Section 7: New Directions for Instructional Design and Technology

Examples of Distributed Learning

In chapter 28 there are many examples of distributed learning. The five that stood out at me the most were, virtual and hybrid classes, corporate distributed learning, free distributed learning, and for-profit distributed learning.

Online degree programs use the idea of virtual classes and hybrid classes. Students can register completely online and have a full set of student support services available to them. Some of the support services found online includes the library, bookstore, advising offices, and financial aide. Hybrid classes rely on the online resources, however they have limited face to face meetings as well.

Corporate distributed learning is great for professional training purposes. It is better on the budget of companies to use this type of training because of the money they save on out-of-town expenses. Employees are also able to get the training on their own time; there is no need for “scheduling” a training session. 

Some ideas of free distributed learning can include the use of weblogs and videoconferences. In many of my graduate classes, these types of learning occur. The weblogs help keep communication open between both peers and the professor. Videoconferences are used more for necessary meetings or teachings of important new information. On the other hand, there is also “For-profit distributed learning”. Some ideas may include the use of books, DVDs, and websites.

Reusability

One course I remember taking that had poor reusability characteristics was a multicultural development class. Within the time of this course I did not create or learn anything that could be reused. We mainly learned facts about multicultural events and what took place in history.

If I was to redesign the course, I would make sure to add some reusable aspects. When adding the reusable aspects, the underlying content would not be changed. I would have required my students to create a small portfolio including activities that explain different multicultural events that occurred within history. For example, if the student was reading a chapter in the text about Rosa Parks and the bus boycott, I would allow them to create an activity for their own future classrooms. These activities would be a way the teacher would introduce a specific multicultural event that occurred in history. The activities may include flash cards, board games, crossword puzzles, etc.  

Rich Media

This video is called “The Compound Boogie”. This is a great visual that can be used for the instruction of compound words. I actually used it in my Kindergarten classroom and the students absolutely LOVED it!!

Surface Features: Animations/Video-The video uses both pictures and words to explain what a compound word is and how it is formed.

Functional Features: A functional feature is how well the visual conveys the message that was intended. This video does a great job of explaining the “message” of compound words. The first page will show two separate pictures with two separate words, the next page then shows how the two are joined together to create a new word and picture. 

Future Instructional Technologies

When thinking of nanotechnology and my daily tasks as a teacher, there are many new thoughts that begin to form. One word could describe it all… EXCITING!! Technology has come so far and helps us in our daily routines, just imagine something better. In the future, I see nanotechnology being used to help give students a more hands-on approach to learning. Today we use large projectors that are mounted to the ceiling; in the future these projectors could become as small as a sheet of paper. This would allow students to each have access to the “projected” image; giving students a more personal approach to their own learning experience. Presently in my Kindergarten classroom, we are completing a unit on plants. This type of technology would give students a very fun and interactive way to learn about plants, their needs, and their parts. 

Point of View 

The textbook describes two points of view on the field of instructional design. The point of view I agree with most is the broad and inclusive road. The field of instructional design is very wide and complex. Because of this, there are an array of tools and resources needed to complete tasks within the field. Professionals will not need the same resources each time, the field is always changing and there is a need for accommodations towards diverse problems and solutions. With a sufficient level of freedom, especially in education, there are many goals that can be met. Therefore I definitely see the need for the field to be both “broad” and “inclusive”.

Section 6: Getting an IDT Position and Succeeding at It

Job Openings 

Job 1: Instructional Designer

Company: Gallup

Location: Omaha, Nebraska

Experience Required: 2 years of experience assessing, designing, developing, and implementing learning solutions.

Skills Required:

Instructional Designers at Gallup are experts in assessing, designing, developing and implementing learning solutions for clients. They work to understand where a training idea or program might be a possible solution by creating learning curriculum strategies, content, and maps.

Instructional Designers are ultimately responsible for:
• creating customized curriculum that align with methodologies
• understand how learning and technology relate to develop effective e-Learning solutions
• partnering with client teams to deliver results

*I do not yet have two years experience with instructional design, however I do believe I am on my way to gaining this experience. The more opportunities I receive within my district, the more knowledge I will gain with instructional design and how to implement specific solutions.

Job 2: Educational Technologist

Company: University of Missouri - St. Louis

Location: St. Louis, Missouri  

Experience Required: At least 2 years experience in developing computer-based training materials.

