While I am enjoying reading about evaluation and converting my ABOs into the chart in HDTKTK, I am feeling that I wish this class included something on creating rubrics for student assessment. I have created a few in Adult 642, and as an instructional designer, knowing how to create a rubric seems essential. It is often one of the things you have to deliver to your client. In my final project in that class, I designed several activities for a hybrid class and included rubrics for each one. It was incredibly difficult for me, and most of my information in rubric creation was found online.
I know evaluations are important, especially to administrators, and they’re great tools for data collection. As I mentioned in class, I administer the evals for VCU’s Intersession every year. However, focusing on evaluation instead of student assessment/rubrics alienates those who want their careers to have a more academic focus.
Although I have no doubt my career will lead me to design trainings, I am also very interested in designing for academia. I am glad that I had the experience in 642 to help me with assessment/rubrics, but the other folks in the program who are not in the technology track did not get the same benefit.
I do enjoy the amount of time we get to work on our projects in class (the same for Consultintg). Meeting with groups, especially people who have know a little about my project via my presentation, this blog, or in independent group work outside of class, has really helped to grow my project and give me more ideas. One of the reasons I was so successful in 642 was that we designed in groups, so there was a constant stream of ideas and brainstorming. While having well-written ABOs and evals and such are a huge part of the project, equally huge in instructional design is the quality of ideas. Some people are naturally good at creating activities and writing instructions, but those of us who aren’t (ahem) really benefit from group work and brainstorming.