A L E X A N D R A D

THE BEAR MAXIMUM PROJECT

A L E X A N D R A D O MAMMA-BEAR L CENTRAL A N 1

Table of Contents:

2

CONTENT:

PAGE(S):

Project Description & Rationale

3

Needs Assessment

4-9

Performance Assessment

10

Learner Analysis

11-13

Context Analysis & Learning Environment Analysis

14-16

Goal Analysis & Goal Statement

16-18

Procedural Task Analysis

19

Objectives & Objective Flowchart

20-22

Strategies for Objectives, Details on Objectives

23-24

Practice for Objectives, Pre-Instructional Activities, & Groupings

25

Instructional Sequence, Module Design, Program Design

26-29

Transformative Learning

30

Media & Sample Assessments

31-32

Plan for One-to-One Formative Evaluation

33-34

One-to-One Formative Evaluation Assessment and Results

35-36

Discussion of One-to-One Formative Evaluation & Revisions Made

37

Plan for Small Group Evaluation

38-40

Copy of Assessments used in Small-Group Evaluation

41-42

Summary Data from Small-Group Evaluation

43-47

Discussion of Small-Group Evaluation & Revisions Planned

48

Comments on Revisions Since Design Report II & Directory of Requirements

49

References

50

PROJECT DESCRIPTION: Purpose for the Bear Maximum Online Wisdom Community Project The Purpose of the Bear Maximum Project is to create an online wisdom community for informal learning comprised of mothers of all ages in order to promote mentoring and support for one another in the process of collaborative knowledge innovation in order to faciliate transformational learning. (Gunawardena, Ortegano-Layne, Carabajal, Frechette, Lindemann and Jennings, 2006, p. 217). The project will take place online, and will follow the WisCom model of Instructional Design, developed by Gunawardena, Ortegano-Layne, Carabajal, Frechette, Lindemann and Jennings (2006) in order to “design learning environments for ill-structured knowledge domains” (Jonassen, 1997, as cited in Gundawardena, 2006, p. 219). The project seeks to provide an online wisdom community for mothers to come together to create a supportive community of practice. Though the expectations placed on mothers today can be overwhelming, it can be helpful to come together as a supportive community wherein members can provide mentorship and support to one another as mothers and colleagues in the practice of the art and science of motherhood.

RATIONALE: Why is this needed? Mothers today wear many hats, while simultaneously keeping many different balls up in the air. They may be raising children, caring for elderly parents, working full-time, going to school, trying to maintain friendships and relationships, managing the household, all the while feeling pressure to be thin, beautiful, eat organic, grow organic, live sustainably, and be the perfect everything-toeverybody. Is balance possible given such a situation in which one is driven to maximize their potential across many divergent interests? Or, is this yet another example of the tragedy of the commons - the tragedy of the common mom? While there is no single solution to the problem of being overwhelmed, having a supportive community of peers to collaborate and engage with can help us learn to survive and thrive.

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NEEDS ASSESSMENT PHASE 1: PLANNING Target Audience: Mothers

The primary target learner will be mothers recruited from Facebook, postings on online message boards, and other websites. The audience will consist of mothers who may or may not also be working or going to school full-time in addition to responsibilities of motherhood.

Strategy for Data Collection: Sampling of Target Audience via informal poll Interview of Learners from Target Audience Review of Available Research and Data

Participants: Mothers responding to informal poll. Mothers Interviewed for Learner Interview. Information gleaned from Review of Available Research and Data.

Analysis: An overview of the target audience indicates that most mothers feel overwhelmed by the pressures of having one or more major responsibilities and demands on their time in addition to their role as a mother.

Normative and Comparative Needs: According to Stevenson & Wolfers (2009): “By many objective measures the lives of women in the United States have improved over the past 35, yet we show that measures of subjective well-being indicate that womenʼs happiness has declined both absolutely and relative to men. The paradox of womenʼs declining relative well-being is found across various datasets, measures of subjective well-being, and is pervasive across demographic groups and industrialized countries “ (p. 190).

Felt Needs: Anecdotal information expressed by target audience indicates that many women want to be able to simultaneously maximize their potential while having time to enjoy what they have accomplished.

Anticipated Needs: Over time, mothers accumulate increasing responsibilities at home (i.e. by having more children, or by assuming care of elderly parent(s) or relatives, marriage, divorce or remarriage); at work (e.g. promotion, increasing productivity, taking on additional duties, or changing careers; at school; and in society (i.e. volunteering, social relationships with friends). Therefore, it is anticipated that there will be a need for mothers to network with one another in a helpful and supportive environment wherein mothers can work together in support of their goals.

Critical or Incident Needs: Although thankfully rare, cases like Andrea Yates and Diane Schuler are extreme examples of the consequences of being an overwhelmed or alienated mother, while further highlighting the need for a supportive and nurturing environment for bringing concerns to light.

