Project 1 Implementation and Evaluation

This project initially was designed for next school year (2011-2012) to fix the existed problems when a similar version of video training was executed this past semester. Since I am not able to implement my project and collect the assessment and evaluation data until next school year. This outcome on the effectiveness of my intervention is based on my client’s perception and prediction, and the interviews I conducted with the former training participants. 

The main problems occurred in previous implementation were the format of video training hardly got the trainees engaged, long period of time commitment for participants, and the post quizzes weren’t implemented correctly to reflect the learning results precisely.

Considering a steady decline in education funding, Denton ISD decided to implement this Applied Behavior Analysis (ABA) video training in order to save on some regular training by keeping staff in the classroom and no need to budget for qualified substitutes and travel expenses for relevant seminars. Therefore, the format of the core instruction is non-changeable. The previous experience from the ABA video training also addressed the problems that the videos were information dump and led the trainees’ difficult digestion during the instruction. The first learning activity in my project design, session instruction that the training facilitator will brief the ideas of the session, is meant to get the learners prepared for the intensive video instruction. The panel discussion after the video will also help clarify the confusing information or technique and further enhance the trainees’ knowledge mastery and retention and transfer learned skills to improve their job performance. The former training participants particularly appreciate the discussion activity, they believe it will get the future trainees more personal connection and stay engaged in the instruction.  

Due to the budget consideration as well, the training needs to break into session and carried on within a two-month period. It is challenging to schedule large blocks of time for both my client and the trainees due to different class schedules. I came up with the idea of full attendance rewards besides the full-participated certification issued by Denton School District to encourage the trainees’ full commitment.   

My client and I both think we need to modify the way how we employed the quizzes. In previous training, the quizzes were given to the trainees, which is fine to carry on for next term. In order to generate more accurate learning results, discussion for the answers to the quizzes won’t be allowed anymore. Although the interviewees are not too happy with this change, they agree with our points. The analysis of the participant reaction sheets is a good reference for reflections on learning effectiveness and an important indication for next training since this ABA series is a district-plan and supposed to be delivered over and over in the near future.

Regarding the goals and objectives set corresponding to the timeline, there is no doubt that the phase 1 expectations will be accomplished by week 2 since Objective 1.1 (Help participants be familiar with what Autism is, what causes Autism, and how Autism is treated.) and 2.1(Help participants understand what ABA is and what is the theory behind it) are theories involved which will be mainly introduced in week 1.  The potential participants for this training each of them has more or less related special education prerequisite, they are expected to extend their knowledge into Autism area easily. My client and I are quite confident that phase 2 objectives can be achieved by week 4 without too many problems through the learning activities. (Objective 1.2: Help participants be aware of children with Autism with respect to behavior at school. Objective 1.3: Help participants be prepared what to expect for Autistic children possible learning progress. Objective 2.2: Help participants be aware of ABA’s types of prompts and reinforcers, appropriate timing to apply and assessment). As far as my client and I concern is that it could be challenging to reach Goal 3.0 for each of trainers. (Learners acquire useful techniques that can be utilized throughout the day, effectively teach autistic students new skills and lead more independent lives.) First of all, there are various types of Autism with a huge number of different characteristics. Applied Behavior Analysis may or may not suit for certain autistic students. Moreover, it requires tremendous patient and passion besides knowledge and techniques to work with children with autism. The trainee’s personality will play a role on if they are capable to utilize the acquired information and skills into their job performance. My client and I are optimistic for the phase 3 goals and objectives based on our acquaintance with the staff at Ann Windle.    

Again, this project evaluation is based on my client and my perception and the experience from the previous simpler version of training. We have worked hard to find some solution to fixe the problems and enhance the learning effectiveness. Although without real implementation, my client and I strongly believe the training will do it as what we expect. 

The Method of Loci / Memory Palace

The activity introduced the method of Loci / Memory Palace which is, according to Wiki, is a general designation for mnemonic techniques that rely on memorized spatial relationships to establish, order and recollect memorial content.  I think this method will certainly benefit visual learners due to the strength is to recall memories by retain the imagery information associated with familiar or well-known locations. For other different types of learners, the techniques also enable learners to develop brain work through practice, rehearsal and repetition to improve memory, retention and learning. 

The excise practiced was Wilson’s (1998) view of Situated Instructional Design through the method of Loci / Memory Palace. The activity got me think that the method wouldn’t not only help learners but also instructors. We were asked to design Job Aid for our project instructor last week. The Job Aid checklist varies upon to the instructional design. The list can be overwhelming for them to recall under certain circumstances, for example when they face a big size of audience or under extreme time pressure…etc. The method of Loci / Memory Palace can be helpful for them for the quick and accurate retention of facts during training.  

The activity also pointed out that the more relaxed you are, the easier it is to memorize. I concur with statement. Brain relaxation definitely plays a role of memory retention. For most of people, we become more concentrated and less distracted when we are relaxed and our brain will be better organized for memory and recall.  

Week 7

Thanks to Lorri’s helpful responses to my design plan and job aid proposal. She reminded me that I need more specific description for each video session. Beth, the instructor, also suggested more information needed for my timeline. Therefore, I added a timetable listed with discussed topics for views’ better understanding of my plan. Lorri’’s suggestions also got me to rethink what my strategies to help my trainees understand ABA concepts and accomplish the goals. I talked with my client, the program facilitator, and both agree that we need to provide more assistance for guided panel discussions and facilitating small group instruction for dealing with real incidents in classroom other than pre-set video training. Here is my job aid revision.