Skills Required:

-Meet with clients to understand product needs and specifications

-Serve on design teams and provide support

-Assess the effectiveness of products

-Proficient with Microsoft Word and PowerPoint

*I do not yet have two years experience with client meetings and the development of computer-based training materials. However, I do have many years experience with both Microsoft Word and PowerPoint. I would also need more experience with determining how to make technological products more effective.  

Job 3: Instructional Designer  

Company: Stevenson University

Location: Stevenson, Maryland  

Experience Required: Master's degree in education, curriculum design, instructional technology, instructional design or educational technology. You must also have two years related post-secondary experience in instructional design, educational technology, distance education or a directly related field in an academic setting or equivalent combination of education and experience. 

Skills Required:
•    Knowledge of adult learning theories, assessment, and evaluation in course design and development
•    Knowledge of and work-related experience in distance learning
•    Demonstrated experience in course development and training
•    Possess an understanding of new media technology (online course management tools, web 2.0 applications, and multi-media tools).
•    Ability to plan, manage, produce, direct, implement and evaluate on-line course production
•    Ability to work with instructors from a wide range of academic cultures and disciplines
•    Ability to establish goals, meet deadlines, organize work flow and projects

*I do not yet have two years experience with instructional design and I have not yet received my master’s degree, however I do believe I already have some of the required skills available. Some of the skills include establishing goals, meeting deadlines, organizing work flow, and I have a high understanding of new media technologies.                                                             

Self Assessment 

ASTD Career Navigator Self Assessment
*Entry to Mid Level Executive*

After completing my self-assessment, I did not realize the amount of interpersonal skills I have. This helped reassure me that I will one day make a good leader with continued progress. I now know the necessity of building trust with others, building commitment to solutions, and partnering with external contacts to achieve desired results. An area of needed growth fell under “Managing the Learning Function”. I now know I need to improve on creating visions for improvement, converting learning strategies into action plans, and learn how to develop and monitor budgets.    

http://www.astd.org/content/careers/

Professional Organizations and Publications

1^st Professional organization: AACE (Association for the Advancement of Computing in Education)  

Mission: Founded in 1981, this is an international, not-for-profit, educational organization with the mission of advancing Information Technology in Education and E-Learning research, development, learning, and its practical application.

Cost of membership: Professional Membership $115 per year

Publications:

 International Journal on E-Learning (IJEL)

 Jrl. of Educational Multimedia and Hypermedia (JEMH)

 Jrl. of Computers in Math and Science Teaching (JCMST)

 Jrl. of Interactive Learning Research (JILR) Jrl. of Technology and Teacher Education (JTATE)

Conferences and meetings:

Society for Information Technology & Teacher Education

-March 7-11: Nashville, Tennessee

Global Learn/Asia Pacific 2011

            -March 28 - April1: Melbourne, Australia 

Opportunities for professional development:

Access to EdITLib-Education & Information Technology Digital Library, which is a valuable online resource that is fully searchable and covers 15+ years of academic journals and international conference proceedings.

2^nd Professional organization: ITEEA (International Technology and Engineering Educators Association)

Mission: Members are classroom teachers from elementary to high school, local and state/provincial supervisors, college/university faculty, and museum staff. Their common ground is an interest and involvement in technology and engineering education. Founded in 1939, ITEEA brings together technology and engineering education professionals to share ideas, gain professional development, and improve public understanding of STEM literacy.

Cost of membership: Professional Membership $80 per year

Publications:

Children’s Technology and Engineering

Journal of Technology Education

Conferences and meetings:

PREPARING THE STEM WORKFORCE: THE NEXT GENERATION
ITEEA's 73rd Annual Conference
Minneapolis, MN
March 24- 26, 2011

Opportunities for professional development

Program Excellence General Session

Thursday, March 24, 2011

FTE Spirit of Excellence Breakfast

Friday, March 25, 2011

Teacher Excellence General Session

Friday, March 25, 2011



1^st Professional publication: The American Journal of Distance Education http://ajde.com/ 

Focus/Goals of the journal: AJDE is the internationally recognized journal of research and scholarship in the field of American distance education established with the mission of disseminating information about research and scholarship in the Americas.

Submission guidelines: AJDE encourages the submission of articles about methods and techniques of teaching at a distance, about learning, and about management and administration but also encourages authors to write about policies, theories, and values that drive distance education. They would like for articles to be based on research, although all methods and approaches to research are welcome. Authors are advised to ensure that their work is appropriately grounded in a review of existing literature.