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NEEDS ASSESSMENT PHASE 2: DATA COLLECTION: Sample Data: • Data was collected from National Opinion Surveys, Indicators, Measures, and Scholarly Research • Data was collected from Interviews with three members of the Target Audience for Instruction. • Data was collected from an informal online poll where participants were asked to respond to a survey with a 4-point scale. Potential participants were invited via Facebook to complete the poll at http:// answers.polldaddy.com/poll/2089747/. Poll was also embedded at http://www.bearmaximum.com; and within the ESE 6939 course platform under ʻProject Topicʼ Discussion.

Scheduling: • Data from National Opinion Surveys, Indicators, Measures, and Scholarly Research was collected from 10-05-2009 to 10-08-2009. • Learner Interviews were conducted on 10-06-2009 and 10-07-2009. • Sampling of Target Audience via informal poll was collected from 10-07-2009 to 10-20-2009.

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GIRL TALK: QUOTES FROM LEARNER INTERVIEWS I stayed home until _____, was in Kindergarten. When I started working it was not normal for women to work outside the home. It was not normal for women to know how to drive a car. I was an accountant, which was not something women did. My mother had 10 children, would have been 11 if one of the twins she delivered had not been stillborn. I only had three children, and I do not know how she did it. My daddy never helped, because it was not his place. Your grandpa, he helped. I know your dad helped too, but most men, they just are not that way. No changing them. - My Grandma

___ cries and or wants to be held, and even though I am

exhausted and still sore from delivery: he says:‘She wants you, and besides, it comes so naturally to women.’ - S.H. Mom of a TwoWeek Old

I just do not think it takes as much to be a great father as it does to be a good mom. Guys can be considered great dads even if they are only with their kids on weekends and holidays. I am not supposed to have a life outside my children or if I go out, like tonight, which I never do, I feel guilty. He has hobbies. I have children. He feels I should not get anything in the divorce, because I did not work until last year. I did not work because I was raising our boys until they were in Kindergarten, because he did not want them going to daycare. It was not like I was not working, I just was not getting paid. Our real problems started when ____ started Kindergarten and I went back to work outside the home. - W.P. Mom of Two 6

NEEDS ASSESSMENT PHASE 3: DATA ANALYSIS Review of Available Data and Research: •

“Mothers who stay at home are about as likely to say they frequently feel stressed as those who work full or part time. Working fathers are less likely than working mothers to feel stressed. In fact, 26% of fathers who work either full or part time and have children under age 18 say they rarely or never feel stressed. This compares with only 14% of working mothers” (Parker, 2009, p. 3)

•

“Overall, 24% of the public said they always feel rushed. But working mothers' lives are much more harried than the average American's. Four-in-ten working mothers with children under age 18 said they always feel rushed, and another 52% said they sometimes feel rushed. By comparison, 26% of mothers who don't work outside of the home said they always feel rushed as did 25% of working fathers. Whether mothers worked part time or full time didn't make a difference: 41% of moms who work full time and 40% of those who work part time said they are constantly feeling rushed”(Ibid).

•

“Among full-time workers who are parents of children under 18, married mothers were more likely to provide childcare to household children than were married fathers” (U.S. Bureau of Labor Statistics, 2008, p. 2).

• “In households with children under 18 where married mothers were not employed and married fathers were employed full time, mothers spent triple the amount of time providing childcare on average than did fathers” (Ibid). •

“In households with children under 18, married mothers who were employed full time were more likely to do household activities—such as housework, cooking, or lawn care—on an average day than were fathers who were employed full time” (Ibid).

•

“American mothers put in about twice as many hours directly involved with their children and doing housework” according to University of Maryland Researcher Suzanne M. Bianchi (St. George, 2007, A11).

•

“ 70% of the public says it is more difficult to be a mother today than it was 20 or 30 years ago, while somewhat fewer (60%) say the same about being a father” (Pew, 2007, p. 1).

•

“Mothers are seen as having the more difficult job, but they are also judge more harshly than are fathers. More than half of Americans (56%) say that mothers are doing a worse job today than mothers did 20 or 30 years ago” (Ibid).

• “The ratio of womenʼs and menʼs median annual earnings in 2008 was 77.1 for full-time, year-round workers, down from 77.8 in 2007. (This means the gender wage gap is now 22.9 percent.) This year-to-year change is not statistically significant. The annual earnings figure reflects gender differences in both hourly wages and the number of hours worked each year by full-time workers. If part-time and part-year workers were included, the ratio would be much lower, as women are more likely than men to work reduced schedules in order to manage child-rearing and other caregiving work” (IWPR, 2009, p. 1). •

“The Institute for Womenʼs Policy Research has found that improving pay equity between women and men would create substantial economic gains for women and their families. IWPR finds that in 2008 dollars the typical woman worker would gain $5,710—an economy-wide gain of a staggering $319 billion—if equal pay were the norm. Over a 35-year working life, the typical woman would gain $210,000” (IWPR, 2008, p. 1).

Review of Poll Results: 9 total votes broken down as follows: 44% (4 votes) indicated that they were often overwhelmed. 33% (3 votes) indicated that they were sometimes overwhelmed. 11% (1 vote) indicted they were rarely overwhelmed. 11% (1 vote) indicated OTHER 0% (0 votes) indicated that they were not overwhelmed.

