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MIT 510: Design and Development of Instructional Technology Context and Conditions • Scope • Role • Reflections
Steps to Success at LakesideHigh School
Context and Conditions Steps to Success at Lakeside High School was the project completed for MIT 510: Design and Development of Instructional Technology. Dr. Mahnaz Moallem was the instructor for this course taken in the spring of 2006. Lakeside High School is a ninth grade recovery school for those students who were unable to pass the eighth grade EOG (End of Grade) math /reading tests. If his/her competency test requirements are not met, the student is required to attend Lakeside High School for a repeat of 8th grade studies, and upon completion and passing of the EOG, the student is allowed to return to a traditional school and enter the 9th grade. Test results revealed only 11% of Lakeside students were passing the repeat EOG test in December of 2005 and most scores were lower on the second testing in December than on the initial testing in the traditional school environment. Lakeside personnel wanted to examine the causes of the low scores and find potential solutions to improve student scores. Steps to Success at Lakeside High School project was completed in teamwork with two other fellow graduate students. We conducted an analysis to assess the current operating system within Lakeside High School. From the data analysis results, we determined a list of potential solutions and developed a plan to implement and evaluate a training program that would lead to the desired changes within Lakeside High School. Scope MIT 510 required the students to select a performance decrement problem within a large operating system, document based on a thorough analysis that instruction/training is the most appropriate way to solve the problem and then design, develop and implement a solution. The project required two separate reports to be submitted. Report I included a thorough analysis of the operating system of Lakeside High School, the current system performance, the desired system performance and the possible causes of the problem. Based on the causes, possible solutions were identified, analyzed and recommended. Report II focused on the design of a plan which implements the recommended instructional solution into the current system. Components of the implementation plan included a budget, instructional components, staff planning, and a time line for implementation. The project was completed within the semester in which the course was taken. Role The team members shared equal responsibility and roles in this project, meeting weekly to review and revise the work. We all worked as project managers and instructional designers to complete this project. In order to complete a thorough examination of the current operating system at Lakeside High School, we spent many hours gathering information from Lakeside personnel and the county system in which Lakeside resides. The implementation plan was created using Microsoft Project to coordinate the budget, resources and time line. Reflection First of all, I found a profound appreciation for my team members during this project. I could not imagine trying to complete a project of this magnitude alone. The group experience contributed to a much richer learning environment, as I learned the value of collaboration and team work. This was my first exposure to Microsoft Project. Although self-paced computer based instruction on Microsoft Project was available through Skillport (a UNCW computer resource center), Microsoft Project is an extensive program and the tutorials only touched the surface of needed information. As a group we found alternative resources (self-help books, on-line information) to teach ourselves the basics of this complicated software. We spent quite a lot of time on the front-end analysis; however, the problem was complicated and difficult to define within the time frame of a semester. However, the project reinforced the process of thoroughly analyzing the problem in order to propose valid solutions.
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