Final Project and Survival Memo EDAC 635

Keith Cozart Commented on Group 4 and Group 3 Final Project Intro/Survival memo.

            Survivor Memos

     This project gets intense, learn to lean on your teammates. You are in it together. Have meetings either by text message, phone, or Blackboard Collaborate, It helps keep all of you on the same page. You can get through this , work together and keep your eye on the prize. Ask questions!!!!!!! There is never a dumb question. I also live by a rule that seems to help out in most situations   KISS   Keep It Simple Stupid... Don't make the project harder than it is.. I also recommend look at the other projects offered. They may not be the exact same project but it helps to give you an idea of what you are trying to accomplish. Maker sure that you are keeping up with your discussion board posts. those are valuable points- don't miss out. And lastly- have fun with this. it is a great learning tool that you will use for your entire career.

Bill Slonaker, Keith Cozart, Ray Harmon

Final Demonstration

Keith Cozart commented on Group 1 and Group 4
Ray Harmon commented on Groups 1 and 4

VIDEO PRESENTATION CREATED WITH iMovie on a MacBook Pro (Apple laptop)
 
 

EDAC 635

Dr. Bo Chang

Keith Cozart, Ray Harmon, Bill Slonaker

Summary of Final Demonstration

The main topic of our project was physical memory, more specifically muscle memory, and how adults learn in this way. We chose to do a 4-week seminar combining social activity with learning how to play drums. We chose this topic because drum kit instruction involves a large amount of muscle memory.

Step one of the project was for us to do research on the main topic and present individual literature reviews based on our findings. We used academic research databases such as ERIC and Academic Search Premiere. We used search words such as muscle memory, physical learning and physical environment to acquire the results needed to accomplish this project.

Step two was to research the findings from step one and to create a syllabus design that would lay out how the seminar would run. This design included the desired objectives, the rationale, the format, the schedule and how the students would be assessed, for the seminar.

Once the syllabus was created we were tasked with asking two professional within the educational field to evaluate our syllabus and provide feedback. The two individuals we chose have extensive background in class and syllabus design. The feedback we received was very important and we learned some positive as well as negative items contained within our syllabus. The positive items included a great deal of detailed information was included and the syllabus was easy to understand. The negative feedback was mainly due to the lack of detail in the objectives and the assessment. We learned a valuable lesson through this feedback so we know what we should and should not do in future syllabus design.

The last step in the process is creating a multimedia presentation for the project demonstration. We created a video with an imbedded Power Point Presentation to demonstrate our project. Our goal was to make the presentation as dynamic as possible to keep viewers interest.

 When we reflect on the overall process of this project, all three team members agree that we have learned a great deal while working as a team to complete this project. We appreciated the positive and negative feedback on our syllabus design and will take those lessons with us in our further endeavors. The overall teamwork we had was a great experience as each of us had assigned tasks to complete to bring the project to fruition. Overall we learned a lot and are encouraged by how we can use this information in the future.

Group Reflection:

Highlights:

            Our Basic goals were:

1.     Simplicity- Make it approachable and easy to understand. We wanted to make this easy for everyone of adult age to jump in and learn.

2.     Make it fun and energetic. Make it something that may catch the eye of someone that maybe wasn’t looking to take a class, but peaked their interest and make them want to complete the class. Maybe allowing them to fulfill a lifelong dream of playing in a band or just being on stage.

3.     Interactive- Using physical/experiential learning to teach by doing.

4.     Promote future self-learning. Hopefully we can convince some to continue learning the drums with another instructor to learn more in-depth concepts of drumming.

We believe these goals were met completely. By keeping the sessions short with breaks built in, the learners are given plenty of time to reflect on the session before a new part is added. Also during the breaks gives the learners a chance to socialize, and talk about what they are learning. Not only are the learners learning from the instruction, they are learning from doing.