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NEEDS ASSESSMENT PHASE 3: DATA ANALYSIS Review of Available Data and Research: •

“Mothers who stay at home are about as likely to say they frequently feel stressed as those who work full or part time. Working fathers are less likely than working mothers to feel stressed. In fact, 26% of fathers who work either full or part time and have children under age 18 say they rarely or never feel stressed. This compares with only 14% of working mothers” (Parker, 2009, p. 3)

•

“Overall, 24% of the public said they always feel rushed. But working mothers' lives are much more harried than the average American's. Four-in-ten working mothers with children under age 18 said they always feel rushed, and another 52% said they sometimes feel rushed. By comparison, 26% of mothers who don't work outside of the home said they always feel rushed as did 25% of working fathers. Whether mothers worked part time or full time didn't make a difference: 41% of moms who work full time and 40% of those who work part time said they are constantly feeling rushed”(Ibid).

•

“Among full-time workers who are parents of children under 18, married mothers were more likely to provide childcare to household children than were married fathers” (U.S. Bureau of Labor Statistics, 2008, p. 2).

• “In households with children under 18 where married mothers were not employed and married fathers were employed full time, mothers spent triple the amount of time providing childcare on average than did fathers” (Ibid). “In households with children under 18, married mothers who were employed full time were more likely to do household activities—such as housework, cooking, or lawn care—on an average day than were fathers who were employed full time” (Ibid).

•

• “American mothers put in about twice as many hours directly involved with their children and doing housework” according to University of Maryland Researcher Suzanne M. Bianchi (St. George, 2007, A11). “ 70% of the public says it is more difficult to be a mother today than it was 20 or 30 years ago, while somewhat fewer (60%) say the same about being a father” (Pew, 2007, p. 1).

•

• “Mothers are seen as having the more difficult job, but they are also judge more harshly than are fathers. More than half of Americans (56%) say that mothers are doing a worse job today than mothers did 20 or 30 years ago” (Ibid). • “The ratio of womenʼs and menʼs median annual earnings in 2008 was 77.1 for full-time, year-round workers, down from 77.8 in 2007. (This means the gender wage gap is now 22.9 percent.) This year-to-year change is not statistically significant. The annual earnings figure reflects gender differences in both hourly wages and the number of hours worked each year by full-time workers. If part-time and part-year workers were included, the ratio would be much lower, as women are more likely than men to work reduced schedules in order to manage child-rearing and other caregiving work” (IWPR, 2009, p. 1). • “The Institute for Womenʼs Policy Research has found that improving pay equity between women and men would create substantial economic gains for women and their families. IWPR finds that in 2008 dollars the typical woman worker would gain $5,710—an economy-wide gain of a staggering $319 billion—if equal pay were the norm. Over a 35-year working life, the typical woman would gain $210,000” (IWPR, 2008, p. 1).

Review of Poll Results: 9 total votes broken down as follows: •

44% (4 votes) indicated that they were often overwhelmed.

•

33% (3 votes) indicated that they were sometimes overwhelmed.

•

11% (1 vote) indicted they were rarely overwhelmed.

•

11% (1 vote) indicated OTHER

•

0% (0 votes) indicated that they were not overwhelmed.

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NEEDS ASSESSMENT PHASE 4: FINAL ANALYSIS Summary of Purpose: An overview of the target audience indicates that most mothers feel overwhelmed by the pressures of having one or more major responsibilities and demands on their time in addition to a motherʼs role as a mother. Further study was indicated to specify needs and refine goals for instruction.

Summary of Process: Sampling of Target Audience via informal poll Interview of Learners from Target Audience Review of Available Research and Data

Summary of Results: Although men now do more work that prior generations; the lionʼs share of all the work for raising the children and caring for the household still rests on the shoulders of women. Results of informal poll and learner interviews support this assertion. Women are more likely to feel stressed than men, whether women work full-time, part-time, and or are stay-at-home mothers. Results of informal poll and learner interviews support this assertion. Although public opinion shows that the vast majority feel that motherhood has become more difficult; the public also judges mothers more harshly than fathers. Results from learner interviews support this conjecture.

Necessary Recommendations Based on Data: The results of data collection, as well as my own personal congruence with the data presented confirm the need for this project. There is a clear need for an online site for informal learning that would that would help to mitigate the pressures on women today by providing a supportive network of peers that would assist in the process of perspective transformation. Issues facing Mothers Include:

•

Anxiety

•

Guilt

•

Stress

•

Exhaustion

•

Money

•

Conflicting Priorities

•

Conflicting Societal Roles

•

Health/Wellness

•

Time 9

• •

Lack of Technical Knowledge

•

Relationships

•

Perfectionism

Lack of Practical Knowledge

•

Expectations

•

Societal Pressures

•

Shame

• Lack of Emancipatory Knowledge •

Alienation

•

Blame

•

Lack of Authority

•

Judgement

•

Bargaining Power

•

•

Not Asking for Help

Beliefs/Views on the Proper Role of Women

•

Not Getting Help

•

Friendships

PERFORMANCE ASSESSMENT: Lack of Knowledge or Skills: Motherhood encompasses such a varying body of knowledge and skills that additional knowledge and skills are always in demand.