Is this a peer reviewed journal? yes

Is the journal online? It can be ordered online

Usefulness: This would be a great tool for me as an educator when developing and/or delivering training as well as for presenting educational programs. I was not aware of this publication until after I read the textbook.

2^nd Professional publication: International Journal on E-Learning (IJEL) - Corporate, Government, Healthcare, & Higher Education http://aace.org/pubs/ijel/default.htm

Focus/Goals of the journal: Because of the advances in technology and the growth of e-learning, this journal can provide educators and trainers with unique opportunities to enhance learning and teaching in corporate, government, healthcare, and higher education. IJEL serves as a forum to facilitate the international exchange of information on the current research, development, and practice of e-learning in these sectors.

Submission guidelines:

Three major categories of articles to submit:

·         Current Issues include more theoretical discussions of technology and teacher preparation.

·         Current practice provides shorter, up-to-the-minute snapshots of technology in practice.

·         Seminal articles include previously published "classic" articles that have advanced the discussion of technology and teacher education.

Is this a peer reviewed journal? yes

Is the journal online? yes

Usefulness: This journal can be used to help educators and trainers with the concept of e-learning. With the big push on technology integration within our schools, I believe this publication would be a great tool.   

Compentencies 

Position: Performance Technologist

Domains/Competencies:

-Improve the efficiency and effectiveness of resources within an organization

-Help facilitate positive outcomes for various organizations

-Demonstrate performance results that help with obstacles

-Use partnerships and collaborate with clients

-Help clients focus on the results

-Must communicate effectively in visual, oral, and written form

-Evaluate instruction and training

-Engage in professional activities

Performance Requirements/Statements:

-Must support organizational goals

-Provide data to help with decision making and interventions

-Maintain the needed privacy and confidentiality

-Have a high commitment of time and effort toward all goals



*The reason I chose these particular domains, competencies, and performance statements was because of how it helps with identifying the job of a performance technologist. It explains the knowledge needed to complete the tasks effectively. They also explain the skills required of a performance technologist and the needed ability for this important role.  

Section 5: Trends and Issues in Various Settings

                                                                                  Rapid Prototyping

Chapter 18 in our text discusses instructional design in business and industry. Rapid prototyping involves the use of a model that is mainly used in the early stages of a project to help with the analysis, design, development, and the evaluation of an instructional innovation. One example of rapid prototyping that can be used in education is one of NASA’s new educational outreach applications. This prototype was designed to engage 4^th through 8^th grade students in fun learning activities based on future NASA technology through the use of gaming technology. The prototype uses the Kinect sensors from the gaming system, XBOX 360. Students are able to experience the difference in gravity between Earth and Mars by jumping and watching how high their figures were able to jump on the Martian surface. Overall, the student testers of the prototype had positive responses that this type of gaming technology would help educate and inspire the scientists of tomorrow. NASA was very successful in using the rapid prototypes. Rapid prototyping helped NASA in knowing whether or not students would enjoy this type of education, and are now able to make the needed minor changes before producing the final product.      

Military Education & Training Environments

Technology can be a great asset to instructional design; however it is not always available. Being a consultant can be a tough job, especially when electronic access is hard to reach. If I was to use the Full Spectrum diagram to help make a successful program for the military I would make use of blended solutions. These solutions would include different content and design for the different military environments, rankings, and skill levels. When working with members of the military who are in a classroom setting, technology could obviously be used more because of the availability. However when working with members who are deployed, there may be a need for other options. Some alternatives may include active learning, consistent and repetitive visual clues, and cooperative grouping. Members of lower rankings, lower skill levels, and those who are located in more hostile environments will use the alternative designs more often. Members of higher ranking and those with higher skill levels would benefit from using the electronic access during instruction; this would then allow them the opportunity to teach the lower ranking members when the electronic access becomes more widely available. 

Staff Development

Topics: Step-Up-To-Excellence Methodology & Guidance System for Transforming Education

Introduction Activity: As a group we will play the “I Have, Who Has” trivia game. Each person will receive a card that has specific facts (both questions & answers) related to each methodology. Picture cues will be given on each card to help assist with the answers. This game will help the teachers gain a basic set of knowledge before the methodologies are formally presented. 

Collaborative Activity: Window Pane Strategy- Teachers and administrators attending the training will create a window pane poster after the presentation of both methodologies is given. Groups of four will be assigned and each group will create their poster. We will have a few groups share their poster after creating them.

