she documented it by taking a picture with her Rocket the Raccoon Dorbz figure. I’m happy to report she earned all $60 worth of gift cards!
Lately, I have really been trying to think through an easy way to communicate the benefits of blended learning, and what is needed for blended learning. This is primarily to help my students in a course at BYU that focuses on K-12 online and blended teaching. In trying to think through these things I came up with this graphic. It's pretty busy, but helped me to conceptualize blended teaching.
The top triangle represents the reason we blend; blending increases pedagogical practices, saves us time and money regarding the development and distribution of learning objects, and increases flexibility in regards to access and time. In order to reap these affordances, teachers must first have a solid foundation of technology skills (using an LMS, accessing the Internet, finding online learning materials, etc.).
Then, teachers can begin building their competency with each of Blended Learning’s four pillars:
Online Interactions (including synchronous and asynchronous communication with students and peers, as well as fostering learner-learner interactions and learner-content interactions),
Real Time Data (using data gathered from online applications or an LMS to direct, modify, and improve student learning or engagements),
Integration (using the online learning systems in tandem with effective face-to-face practices), and
Personalization (allowing students to work at their own pace, in a flexible space or place, with chosen content or activities).
This blog presents thoughts that Cecil has concerning current projects, as well as musings that he wants to get out for future projects. For questions or comments on his posts, please go to his Contact page.
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