Cognitive Apprenticeship:

            “Cognitive apprenticeship is not a linear process occurring once during the teaching and learning process of a particular subject-area content, rather it is a recursive process.” (Orey, 2015) The process starts with the modeling phase where the instructor shows the activity to be accomplished. Then the learner does the activity with help from the instructor, this is called scaffolding/coaching. The learner now tries the activity alone, with the instructor observing and asking questions at critical points, the fading phase. Solo performance is when the activity is done solely by the learner with the instructor there only for assistance when asked by the learner. Then is the reflection/ exploration phase when the learner gets to reflect on the activity, and ask questions from the instructor.

1.     Modeling- Each session is started with the instructor demonstrating the activity

2.     Scaffolding/coaching- The learners do the activity with help from the instructor

3.     Fading- the learner does the activity with minimum help from the instructor.

4.     Solo performance- The learner does the activity alone. The instructor only offers help when asked.

5.     Reflection/exploration- The learner reflects on the activity with the instructor.

Highly skilled physical performance has five characteristics (MacKeracher, 2004)

1.     Fluency of movement-The actions are smooth and the performer moves from one activity to the next without interruption.

2.     Speed of performance-The performer responds very quickly without hesitation.

3.     Smoothly automated physical actions- The performer has perfected the actions and it appears to be easy due to their physical skill level.

4.     Ability to do several different physical actions simultaneously-The performer has the ability to do multiple things at the same time.

5.     Knowledge about actions-The performer know what actions to use when to achieve the best outcome.

Process:

            The process we used was collaboration. We held online brainstorming sessions, using Blackboard IM, as well as text messaging. We usually met on Blackboard IM, every Sunday evening, if only for a few minutes just to keep abreast of what each of we were doing. There was a problem with my computer locking up one week which hindered that week’s session. We used email to view and edit each other’s portions of the project. We divided the project up into parts, with each member being responsible for a portion. Then each member would view the other parts, then make changes or suggestions.

            Most of all we worked hard to keep this activity as simple as possible. Simplicity was one of the things mentioned by both of our evaluators, as being a strong point of or syllabus.

            From our evaluations we learned that we needed to have more detailed outcomes, with measurable assessments. As our learning objectives were rather vague as to the way to measure or grade the activity. We fix this by simply changing the wording a bit, and adding a desired concrete measureable outcome. This was an eye opening experience as there were things brought to our attention that we had not even considered.

            This has been a very constructive exercise, in that it gave us much needed insight into syllabus design. Having feedback given to allow for corrections before turning it in as a final assignment, was a tremendous help to our final product.

 

References:

Orey, M. (2015, July 21). Concluding Thoughts: Implications of the Cognitive Apprenticeship Model for Teaching and Learning. Retrieved from Boundless.com: https://www.boundless.com/users/233409/textbooks/introduction-to-emerging-perspectives-on-learning-teaching-and-technology/tools-for-teaching-and-learning-changing-or-encouraging-human-behaviors-5/cognitive-apprenticeship-27/concluding-thoughts-implicatio

MacKeracher, D. (2004). Making sense of adult learning (2^nd ed). Toronto, Ontario: University

     of Toronto Press.

Keith Cozart commented on Group 1 and 2

Ray Harmon commented on Group 1 and 2

Syllabus Evaluation

EDAC 635

Ball State University

Dr. Bo Chang

Group 3, Physical Learning

Keith Cozart, Ray Harmon, and Bill Slonaker

Group Rolls for Educators’ Evaluation

Bill Slonaker-

·      Group Leader, Reflections (Highlights and Process)

Ray Harmon

·      Lining up and Coordinating Evaluators, Data Collection, Form Input.

Keith Cozart-

·      Student Responses, Form, Table, Compilation, Editing and Posting to Blog

Educators’ Evaluation:

 Our group created an evaluation form to use for collecting responses from educators.  The form helped streamline our process and make data easily recognizable for use during our reflection process.  The evaluation response forms are listed below from professor Jon McKamey and Jean Wisuri.  More detailed comments/feedback from McKamey is available via the clickable link at the bottom of our first educators’ evaluation form. 