The poster must include the following in a window pane format:  

Definition of: Step-Up-To-Excellence	Definition of: Guidance System for Transforming Education (GSTE)
Describe & Illustrate how your school can implement the Step-Up-To Excellence methodology.	Describe & Illustrate how your school can implement the GSTE.

                      Higher Education & Faculty Members

Some examples of good support for the faculty of an institution include:

1. Harvard University  

• What are the different names used for faculty development?
• “Faculty Institutes”
• What division is it under?
• School of Education
• What services does it offer?
• Development classes
• Mentoring programs
• How often are programs given and what specifically are they?
• Throughout the academic school year
• Introduction to the culture and systems of Harvard University        
• Accountability models for student growth
• “Growth Models” to improve school & classroom level incentives

2. Miami University

• What are the different names used for faculty development?
• Staff Development Workshops
• TRAIN systems
• What division is it under?
• The department of human resources  
• What services does it offer?
• Developmental workshops
• Communication workshops
• Customer Service workshops
• Team Building workshops
• How often are programs given and what specifically are they?
• January to March & September to November
• Behavioral interviewing
• Courageous conversations
• Email etiquette
• Conflict management
• Stress management 

3. Michigan State University

• What are the different names used for faculty development?
• F&OD
• Faculty and Instructional Development
• Organizational and Leadership Development
• What division is it under?
• Academic Human Resources
• Office of the Provost
• What services does it offer?
• Seminars
• Workshops
• Cohort Programs
• Consultations services
• How often are programs given and what specifically are they?
• Throughout the academic school year
• Executive leadership academy
• Programs for academic specialists
• Faculty learning communities
• Survive & Thrive workshop 

        

Section 4: Human Performance Technology

HPI

Chapter 14 discusses the evolution of human performance improvement. The chapter presents a variety of non instructional solutions to performance problems. One performance problem found at my place of work is in regards to staff collaboration. In my opinion staff collaboration is not being performed correctly, teachers seem to be off task and administrators do not seem to collaborate with the teachers appropriately. If I was to solve this problem using non instructional solutions, I would first start by having a list of teacher incentives. This list of incentives would be given to each teacher explaining what they can be rewarded for during given collaboration time. Administrators and teachers would also begin using monthly performance guides to discuss collaboration progress. The performance guides will be used to provide feedback to both teachers and administrators regarding what is accomplished during collaboration. 

"Individually, we are one drop. Together, we are an ocean." - Ryunosuke Satoro

The whole is greater than the sum of its parts. Each individual in a collaboration brings with himself or herself unique characteristics, but when everyone is grouped together, all of those characteristics add up together and become something greater. If you look at the collaborative team as a whole, rather than a conglomerate of individuals, the collaboration will run more smoothly.

Read more: http://www.brighthub.com/office/collaboration/articles/71425.aspx#ixzz1EHAmRhDV

EPSS

Chapter 15 presents a few definitions of electronic performance support systems. I managed to find a few more definitions:

Def 1. Electronic Performance Support Systems, EPSS, can help an organization to reduce the cost of training staff while increasing productivity and performance. It can empower employees to perform tasks with a minimum amount of external intervention or training. By using this type of system an employee, especially a new employee, will not only be able to complete his or her work more quickly and accurately, but as a secondary benefit the employee will also learn more about the job and the employer's business. In addition to recommending consideration of an EPSS when knowledge is required to achieve individual performance in a business environment, an EPSS should be considered when skilled performers spend significant amount of time helping less skilled performers, when new workers must begin to perform immediately and training is impractical, unavailable or constrained, or employees need to be guided through a complex process/task that can’t be memorized. http://en.wikipedia.org/wiki/Electronic_performance_support_systems

Def 2. An electronic performance support system is, according to Barry Raybould (1991), "a computer-based system that improves worker productivity by providing on-the-job access to integrated information, advice, and learning experiences."

Def 3. Gloria Gery (1989) defines it as "an integrated electronic environment that is available to and easily accessible by each employee and is structured to provide immediate, individualized on-line access to the full range of information, software, guidance, advice and assistance, data, images, tools, and assessment and monitoring systems to permit job performance with minimal support and intervention by others" (p. 21). https://www.msu.edu/~sleightd/epssyn.html

Def 4. Electronic Performance Support System - (EPSS) A system that provides electronic task guidance and support to the user at the moment of need. EPSS can provide application help, reference information, guided instructions and/or tutorials, subject matter expert advice and hints on how to perform a task more efficiently. An EPSS can combine various technologies to present the desired information. The information can be in the form of text, graphical displays, sound, and video presentations. http://encyclopedia2.thefreedictionary.com/electronic+performance+support+system

I prefer definition #1 because of the way it describes the benefit for both the employee and the employer. It explains how it can help both new and existing employees with training and interventions. It also gives examples of how EPSS can be used in the workplace.

