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.

EDAC 635 Strategies for Teaching Adults GROUP 3 Physical Learning

Monday, November 30, 2015

Final Demonstration

References:

Saturday, November 7, 2015