Syllabus Evaluation Form 1

Group 3- Physical Learning

EDAC 635- Strategies for Teaching Adults

Drum Set 101- A Social and Fun Beginning to the Basics

**Please complete the below information pertaining to the project design.

First and Last Name: Jon P. McKamey, PhD Instructional Designer/Professor Cincinnati State Technical and Community College

Place of Employment, degrees completed, number of years in position: PhD in Computing Technology in Education Instructor for Educational Technology course (covers writing objectives) Conducts workshops on writing course policies and objectives Develops online courses Certified Quality Matters Peer Reviewer

Field of Study, expertise, and hobbies. ·      Conducted faculty development training that included curriculum design, syllabi design, assessment, and activities. ·      Quality Matters Peer Review

STENGTHS What did you like most about the syllabus/program design? For what reason? Based on the subject matter, the syllabus is not heavy on course policies outside of the intent for the learning. It provides the basics that students would need to know before signing up for the sessions and does so in a non-threatening way.

AREAS OF GROWTH/DEVELOPMENT What areas do think need improvement? For what reason? Suggestions on how? The learning objectives should be rephrased so that they state measurable outcomes of what will be done. While “learning” is the goal, state specifically what they will do. Examples and further explanation are found in the comments below. Your assessment methods could also be better explained for the ways you will provide feedback. Again, see comments below. One thing that seems to be missing is how the students will practice when not in the face-to-face sessions. Will they be able to take their practice pads home? How will the work on their skills to keep advancing in the continuing weeks of the course? Click HERE for link to Jon McKamey Syllabus Design comment.

Syllabus Evaluation Form 2

Group 3- Physical Learning

EDAC 635- Strategies for Teaching Adults

Drum Set 101- A Social and Fun Beginning to the Basics

**Please complete the below information pertaining to the project design.

First and Last Name: Jean Wisuri

Place of Employment, degrees completed, number of years in position: Director, Online Learning at Cincinnati State Technical and Community College. ·      M.A in Organizational Communication from Western Kentucky University.

Field of Study, expertise, and hobbies. ·      Conducted faculty development training that included curriculum design, syllabi design, assessment, and activities. ·      Quality Matters Peer Review

STENGTHS What did you like most about the syllabus/program design? For what reason? I love the front page as I’m a huge fan of Animal from the Muppets! You caught my attention. I have never seen a syllabus design like this. Pages 2 – the top of 5 read like a marketing piece for the seminar. However, the information in these pages is interesting and relevant to the individual who might be interested in taking this type of course. The Seminar Syllabus and Outline are easy to follow and I do like the addition of seminar format and facilitation is helpful as well. I like the inclusion of Kolbs Experiential Learning cycle as well as the syllabus summary. References are always a great idea so your participants can find additional information and understand the foundation of your work.

AREAS OF GROWTH/DEVELOPMENT What areas do think need improvement? For what reason? Suggestions on how? What stands out to me is that the objectives for this seminar are not “measurable”. How do you measure “learn”? The objectives are: 1.        Learn the terminology of the drum set 2.        Learn and be able to identify drum set sounds 3.        Learn the beat patterns with coordination, memorization and muscle memory 4.        Learn drum set fills 5.        Gain socialization of other students as well as playing in front of them How do you measure “learn”? Utilizing Bloom’s Taxonomy as a guide, for the first objective “Learn the terminology of the drug set” might be worded “Recognize the terminology of the drum set” or “Recite the terminology of the drum set”. The second objective can easily be made measureable by simply taking off “Learn and be able to…” so that it reads “Identify drum set sounds”. By making the objectives measureable, participants know what to expect and how they’re going to be measured. The instruction and assessments should flow seamlessly from the measureable outcomes. Outcome 5 confuses me. I don’t understand what “Gain socialization of other students…” means. I would also recommend identifying which of the outcomes are covered each week. For example, week 1 you will cover outcomes 1 and 2; week 2 covers objectives 1 and 3 etc. Again, this provides the participants with information on what they’ll learn that week and how what they’re doing leads to the outcomes. I recommend providing a rubric for the students in the assessment of this course. The syllabus indicates that, “Each learner will be given a comment sheet from the instructor on the four session classes. This sheet will provide positive feedback on the student’s progress. The sheet will also provide items needing more work and instructions on how best to achieve better results.” Is this a rubric? Will the students know what on what they’re being assessed?  A rubric provides metrics by which a students is assessed, how they’re assessed, and it makes it less subjective on the part of the instructor. I think this would be a great class!

