Reflection
Wilfrid Laurier Universities, Reflective writing article outlines 6 models of reflection, and the summary of common obstacles in developing a reflective capacity. Expanding and growing my reflective capacity through practice, review, feedback and analysis has reinforced my understanding how empathy can help engage the students and provide a better designed digital learning resource. Reflecting on this complete course and all the steps and models looked at to get here, has helped me not only develop some new skills but expand my viewpoint and assisted me in working through my own personal biases. I had gathered feedback through the original survey questions and in the feedback responses within my digital learning resource. All of which was further expanded on with in person to person feedback discussions from the initial focus group and through individual meetings helped point me to a better understanding of the learning needs for the organization. The survey questions helped to identify and group some of the diverse demographics within the organization, indication both computer skills and readiness to accept and support an online training program. The diversity was highlighted between the large age variance and the three distinct cultural influences all with their own cultural norms. Findings emphasized that the majority of the target audience where very uncomfortable with technology and the act of change will be very difficult to introduce. Al-Haddad, S. and Kotnour, T. (2015) discuss ‘Integrating the organizational change literature: a model for successful change’, the suggestions included getting by in through inclusivity in having a say in both design and data relevance. Weiner, (2009) draws on the motivation theory places a value on the change and the acceptance thereof. Value directly relates to the level of commitment and the value in which the members put on the change being implemented. Throughout the initial empathy stage questions, input and analysis of the organizational demographics placed the majority of the organization’s executives and leaders in the 50-65+ age group. Many of which with minimal to no computer / technology skills. The goal of my digital learning resource was to introduce some of the different types of interactivity, screens layouts and multimedia to determine how and to what they will respond to the most.
My digital learning resource which I called “How we learn” in return provided extremely valuable data in design and in the reaction to the different display methods and programs it introduced. The biggest surprise I found was how many of the older executive had little to no confidence in their use of technology, but on a positive though enjoyed video and voice over slides that provided a fairly automated process. Much of the feedback relayed to poor eyesight, bad hearing, small print all would distract from the presentation, from this however I also found the need for very simple easy to use formats and interactions to begin with. However, slides with 70% picture and 30% writing that included a voiceover, a very basic interface tools such as next and submit provided that group with an easy way to build their confidence. The linear layout in the Rise program and some of the automation available through storybook where both well received. Having established various methods in place to facilitate communication with the students via the digital learning resource, email and in person, group and one on one discussions, provided a great insight to move forward with. As the end goal is to provide a digital training plan for the executive and key branch official positions that highlight expectations and job requirements. I will be looking into each of the different branch positions and determine the best theories and models to follow. Taking the insights and viewpoints presented I will be introducing two modules for both the branch President and Service officer positions, that are more automated for the upper echelon to start with and followed up with position specific scenarios to try and expand on the level of learning achieved. As the branch service officer position generally require a higher proficiency in computer skill Scenarios ‘ and more interactivity was added to this position. Scenarios help provide relevance and through these also add the life experiences in which to tie the learning event to, not only expand the knowledge gained but help retain the information as well. Future course development will also be built on the needs of the students within the job / position held. For those of you that would like to see an example of the how it could look, a second prototype can be accessed through this link.
https://360.articulate.com/review/content/c0a90ff1-d1d1-47e4-9e87-8ecdc9c2c5f7/review
References
Ally, M. (2007) ‘Foundations of Educational Theory for Online Learning’, Theory and Practice of Online Learning, (1977), pp. 15–45.
Al-Haddad, S. and Kotnour, T. (2015) ‘Integrating the organizational change literature: a model for successful change’, Journal of Organizational Change Management, pp. 234–262. doi: 10.1108/JOCM-11-2013-0215.
Anderson, T. (2008). Chapter 2: Towards a theory of online learning. In T. Anderson (Ed.), The theory and practice of online learning (2nd ed., pp. 45-74). Edmonton: AU Press.
Hadjerrouit, S. (2010). A conceptual framework for using and evaluating web-based learning resources in school education. Journal of Information Technology Education, 9, 53-79.
Kay, R., & Knaack, L. (2008). Evaluating the learning in learning objects. Open Learning: The Journal of Open, Distance and E-Learning, 22(1), 5-28.
Kozma, R. B. (2001). Counterpoint theory of ‘learning with media’. In R. E. Clark (Ed.), Learning from media: Arguments, analysis, and evidence (pp. 137–178). Greenwich, CT: Information Age Publishing Inc.
Kouprie, M., & Visser, F. S. (2009). A framework for empathy in design: Stepping into and out of the user’s life. Journal of Engineering Design, 20(5), 437-448.
Leacock, T. L., & Nesbit, J. C. (2007). A framework for evaluating the quality of multimedia learning resources. Educational Technology & Society, 10(2) 44-59.
Weiner, B. J. (2009) ‘A theory of organizational readiness for change’, Implementation Science, 4(1), pp. 1–9. doi: 10.1186/1748-5908-4-67.
Wilfrid Laurier University. (n.d.). Reflective writing. Write online. Retrieved from http://writeonline.ca/reflective-essay.php?content=section2
Wollery, E. (2017). Design thinking handbook. Retrieved from https://www.designbetter.co/design-thinking