Lack of Motivation or Incentive: Motherhood means one is inherently taken for granted. However, there may not be an incentive to take additional duties upon oneself when someone is already too busy. However, if an initial investment of time would pay dividends in the future, in increased happiness and balance, one could then be persuaded that it was worth engagement.

Environmental Factors: Women do twice as much work as men, only to get criticized for it more harshly than are men (see analysis of available research and data). We are expected to do it all, while looking the part, with a smile on our face, without emasculating males in the process. We do 99% of the work. We get no more than 50% of the credit for doing anything correctly, and 100% of the blame when things go wrong.

Management Factors: Women bare the mental responsibility for the household, even for the work that men do. Although the prospect of getting organized is attractive, we may lack the time or the resources to achieve that objective.

Interpersonal Factors Research shows that women are taught not to negotiate. That means that we take on more ourselves, instead of delegating, because it is not worth the fight or the energy involved to motivate or compel someone else to accomplish that task or objective. Mothers may not have anyone to delegate to, even if they were willing to negotiate.

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LEARNER ANALYSIS: Primary Audience: Full-time Mothers/Homemakers Working Mothers Mothers who are Students

Secondary Audience: Step-mothers Grandmothers Pregnant Women Women in the process of adopting a child.

General Learner Description/Characteristics: Gender: Female Age: 18-65 Education: Range from High School Diploma to Advanced Degrees Experience:0 to 50 years experience as a mother.

Nature of Learning Environment: Learning will be informal, and due to the web 2.0 nature of the technologies being utilized in the learning environment; a variety of learning styles, preferences, and orientations can be satisfied.

Learner Groups/Classifications: Grouping/Categories of Participants Based on categories include: Responsibilities and Roles, Years of Motherhood, Education, Learning Styles and Preferences, Motivation and Priorities, Technological Capability, Orientation on ʻSlacker to Alpha-Momʼ Spectrum

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LEARNER ANALYSIS: Prerequisite Technological Capability, Skills, and Knowledge: Participants will have access to a computer with internet access and/or smartphone with internet access. Participants will have some level of comfort participating in social networking from experiences with sites such as Facebook or other online learning environments and web 2.0 applications. Level of prior knowledge will depend upon age, education, experience and learnerʼs orientation along the slack-to-alpha-mom spectrum.

Attitudinal and Motivational Characteristics: Attitude and enthusiasm will vary according to perceived utility of participation and engagement Participation in project is voluntary and Learners may experience different constraints on participation, including: time, technological availability, equipment function, technological ability, and constraints presented by the physical learning environment, such as noise, poor lighting, etc. Motivations will vary, but include: desire for self-improvement, necessity for an outlet to vent frustrations, need for engagement, to find commonalities among a supportive group of peers, to acquire additional skills and resources.

Potential Audience Concerns: The supermom myth is a powerful one. Some moms might be fearful of coming forward and admitting that they feel overwhelmed, for any number of reasons. Time constraints may mean the mom will be too busy to have the time to join an online wisdom community or to maintain a presence within that community. Moms may not feel that they are empowered to actuate role transitions and make changes within their physical, cultural, and social environment.

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CLASSIFICATION: LEARNERS WILL BE CATEGORIZED BY: A combined classification will be used to group learners according to several categories/ characteristics to facilitate mentorship and learner support roles.

Responsibilities and Roles: 1. Stay-at-home Mothers 2. Moms working Part-time OR Going to School Part-time 3. Moms working Full-time OR Going to School Full-time 4. Moms working Part-time AND Going to School Part-time 5. Moms working Full-time AND Going to School Full-time

Years of Motherhood: 1. 0-5 Years Experience as a Mother 2. 6-10 Years Experience as a Mother 3. 11-15 Years Experience as a Mother 4. 16-25 Years Experience as a Mother 5. 25+ Years Experience as a Mother

Education: 1. High School Diploma/GED 2. Some College, No Degree 3. B.A. or B.S. Degree 4. Masterʼs Degree or Specialist 5. Doctorate or Ph.D.

Preferred Learning Style: 1. Visual Learner: Learn best what they can SEE 2. Auditory Learner: Learn from what they can HEAR 3. Tactile/Kinesthetic Learner: Learn from TOUCHING and DOING

Preferred Parenting Style: 1. Beta Mom, aka Slacker Mom 2. Nearly Beta Mom 3. Middle-Ground Mom 4. Nearly Alpha Mom 5. Alpha Mom

Motivation and Priorities: 1. Social Networking with Peers 2. Obtain Resources and Skills 3. Outlet for Frustrations 4. Advice and Guidance 5. Mentorship Opportunities

Technological Capability 1. Tech Novice 2. Some Tech-Knowledge 3. Fairly Proficient 4. Tech Savvy 5. Invented the Internet

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The

The Online Learning Environment:

