Hi everyone! My name is Dave Roddy and I am pursuing a Masters degree in Curriculum Development and Instructional Technology here at UAlbany. I expect to complete the program by December, 2020. I currently work on-campus for the CARSS (Center for Achievement, Retention, and Academic Success) science tutoring office. Since the fall of 2013, I have worked for that office as a chemistry tutor, specializing in General, Organic, and Physical Chemistry. I have also served as support instructor for our tutor training course (UUNI498) since Spring 2014.
Here's a shot of me in action!!
Don't worry, I won't let it go to my HEAD!
My Topic and Purpose
Purposes for taking the course:
- Learning about formal instructional design
- Getting a first exposure to graduate work
- Gaining proficiency in the use of technology in instruction
Topic: Selecting Real-Time Assessment Options for the Science Classroom
- Present the learner (target audience: science teachers) with reasons why real-time assessment is vital for increased understanding.
- Illustrate how using real-time assessment tools make instruction more effective, efficient, and more easily aligned with course goals.
- Show a range of current, effective alternatives for real-time assessment.
- Compare and contrast the options' strengths and weaknesses with respect to ease of understanding, applicability, context, inclusiveness, ease of use, and other factors.
- Give the learner a method of selection so that they can choose the best option(s) for their situation.
- Provide an opportunity for reflection on what the learner has gained through the mini-course, so that they may more fully solidify their understanding about the importance of real-time assessment.
- The primary need is for educators to be able to choose the most effective tool for assessment in real-time.
- The chosen tool should fulfill the individual needs of the instructor / course. Thus, many options should be provided.
- The chosen tool should communicate the intended message - results of the assessment - easily and clearly.
- It should be easy to use, adaptable to different situations, and flexible for scaling.
- Cost may be a factor as well.
Analysis of the Learner and Context
- The primary language will be English, but the possibility to display the mini-course in other languages should be examined.
- The learners will be proficient in science, so general level of vocabulary does not need to be limited.
- The learners (K-12 and college science instructors) may not have an Education Theory background - limit field jargon and terms.
- The mini-course should involve different modes of presentation to appeal to a wide audience.
- Learner context: learners will probably be looking to fulfill many varied requirements given to them, so benefits and drawbacks of each option should be clearly stated.
- Opportunity for feedback on the options should be available, so that new visitors can evaluate the opinions of other learners on the options.
- Motivation and prior knowledge should not be impediments to this process. Options can be presented without influence.
- A section for side-by-side comparison of alternatives will be helpful.