EPSS has not been widely used; I believe this is because in most areas of work, training is conducted by both peer and administrative support. This is they way it has been done for so many years, and many are not up for change. Some organizations have a lack of awareness for what EPSS is and how it can benefit them. Then there are also those organizations whom are aware of EPSS and the potential it has, however they are fearful of the up-front costs and the time required for the development and implementation. 

However I do believe EPSS will more likely become more prevalent in the future because of the way electronic technology has evolved in the workplace. As more businesses and industries begin using EPSS and implementing them successfully, others will become more interested. We also know that technology improves daily; this is also the same for EPSS. Employers will also begin hiring younger employees who grew up with the use of computers and video games, these employees will be more comfortable with receiving this type of information through the use of computers.

Knowledge Management

In our school we use data to review our younger students’ reading levels. We have a problem with Kindergarten reading levels and how inconsistent they are across the district. Some schools have Kindergarten students reading at a level 2, whereas other schools have students reading at a level 13. I believe a blended learning approach can help solve this problem with the use of a knowledge management system. I would use some of the main interrelated components of knowledge management:

-Codification: Teachers could be required to document student reading levels on a six week basis. These documents should be consistent throughout the district and preferably electronic. Having electronic reading level data will help make the information easier to retrieve. Microsoft Excel would be a great tool to use for this data.

-Collaboration: Kindergarten teachers across the district could hold discussion groups, share knowledge, communicate about experiences, use the same data tools, and share documentation techniques.

-Access: All Kindergarten teachers in the district will be trained using the same system. This system training will include the use of guided reading in the classroom and how to level students.  

Informal Experiences

During my adult life I have been exposed to different types of cooking and baking through informal learning experiences. The purpose of these informal experiences was to help me become a better cook and being able to create my own meals. The experience was very enjoyable, however at times it did become stressful. The learning that took place was very engaging. I truly enjoyed every new learning experience gained. During this process, I played the role of an assistant and an observer. The instructor played the role of a great leader and guide throughout the cooking process.  

Section 3: Evaluating, Implementing and Managing Instructional Programs and Projects

Evaluation Models

When reading chapter 10, the text described two evaluation models used in instructional design. The models for evaluation included both the CIPP and the Kirkpatrick model. CIPP represents context, input, process, and product. These are four different types of evaluations, which can be used for single comprehensive evaluation or as a stand-alone evaluation. The Kirkpatrick model includes four levels (steps), reaction, learning, behavior, and results. This specific evaluation can be used for both summative and formative purposes.

Throughout my search for other models of evaluation, I came across the ARCS model and the ASSURE model.

ARCS Model: 4 steps to promoting motivation in the learning process (John Keller)

1. Attention: According to Keller, attention can be gained in two ways: perceptual arousal and inquiry arousal. Perceptual arousal uses surprise to gain interest. Inquiry arousal poses questions or problems to gain curiosity.
2. Relevance: Relevance needs to be established to increase a learner’s motivation. Some strategies Keller recommends includes: experience, modeling, and choice. 
3. Confidence: Confidence is used to help students understand their likelihood for meaningful success. 
4. Satisfaction: Keller believes all learners should receive feedback and must be rewarded for their learning.

                                                                     

I would use this model to evaluate my instruction by using each of the four steps as guide. For the attention step I would make sure to add humor to my lessons, provide visual examples, and include active participation and brainstorming activities. For the relevance step, I will make sure to model each activity that needs to be completed, explain why the lesson is important to the students, and provide choice to the learners with how they organize their work. Students will gain confidence through my lessons with the use of provided objectives, internal feedback, and giving the students a sense of control over their learning. Lastly, I will use the satisfaction step by providing reinforcement, rewarding students for their success, and make the learner feel as if they are beneficial to the entire learning process. 

ASSURE Model: Heinich, Molenda, Russell, Smaldino, 1999

Analyze learners: teachers must know their students general characteristics, learning styles, and prior knowledge.

State objectives: teachers will write objectives for their learning outcomes. Each objective must include the audience, behavior to be seen, how the behavior will be observed and the degree of the skills to be learned.