Group Response to Evaluations:

Among the positive comments made by our educators’ evaluations, Drum Set 101’s syllabus design calls for many important improvements.  Positive feedback included praise of informal and inviting language in the form of a “marketing campaign.”  Evaluators enjoyed the inviting nature of the document.  Other positive feedback included praise for graphics, simplicity of design, reference of Kolb’s Learning Model, refrain from heavy doses of course policy and overall welcoming/non-threatening nature.  Our group strove for simplicity, openness and excitement; so our goals were achieved in that respect.

All suggested improvements are warranted.  Rephrasing course objectives and referencing learning outcomes throughout the syllabus is paramount.  We simply need better language that is more specific and measurable.  For example, instead of using the word “learn” instead use “identify” or instead of “gain” use “construct” etc.…

  Developing a rubric for assessment is also warranted.  Comment sheets will do little to show how a student should progresses in the course.  A well designed rubric linked directly to learning outcomes will help clarify course results and make measuring outcomes much more palatable. 

When preparing Drum Set 101 syllabus, no attention was allocated to logistics.  When dealing with large amounts of equipment, logistics is a fundamental requirement.  It simply must happen in a positive and accessible way with learning objectives directly aligned.  Drum Set 101 would need to partner with area music stores or major percussion manufactures to supply equipment.  Angling the partnership with the hopes of future sales is the best financial approach to equipment logistics.  In addition, the learning possibilities of students having hands on Experiential Learning occur during setup and teardown of equipment is invaluable; an essential skill in learning drum set.

Lastly, the social aspect of Drum Set 101 may have been misplaced.  Hopes were that students would be attracted to the course because of the interactive draw to being social with other adults.  Incorporating social mixers as a part of course content seems odd, as mention by an evaluator.  Rethinking the role, purpose, and outcome of social functions within the course should be discussed in more detail with the initial thought having them a more general activity within the course and not a learning objective.

Group Reflection:

Highlights:

We received both positive and negative input on our syllabus. One of our participants, Dr. Jon P. McKamey, mentioned that the course was not “heavy on course policies”. He thought that it gave basic information for a potential learner to make a judgment on whether they wanted to take the class, and do it “In a non-threatening way”. Our other participant, Jean Wisuri, mentioned that the format was easy to follow, and that the picture of the Muppet character Animal caught her attention. She also mentioned on our use of references stating that she thought they were a great idea in case a potential learner might want to do some research on the type of class beforehand. We strived to make this syllabus as simple as possible, as to facilitate any type of learner, and worked hard to keep out as much clutter as we could.  

Jean Wisuri noted that she “Had never seen a syllabus design like this. Page 2-the top of 5 read like a marketing piece for the seminar”.  This was done purposefully to the unique situation of having learners of all phases of life to learn a skill and create fellowship in the process. This is more than just a class to learn to play the drums and was set up as such. She believed that including Kolbs Learning Experiential Learning Cycle was a good idea. 

Dr. McKamey brought up the fact that we had not set up a way for the learners to practice between sessions. To be honest that was not anything that had even came up in our group discussions. Another point brought up by Jean Wisuri was that we were using the term “Learn” in our objectives. She brought to our attention that there was no way to measure learning.

