544_Audience_Survey

Should this be called an audience analysis? (Since the template says we have to do one)

I have renamed this our audience analysis. Please look for grammatical errors. Do these questions make sense? Also, when listing some of the math concepts that would be MOST or LEAST likely to be able to engage students, I drew a blank. If you could please think up some specific (even if it is specific algebraic concepts), that would be great.

I'm thinking if our audience find areas that they would like to learn how to engage (like LEAST likely to be able to engage with the Quadriatic Formula) AND they want to learn more about how to use interactive whiteboards, then it would guide us in what to do our instruction on.

Here is the link.

Audience Analysis survey (labeled AUD)


 * THIS SURVEY WAS UPDATED (SAT. 3/20/10)**

Survey questions to determine actuals: Kelly, I realize we are going to present web-based instruction on how to make lessons more engaging. Do we need to make a distinction between teachers presenting web-based instruction vs teacher-directed instruction???

Maybe this distinction does not need to be made. The dynamics are a bit different for a lesson totally delivered on the computer without a teacher versus material presented by a teacher in class.


 * Yes, they are different, so I think we do. Interesting point.**

Kelly, I am wondering if there would be a connection between the idea for goal analysis (engaging versus not engaging) and the surveys for (optimals versus actuals)?

If you are teaching math, how many years have you been teaching it? What type of math do you normally teach? How many periods a day do you normally teach math? What is the population for your math classes?

How would you describe students who seem engaged when a math lesson is being presented? How would you describe students who do not seem to be engaged when a math lesson is being presented?

What percentage of your math lessons would you describe as engaging? What attributes could you ascribe to an engaging lesson? Do you feel it is possible to make any topic engaging? What technology have you found that seems to make lessons more engaging? What principles of Educational Technology have you found that seem to make lessons more engaging?

In looking at your preparation time, on a scale of 1 to 10, how would you rate the effort you make just to have anything to present at all? In looking at your preparation time, on a scale of 1 to 10, how would you rate the effort you make to really make lessons engaging?

In the big scheme of things, on a scale of 1 to 10, how would you rate the importance of having engaging instruction?

On a scale of 1 to 10, how would you rate your desire to receive instruction on ways to make your lessons more engaging?

On a scale of 1 to 10, how would you rate the correlation between engaging lessons and student performance?

Very nice job Kelly! Thanks for all your work! Here are a few suggestions: #28 and #29 look at first glance to be similar. Could we make a distinction by capitalizing the word that is most important in each. I think one would be EFFORT. I can't remember the other one.

Are there too many questions for a questionnaire? (I don't know.)

What about adding a question at the end. "If we need more information, would you be willing to allow us to talk with you further? If so, please supply a phone number or email address where you may be reached."

Can I try it out by taking it? It might lend to some other suggestions?

( __//**WE DON'T DO ALL THE FOLLOWING. WE ARE JUST SAYING THAT WE ARE PROPOSING THAT THIS IS THE WAY WE WOULD DO IT IF WE WERE TO DEVELOP IT.)**//__ 1.) We develop a website 2.) On the website, we teach a limited number of simple things teachers can do to make their lessons more engaging. In addition to this, we offer the following:

3.) We develop ENGAGING snippettes( 30 seconds to 10 minutes), Powerpoints, short videos, etc. showing different algebraic concepts like the Pythagorean Theorem, FOIL Method, etc. 4.) Teachers can go through and view whatever they are interested in, decide what they want to purchase and then pay a minimal price for each one they choose to download to their computers.

An alternative to this would to have a website which would work like an online consignment store. People pay a fee to exhibit their Powerpoints, short videos, etc. Teachers could log on, view the presentations, then pay a fee to download the ones they want! (Actually this would not have to be limited to just math!)

I realize that there would be a piracy problem, but that will be there no matter what is produced! You can certainly copyright it. Maybe there are ways to prevent further copies. (Maybe ship cds to people. Isn't there a way to prevent cds from being copied?

I know this is a radical departure from what we are talking about, but isn't it a lot more feasible? Why should individual teachers have to become experts in all types of things when they could just pay for professionally done presentations?