Delicious Bookmarks

Ning

Wiki

Blog

Homepage

CONTEXT ANALYSIS: THE LEARNING ENVIRONMENT Wisdom Community is comprised of 5 Linked Websites: Each site, emphasizes a different facet of Web 2.0 technologies, that when used in conjunction with one another support the development of an online wisdom community of practice which together comprise the physical, social, and resource elements of the performance context. •

A Homepage: Serves as a base of operations http://bearmaximum.webs.com

•

A Blog: documents news and highlights important information http://www.bearmaximum.com

•

A Wiki, which serves as a repository for the preservation the widsom communityʼs knowledge innovations. http://bearmaximum.wikispaces.com

•

A Ning, or Social Network Site that allows for collaborative discussions between members where individuals can come together to collaborate http://bearmaximum.ning.com

•

A Social Bookmarking Function, Delicious which can help organize and link information from various sources, allowing us to better represent and organize information from multiple perspectives. http://delicious.com/bearmaximum

ONLINE LEARNING ENVIRONMENT: ELEMENTS Physical Elements: There is no physical site of instruction, as it is an online wisdom community. The learning environment is a virtual one, but the individual learning will still be subject to the constraints of the individualʼs physical environment.

Social Elements: Blog, Webpage, Wiki, Ning, and Social Bookmarking components all serve as social functions. The three dimensions 1)Online Wisdom Community 2)Knowledge Innovation 3)Mentoring and Learners Support provided for in the Instructional Design Model (WisCom) are also social elements.

Resource Elements: Blog, Webpage, Wiki, Ning, and Social Bookmarking components all serve a function as resource elements for the online wisdom community. In addition, topics addressed will also be preserved for future utilization as resources produced in the process of knowledge innovation. Mentors and Learner Support also serve as resource elements.

CONTEXT ANALYSIS: ORIENTING CONTEXT Goals Learner Has for Instruction The Learners Goals may be centered on any or all of the following topics: 1. Stress Management Skills 2. Time Management Procedures 3. Negotiation and Communication Methods 4. Strategies for Organization 5. Money Management and Budgeting Guidance 6. Resources for Improving Health and Wellness 7. Practical Parenting Advice and/or any or all of the following needs: 1. Social Engagement 2. Perspective Transformation 3. Mentorship and Support

Perceived Utility of Instruction Perceived Utility of Participation is based on learnerʼs level of interest, needs, and goals, weighed against the cost of participation in terms of physical and environmental constraints that would hinder participation.

Learnerʼs Perception of Accountability Participation in the online community is voluntary. There is no grade, because the learning is informal and voluntary. Participants are accountable to themselves and other members of the community, although participation may hold high utility in terms of realizing goals or desired outcomes. However, there is no formal mechanism for accountability or sanctions for low participation.

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CONTEXT ANALYSIS: INSTRUCTIONAL CONTEXT Scheduling: The Advantage of online learning is that the websites are available anytime, and anywhere, provided that the learner has the time, technology and aptitude for learning.

INSTRUCTIONAL ENVIRONMENT: Equipment: Access to computers and internet is required for instruction.

Materials: Access to websites, resources, and materials outside of the projectʼs online learning environment may be needed.

Noise: Access to an environment free of distracting noise is advisable, and may be a necessity for learners. However, due to the nature of the learners involved (moms) finding a reasonably quiet environment may be virtually impossible.

Accommodations: Accommodations for disabilities and other needs will be made as needed and permissable.

Transportation: The beauty of the situating the course on the information superhighway means that learners do not have to physically travel to reach the learning site.

CONTEXT ANALYSIS: TRANSFER CONTEXT Tools:

Tools and Resources to accomplish learning objectives will be embedded in or linked from the online learning environment.

Opportunities: The real-world context for the learning to be provided assures that participants will have ample opportunities to utilize knowledge, skills and practices obtained from participation in the project.

Support: The mentorship and learner support dimension of the WisCom model of Instructional Design specifies that members be provided with ample opportunities for mentorship and learner support.

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GOAL ANALYSIS: Design Aim: Develop an online wisdom community of mothers that utilizes the WisCom Model of Instructional Design to facilitate transformative learning.

Wisdom Community Aim: Learners will achieve perspective transformation, gain support, practical knowledge, skills, and resources that will enable confidence and achievement in balancing motherhood with other roles.

Wisdom Community Goal Ranking: 1. 2. 3.

4. 5.

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Learning Challenge: Ask Questions, Identify Issues, Problems, and Disorienting Dilemmas. Initial Exploration: Share Stories, Information, Ideas & Resources. Resources and Research: Explore and Examine Innovative and Creative Resources, Perspectives, Information, Strategies, Ideas and their applications. Reflection and Reorganization: Identify utility of ideas, information, resources, and their applications. Conservation of Consensus: Preservation of Knowledge and Negotiated Meanings.

GOAL STATEMENT: Create an online wisdom community of mothers to share resources, information, and perspectives in support of perspective transformation and the actuation of personal and social change. •

PERSPECTIVE TRANSFORMATION:

“The emancipatory process of becoming critically aware of how and why the structure of our psycho-cultural assumptions has come to constrain the way we see ourselves and our relationships, reconstituting this structure to permit a more inclusive and discriminating integration of experience and acting upon these new understandings” (Mezirow, 1981, p. 6).