Select instructional methods and materials:  teachers need to choose methods that are best for their students. The media should be familiar to students and the mastering will help in mastering the objectives.

Utilize media and materials: make sure to preview the materials before they are used in the classroom and you should also be familiar with the equipment.  

Require learner participation: All students will be actively involved. (allow students to learn)

Evaluate and revise: Reflection is a must. Go back and reflect upon lessons, objectives, strategies, materials, and assessments. If changes need to be made, make the appropriate revisions.  

I would use this model to evaluate my instruction by using each of the six letters in the acronym. I will ANALYZE learners by knowing the characteristics of my students and placing them into knowledge based groups. This also includes me knowing the different learning styles of each student in my class. I will STATE objectives before each lesson and have them posted in the classroom. When writing my objectives, I will keep in mind the audience, behavior, conditions, and degree of skill used with each lesson. When SELECTING and UTILIZING instructional methods, media, and materials the following will be used: videos, audio, images, smartboards, printers, TV, computers, and scanners. I will REQUIRE learner participation with the use of unit themes and active lessons. This will include the use of group work, discussions, and hands-on activities. Lastly, I will EVALUATE and revise after each lesson taught. I will use reflection to review all objectives, strategies, materials, and assessments used during instruction.

 

Technological Innovations

After thinking about different technological innovations, which were introduced within our district, I could not help but think of CCAP. CCAP is an online instructional tool that helps integrate assessments, curriculum and instruction resources, professional development, student population management, and lastly a tremendous data warehouse. CCAP, comprehensive, curriculum, assessment, professional development, was introduced to our district at the beginning of this year. The district used the trial session to get a feel for what it had to offer the district. We began by using and implementing module 1 of CCAP, assessment and the data warehouse. 

Perceived Attributes of CCAP: 5 Key Attributes

-Relative advantage: CCAP had a relative advantage over other competing brands because of how they offer four modules within one product. The district could use the same product for assessments, data, curriculum, and professional development.

-Compatibility: The compatibility of CCAP’s program did not go as well as expected. The owner of the product presented us things, which were not compatible to our computer programs. Some of the things included a need for Java, a newer version of internet explorer and a specific test generator. This caused a huge problem for the district and would have required the need for new installs on each teacher computer.

-Complexity: the complexity of CCAP was great in theory. CCAP included many modules with an involved arrangement.

http://www.ccap4schools.net/

-Trialability: The district was allowed to use this product on a limited basis (module 1). This was used to help determine whether or not the district wanted to accept the product and adopt it for further use. After having the availability to module 1, the district decided there were too many problems related to computer downloads and technological needs. After the three month trial, the district decided to cancel their usage and decided against this product. 

-Observability: Unfortunately, the desired results for CCAP were not visible to the teachers, or the administrators. This resulted in many negative views towards acceptance of the product.

Project Management

Situational leadership was developed in the late 1960s by Hersey and Blanchard. Since the 60s, the model has evolved into a four-phase comprehensive model.

Phase 1: inexperienced team and unsure of leadership style

Phase 2: team gains more confidences, but is still in the learning process

Phase 3: leader focuses on results and making sure rewards are given

Phase 4: the leader is more of a monitor in the process

If I was to create a series of professional development sessions using situational leadership, I would make sure to include each of the phases when facilitating the project.

Professional Development Session: Using Technology in the Classroom for Teachers

Phase 1: During this phase I would begin the project by introducing my plan to the team in detail and explain my goal and the reasoning behind each goal. I would discuss the objectives I want taught, materials I want used, and the expectation I have for each team member as well as the expectations I have for the session participants.

Phase 2: During this phase my team should be gaining more confidence regarding the sessions and what I expect. I would continue to teach my team what I want the session participants to learn, while at the same time giving assignments to each member. The assignments would consist of creating session presentations and collecting the required materials for each session. I will at this time reward team members whom show an improvement in both direction and knowledge of the session content.

Phase 3: During this phase I will focus on the results of the assignments that were given out. I will have meetings with each team member and discuss how their assignments are coming along. We will discuss effort and reflect upon their production, rewards will be given when team members show positive reflections regarding their product and assignments.

Phase 4: During this last stage, I will be less of a director and more of a monitor. My team should now be collaborating about each of their assignments and working together to produce the best sessions possible.  

*Throughout all of the stages I will keep open communication will ALL team members. I will make sure to communicate my expectations, while also leaving room for communication amongst the team members themselves. Communication will be used to both direct and motivate during the entire process.