Process:

            To complete the assignment Ray Harmon sent our syllabus to a couple of colleagues at Cincinnati State technical and Community College.  They both promptly assessed it and returned with their evaluations.  Keith Cozart is completing our student response; Bill Slonaker is writing this reflection and Ray Harmon is in charge of finishing the table. We have been meeting weekly on Sunday nights via blackboard collaborate. Although last Sunday evening (11/1/2015) I was having computer issues so we were using text messaging to communicate. Thus far we have had great communication, and have done our best to keep each other up to speed even with our busy schedules. The parts have come together nicely with very few snags.

            A large lesson that was brought to our attention from both of our evaluators was the fact that we had no way to measure or access any of the outcomes of the seminar, and that it was not stated clear enough how we would provide feedback to the learner to help them learn. Jean Wisure mentioned “Utilizating Bloom’s Taxonomy as a guide, for the first objective”. She suggests that instead of using the word “Learn” we should instead use the wording “recognize”. As in “recognize the terminology of the drum set”. She states “By making the objectives measureable the learners know what to expect”.

            She also suggests that we identify which objective will be covered weekly. This way the students know what to expect from week to week. And she pointed out our lack of a grading rubric. Another piece that was not brought up in our team conversations.

            This was an eye opening experience. I have never had my work inspected by a high level professional, and such candid feedback provided.  I was glad that this was done as it gave us insight in what needed to be fixed, and brought parts to light that were left out.

Table 4 – Summary of Syllabus Evaluation

Evaluators	Ideas for Improving Syllabus Design	Revisions/Student Responses
Jon McKamey	·       Learning objectives should be rephrased stating measurable outcomes. ·       List specific learning activities. ·       Firm up clear assessment of student work/progress. ·       Include logistical information and expectations on how students will practice outside of course time and the availability/use of equipment.	·       Mores specific learning outcome terminology is needed and will be updated. ·       Objectives, outcomes and activities should all align. ·       Develop a rubric for assessment. ·       Work with drum set manufactures or local retail music stores for equipment.  Create a win win for retailers (future sales).
Jean Wisuri	·       Use more specific and measurable language when identifying how students will learn (learning objectives). ·       Consider changing the Social Aspect of the course by using it as an aspect of the course and not a learning objective/outcome. ·       Identify the learning outcomes within the events schedule so students will know what their goals are for the week. ·       Use a rubric for assessment instead of a general comment sheet.	·       Recommendation is warranted where objectives should have more clearly measurable outcomes, changes coming. ·       The social aspect should be an occurrence/bonus instead of a learning outcome.  ·       Labeling learning outcomes within the syllabus schedule makes learning objectives more clearly identifiable. ·       The course assessment needs a rubric.

Table 3 – Syllabus Summary

Purposes	·       Fun hobby, dream fulfillment, physical activity, socialization, community building, experiential learning and muscle memory development.
Objectives	·       Bring adults together in a fun and interactive environment. ·       Spark new interest in music and physical learning (muscle memory). ·       Promote self directed learning after the completion of the workshops.
Rationale Ideas from Literature	·       Adults are self-directed learners. ·       Muscle memory requires repetition. ·       Adults benefit from designated reflections time during the learning process.
Rationale Features from practical cases	·       Kolb’s Learning Model can be practically applied to process learning. ·       Adult learners need a “safe place” to try new learning experiences, free from judgment and self-deflating failure. ·       Learning spaces can be atypical.  Set for visual connection is crucial to see all the parts of the drum set in motion.
Syllabus Highlights	·       Drum Set 101 is an introduction workshop series focused on adult learners in a group setting learning from each other and instructors. ·       Muscle Memory develops over time with practice and repetitions.  Repetition is necessary because drum set requires immediate responsive when performing music. ·       Experiential learning is at the core of what we do everyday from childhood through adulthood.  Drum Set 101 is Experiential Learning.