GOAL RANKING: 1. Identify disorienting dilemmas: issues/problems/challenges that mothers face. 2. Engage in self-examination, critically assessing internalized psycho-cultural assumptions. 3. Relate personal discontent to that of others. 4. Explore alternative ways of thinking and behaving. 5. Develop a plan of action to enact positive change. 6. Implement plan of action and assess feedback on process.

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PROCEDURAL TASK ANALYSIS: 1. Identify and examine resources related to issues, problems, challenges, "disorienting dilemmas" that affect women and mothers. 2. Engage in self-examination and personal reflection. Post links to additional resources utilized in reflection. 3. Critically assess how psycho-cultural assumptions and expectations have been internalized and share insights from personal reflection and critical assessment in group discussion. 4. Relate individual discontent to similar experiences and issues of others through discussion, recognizing that one's problem is shared and not an exclusively private issue. 5. Explore the role of women in society, assessing alternative ways of acting and thinking with group members. 6. Plan a course of action and share it with others. 7. Acquire knowledge necessary to execute plan of action, sharing knowledge, resources and insights gained. 8. Try new roles and assess feedback on the process. 9. Build confidence and competence in new roles, reporting on efforts to others. 10. Reconcile new perspectives with society, and support others in the process of perspective transformation.

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OBJECTIVES: Objective 1: Given resources on a disorienting dilemmas (issues, challenges, or problems) that mothers face participant will: 1. Examine resources related to that particular issue, challenge, or problem. 2. Engage in self-examination and personal reflection. 3. Post links to additional relevant resources to Delicious Bookmarks. 4. Conduct a critical assessment relating how participant has internalized psycho-cultural assumptions, ideologies, and expectations. 5. Share results of that critical assessment with others in online discussion.

Objective 2: Given the critical assessment of another participant's internalized psycho-cultural assumptions, beliefs, ideologies and expectations, the participant will: 1. Evaluate critical assessment in light of one's own insights on the subject. 2. Relate one's discontent and alienation to that of other participants and public issues. 3. Recognize that one is not alone, and that one's problem is experienced by others. 4. Provide mentorship and support to other participants by responding to other participant.

Objective 3: Given an exploration of the role of women in society participant will: 1. Post reaction suggesting alternative ways of acting and thinking to a group discussion. 2. Evaluate and respond to other posts, providing support and mentorship as needed. 3. Plan a course of action that utilizes new ways of acting and thinking. 4. Share this plan with other participants.

Objective 4: Given a plan of action, participant will: 1. Acquire knowledge and skills necessary to execute plan into action. 2. Share knowledge, resources and insights gained with participants. 3. Respond to other participants plans, providing mentorship and support as needed. 4. Try new roles.

Objective 5: Given new roles, participant will: 1. Assess feedback on the process. 2. Reflect and make adjustments as indicated. 3. Build confidence and competence in new roles. 4. Report on efforts to other participants. 5. Reconcile new perspectives with society. 6.

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Provide support and mentorship to others in the process of perspective transformation to empower other participants to become critically conscious and enact positive changes.

Objective 1: Given resources on a disorienting dilemmas (issues, ⇢ challenges, or problems) that mothers face participant will:

1. Examine resources related to that ⇢ particular issue, challenge, or problem.

2. Engage in selfexamination and personal reflection.

⇣

⇢

3. Post links to additional relevant resources to Delicious Bookmarks.

⇣

Go to Delicious and Peruse “Mommy ⇢ Wars” Tag

Objective 2: Given the critical assessment of another participant's internalized psycho-cultural assumptions, ⇢ beliefs, ideologies and expectations, the participant will:

⇣

What is a womanʼs place? How have I ⇢ internalized societyʼs expectations?

1. Evaluate critical assessment in light of one's ⇢ own insights on the subject.

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1. Post reaction suggesting alternative ways of acting and ⇢ thinking to a group discussion.

2. Relate one's discontent and alienation to ⇢ that of other participants and public issues.

Post responses to other participants, ⇢ noting how your issues resonate t/o society.

2. Evaluate and respond to other posts, providing support and mentorship as needed.

⇣

⇣

“I was reading this article, and found some great ideas that I think Iʼll try.”

“Great ideas, you really gave me something to think about!”

⇢

⇢

⇣

How does her situation compare to ⇢ mine? What commonalities do we share?

⇢

5. Share results of that critical assessment with others in online discussion.

⇣

Find additional relevant resources and post to Delicious account to share with others.

⇣

Objective 3: Given an exploration of the role of women in ⇢ society participant will:

⇢

4. Conduct a critical assessment relating how participant has internalized psycho-cultural assumptions, ideologies, and expectations.

⇢

Do I really want to be supermom? Isnʼt it enough ⇢ to just be mom? Is it enough for me?

