Model Goal

Model Goal

1. To design a series of reusable educational modules that develops specific skills or skill sets such as:

a. Note taking
b. Reading for comprehension
c. Time management skills
d. Writing skills

2. Supra-system = Stevenson Education Center

a. Sub-System = Syracuse Football
b. Student Athletes
i. Method of Delivery = via mentors
ii. Classroom style setting initially
iii. Information library as a follow up tool.

3. Method Instruction for mentors
a. 1.5 hour classroom setting
b. Technology equipped classroom, overhead, LCD projector

4. Method of grouping for learning:
a. Note-taking and reading comprehension
b. Time management
c. Writing skills

5. Logisitics
a. Auditorium: Football complex is equipped with an auditorium to meet our needs
b. Time: we have mentors on staff and can schedule meeting based on need
c. Personnel: Academic Coordinators are capable of teaching the course
d. Budget: development will be the primary cost the personnel already exist, expenditure of time will need to be calculated but all the employees involved are salaried.

Model Status Report

Model Status Report
As the ID model progresses, looking again at the MSR the following additions can be stated:
v Context = being able to manage time as a student athlete is a behavior that is not exhibited by 60% of 100 student athletes, not being able to exhibit the ability to mange time has affected their GPAs, percentage of degree and will slow the graduation rate.
v Role = University of Syracuse Athletics, Academic Coordinator
v Audience = student athletes
v Purpose = for student athletes to use the model as a way to monitor their rate of behavioral learning needed to be consistent in managing their time.
v Outcome= GPA , eligibility and graduation rates improve each semester
o GPA = 3.0
o Eligibility = 100%
o graduation rate = 100% by year of class

Change by Chuck Spuches

The idea of change was surmised in a way that can possibly be responsible for the shifting of Industrial, professional and financial markets and entities throughout the world. Also the use of finding ways to elicit change can prove to be a viable tool in these matters. To improve, make better or alter anything requires change, so being able to exercise that tool can prove to be vital in these areas. After being in a discussion group with Chuck Spunches, I realized how proficient Instructional Design can be in learning the necessary tasks, characteristics and functions which become the catalysts for change.
Dr. Prochaska, of the University Of Rhode Island described change as being a conscious state of mind which can possibly put you through 5 stages that challenge, evoke and hinder change:
v Stage 1 = Pre contemplation – THINKING ABOUT PROBLEMS
v Stage 2 = Contemplation – SERIOUSLY THINKING OF A WAY TO OVERCOME PROBLEMS
v Stage 3 = Preparation - PLANNING ON TAKING ACTION TO OVERCOME PROBLEMS
v Stage 4 = Action – CHANGE IS ELICITED TO OVERCOME PROBLEMS
v Stage 5 = Maintenance – CHANGE OF BEHAVIOR
Dr. Prochaska’s theory of behavioral change can be contributed to principles that are found in the field of Instructional Design.

Model Status Report

Model Status Report
· Setting: Student athletes at the college level and the state of their time management skills and ability. As I work with student athletes at the college level, I have assessed their knowledge of what it takes to be proficient in time management. I have noticed that their time management skills are either really strong or really weak. The academic and social background of the student athletes, prior to college, give proper insight to how developed or underdeveloped they are in this area. I am able to witness the student athletes daily in study table and I am able to observe how they manage school, sports and their social life.
· Role: As an Academic Coordinator, I oversee the mentoring program that is in place to aid student athletes in being successful with their time management. I feel that the mentors employed do a good job to help the student athletes excel in time management skills, but I would like to come up with one universal system that all the mentors can implement with their student athletes. Either a packet designed to teach the mentors how to teach the student athletes the best strategies in time management or a workshop run by the mentors to engage in learning the best time management skills is what I am striving to develop.
· Audience: The mentors and student athletes. They are the primary audience for which the model will be developed for.
· Purpose: The purpose of this model will be where evaluation, assessment, performance and results can be measured. I know I will have some issues with measuring the results of the audience as well as finding the right model to help me implement procedure and than measure the results of the implementation.

Harless, Kaufman and Romi

As we explored Harless and Kaufman, we viewed how they aligned criteria in various groupings. Some criteria that we looked at were: social basis, ID symptoms, define problems and solution process. For social basis, Harless and Kaufman were distant in their views. Harless viewed the whole environment and the various factors that influence an environment, such as heat, noise etc. Kaufman was a little more complex with his definition of social basis as he viewed human behavior and it's relation with society, very social learning theory if you ask me. ID symptoms had Harless indicating hypothesis while Kaufman focused on who the audience was. When defining problems, Harless was more inclined to categorize skills, the environment, motivation etc. Kaufman narrowed his focus to prioritizing the gap and attacking the real problems that created the gap. Finally, when it came down to solutions within a process, Harless was linear, straight to the point and Kaufman was more circular; always moving and never finishing.
To briefly comment on Romi's micro and macro systems approach, I would say he viewed the micro system as informal ("on the fly") and macro as systematic and very formal. Within the process for Romi and how he would analyze performance problems, I think he viewed training as potentially the solution while in macro terms training was a part or none of the solution.