Table 2- Keith Cozart Literature Review

Physical Learning	Main Themes and Ideas	Application/Implications
The Acquisition of Skilled Motor Performance	Fast and slow experience-driven changes occur in primary motor cortex during learning process.	Skilled motor performance is acquired in several stages: “fast” learning, an initial, within-session improvement phase, followed by a period of consolidation of several hours duration, and then “slow” learning, consisting of delayed, incremental gains in performance emerging after continued practice.
A Shift in Task Routine During the Learning of a Motor Skill	Describes a transient phase during training on a movement sequence wherein, after an initial improvement in speed and decrease in variability, individual participants’ performance showed a significant increase in variability without change in mean performance speed.	Mindful attention paid to learning phases can result in more effective and efficient learning process in the acquisition of learning motor skills.
Practice Schedule Effects on Learning	Measuring the effects of block verses alternating practice schedules on skill building (tennis).	Manipulating practice routines in physical skill building has a larger effect on low-skilled learners verses that of high-skilled.  Block practice schedule showed increases post-testing performance.
Muscle Memory	Can muscles really drive behavior independently from the nervous system?	Understanding the nervous system and how repetitive movement may become separated from the system (ie. becomes muscle memory) shows evidence that such training can produce rhythmic muscle contractions independent from neuronal input; indicating that muscle memory may become much as the heart (muscle), involuntary.

Table 2- Ray Harmon Literature Review

Theme Title	Main Theme in Literature	Application of Theme
Environment	The physical environment has an impact on learning. Lighting, sound, technology and comfort of the learner all are important in the learning environment.	The learning environment setup should be considered as it will affect learners. Lighting, sound, technology and outside influence are a few of the items needing attention when setting up the learning environment.
Physical Memory-Procedural Memory	There are three phase to procedural memory; cognitive, associative and autonomous. As each phase is completed the learner gains more skill and muscle memory.	For skills using muscle memory, practice makes perfect. Learners will be frustrated at first but with practice will begin to gain self-confidence and master the skill.
Work Based Learning-Cooperative Education	Students are given an opportunity to take the hard and soft skills learned in the classroom and put them into practice at a work place in their chosen field.	Cooperative education has been around since the 80’s and should be incorporated into learning if possible. The skills learned on the job will go with the learned in their chosen path.

Table 1- Group Design/Plan

No.	Assignment	Due Date	Comments Due Date	Members Roles
1.	Topic Summary and Selection	9.6	9.13	·       Individual Work
2.	Group Plan	9.20	9.27	·       Keith- (Group Leader**), organizer of initial conversations, set-up blog, designed/posted table to blog, posted BB IM to course blog. ·       Bill- Topic Selection, Muscle memory, Phone conversation, BB IM, initial research, ·       Ray- Phone conversation, BB IM, cross over into other areas of learning brainstorm (experiential, motive and emotional learning) ·       WHOLE GROUP: Instant messaging via Black Board
3.	Literature Review	9.27	10.4	·       Individual Work
4.	Syllabus Design	10.25	11.1	·       Keith- (Group Leader**), Table, References and Introduction. ·       Bill- Rational and reflection ·       Ray- syllabus document editor and draft/design ·       WHOLE GROUP: Draft review, Instant messaging via Black Board, course design.
5.	Syllabus Evaluation	11.8	11.15	·       Keith- Students’ responses ·       Bill: (Group Leader), reflections ·       Ray- Evaluations and Table ·       WHOLE GROUP: Draft review, Instant messaging via Black Board.
6.	Final Demonstration	11.29/ 12.6	12.6	·       Keith: Demonstrations (Multimedia) ·       Bill: Group reflection ·       Ray: (Group Leader**), Summary ·       WHOLE GROUP: Draft review, Instant messaging via Black Board.