3. Recognize that one is not alone, and that ⇢ one's problem is experienced by others.

Post results of reflection, examining how societyʼs expectations have influenced oneʼs thought and behavior.

4. Provide mentorship and support to other participants by responding to other participant.

⇣

⇣

“Itʼs not just me who feels this way.”

“Youʼre in good company, thereʼs a lot of mothers who are going through the same thing.”

3. Plan a course of action that utilizes new ways of acting and thinking.

⇣

⇢

⇣

⇢

⇢

4. Share this plan with other participants.

⇣

“How can I make this “Hereʼs my plan, work? What needs to let me know what change?” ⇢ you think!”

Objective 4: Given a plan of ⇢ action, participant will:

1. Acquire knowledge and skills necessary to execute plan into action.

⇢

2. Share knowledge, resources and ⇢ insights gained with participants.

⇣

⇣

Using web search strategies, I found a lot ⇢ of useful information.

Objective 5: Given new ⇢ roles, participa nt will:

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1. Assess feedbac k on the process .

⇢

3. Respond to other participants plans, providing mentorship and support as needed.

2. Reflect and make adjustme ⇢ nts as indicated.

⇢

⇣

“Hereʼs what I found, and some of the important points from each article.”

3. Build confidence and ⇢ competence in new roles.

⇢

⇣

“Thank you so much for your article and ideas, ⇢ I found them very helpful!”

4. Report on efforts to other participants.

⇢

4. Try new roles.

⇢

Put new roles into practice, evaluating and adapting plan as needed.

5. Reconcile new ⇢ perspectives with society.

⇢

6. Provide support and mentorship to others in the process of perspective transformatio n to empower other participants to become critically conscious and enact positive changes.

⇣

⇣

⇣

⇣

⇣

⇣

I think my newfou nd confide nce is really helping make my relation ships better.

I am learning to negotiate and delegate.

I am really happy with who I am as a person and as a mother.

I finally got the raise Iʼve been asking for for years!

“I donʼt think everyone understands that I am changing but most are supportive.”

Can I suggest some resources I found helpful?

⇢

⇢

⇢

⇢

STRATEGIES FOR OBJECTIVES: Learner-Centered Sequencing: Less Complex to More Complex Learners will be led through a series of course modules. The introductory modules will be simple and focus on a single challenge. As participants move through subsequent modules, information and issues from previous modules will be integrated, resulting in greater complexity as participants navigate through modules/issues. Eventually, participants will move beyond modules, into the spiral program of inquiry from the spiral module of inquiry program design. Known to Unknown Learners will be led through a series of course modules. The introductory modules will be simple and focus on the most familiar challenges that are personal known to the participant. As participants move through subsequent modules, unfamiliar information will be integrated, and the learner will expand their schema, proximal knowledge. Eventually, participants will move beyond modules, into the spiral program of inquiry from the spiral module of inquiry program design, where topics addressed will be increasingly complex and include less familiar knowledge and concepts. Easy to Difficult Learners will be led through a series of course modules. The introductory modules will be easier and focus on easily attainable goals and endeavors, building confidence and competencies. As participants move through subsequent modules, the challenges presented will become more difficult.

Concept-Centered Sequencing: Uncritical to Critical Sophistication Learners will be led through a series of course modules. The introductory modules will be focus issues and topics that require less sophistication and provide more concrete examples. As participants move through subsequent modules, the challenges presented will become more sophisticated, nuanced, complex, and require greater levels of critical awareness and reflective consciousness.

Expertise-Centered Sequencing: Broad to Specific Learners will be led through a series of course modules. The introductory modules will be focus on broader issues. As participants move through subsequent modules, the challenges presented will become more detailed and finely nuanced.

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DETAILS ON OBJECTIVES: Focus: Perspective Transformation The focus of the project is perspective transformation. For the most part, issues that mothers face in their lives are symptomatic of a larger problem with the structure of society. That structure needs to give. Women cannot be everything that society expects them to be: too many conflicting roles and expectations exist. Society assumes too much, and there are only 24 hours in a day. Women are not sure what is expected:

Traditional Roles

Modern Roles:

Mother Nurturer Wife Child-bearing Homemaker Prepares the Meals Dominated

Worker Breadwinner Single Child-barren Boss Brings Home the Bacon Dominant

Traditional Wife and Mother? Or Modern Women with a career, power, prestige? Mothers are not sure what is expected, and so we try to be both. We have been taught that we can have it all. What no one told us is that having it all might fall short of our expectations. Each objective focuses on navigating the process of perspective transformation, problem posing, meaning making, and knowledge innovation. Modules related to challenges or issues will be presented, and contain provisions of each objective.

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PRACTICE FOR OBJECTIVES: How Participants will Practice Skills Associated with Objectives: Participants will practice skills associated with each objective through participation in the online wisdom communityʼs discussions, inputing information into the Wiki, linking resources via entries to the Projectʼs Delicious Account, and through their everyday lives as mothers and adults. Form that Feedback Will Take Participants will receive feedback from other participants, mentors, and facilitators. As participants execute the perspective transformation process set forth in the objectives, they will also receive feedback from the relatives, friends, and society-at-large as they negotiate new roles and formulate new relationships based on new perspectives.

PRE-INSTRUCTIONAL ACTIVITIES: How Participants will Be Motivated and Prepared for Learning:

Participants will be Motivated for Learning by the desire for solutions to the problems that mothers face. Participants will be prepared for learning with presentations on a variety of topics that will be situated within the online community platform. Initial assessment will focus on examining prior knowledge and misconceptions and disordered thinking.

GROUPINGS: How Participants will Be Grouped:

Participation is voluntary. Individuals will be grouped according to the following classifications. Participants will be organized into mentor-protege relationships wherein a sense of community will develop.

• • •

25

Responsibilities and Roles, Years of Motherhood, Education,

Learning Styles and Preferences, • Motivation and Priorities, • Technological Capability, •

Initial Exploration:

Challenge: Disorienting Dilemma

INSTRUCTIONAL SEQUENCE:

26

Identify and examine resources related to issues, problems, challenges, "disorienting dilemmas" that affect women and mothers.

Engage in selfexamination and personal reflection. Post links to additional resources utilized in reflection.

Critically assess how psycho-cultural assumptions and expectations have been internalized and share insights from personal reflection and critical assessment in group discussion.

Relate individual discontent to similar experiences and issues of others through discussion, recognizing that one's problem is shared and not an exclusively private issue.

Resources/Perspectives: Reflection/Reorganization: 27

Explore the role of women in society, assessing alternative ways of acting and thinking with group members.

Acquire knowledge necessary to execute plan of action, sharing knowledge, resources and insights gained.

Plan a course of action and share it with others.

Try new roles and assess feedback on the process.

Build confidence and competence in new roles, reporting on efforts to others.

Negotiation/Preservation:

Reconcile new perspectives with society, and support others in the process of perspective transformation.

WisCom Spiral of Inquiry Module Design: #

1 Issue 5 Negotiation/ Preservation

Knowledge Innovation

2 Initial Exploration

Mentoring & Learner Support Building Wisdom Communities 4 Reflection/ Reorganization

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3 Resources/ Perspectives

WISCOM SPIRAL OF INQUIRY PROGRAM DESIGN: More Complex

More Complex

More Complex

1 5

2 Less Complex

4

3

More Complex

5: Negotiation/Preservation

29

)(


      
 

4: Reflection/Reorganization



!          

3: Resources/Perspectives

 $#"    
   




 

More Complex


& 1: Learning Challenge/Case Study/Question/Issue/ 
 % ' Problem/Task &    
     2: Initial Exploration 






 


 

 


    

  

“When learners are led to reflect on and question something previously taken for granted and thereby change their views or perspectives, transformative learning has taken place” (Gunawardena, 2006, p. 222).

“Perspective transformation is the emancipatory process of becoming critically aware of how and why the structure of psycho-cultural assumptions has come to constrain the way we see ourselves and our relationships, reconstituting this structure to permit a more inclusive and discriminating integration of experience and acting upon these new understandings” (Mezirow, 1981, pp. 6-7). According to Mezirow, 1981: “the dynamics of perspective transformation appeared to include the following elements: A disorienting dilemma; Self examination; A critical assessment of personally internalized role assumptions and a sense of alienation from traditional social expectations; Relating oneʼs discontent to similar experiences of others or to public issuesrecognizing that oneʼs is shared and not exclusively a private matter; Exploring options for new ways of acting; Building competence and self-confidence in new roles; Planning a course of action; Acquiring knowledge and skills for implementing oneʼs plans; Provisional efforts to try new roles and to assess feedback; and A reintegration into society on the basis of conditions dictated by the new perspective” (p. 7).

30

MEDIA: Instructional Media: A variety of instructional media will be utilized and situated online and within the online learning community. Resources will be online and linked to or embedded in the online wisdom community platform. Instructional media will include: text, images, video, graphic organizers, interactive discussions, and a variety of synchronous and asynchronous communication tools.

SAMPLE ASSESSMENTS: Pre-Assessment:

See: Questionnaire to determine learner background, education, expertise, and initial preferences on the following page. Post-Assessment: As participation in the project is voluntary, post-assessment will be informal. Post-Assessment of objectives met will be based on observation of the following: Participation (Amount and Kind) Enthusiasm (Low to High) Feedback from Peers (Amount and Kind) Feedback from Mentors and Facilitators (Amount and Kind) Feedback from Participant (Amount and Kind) Attitude (Engaged or Apathetic) Assessment: Invite participants to answer open-ended questions posted in online discussions. Sample questions include: What is a motherʼs role? Why do we have such a hard time saying ʻnoʼ? What is your idea of ʻme-timeʼ? Do you delegate? How well do you negotiate? Does your significant other do their share of the housework? Should we re-introduce the Equal Rights Amendement? Why or Why not?

31

1. 0-5 Years Experience as a Mother 2. 6-10 Years Experience as a Mother 3. 11-15 Years Experience as a Mother 4. 16-25 Years Experience as a Mother 5. 25+ Years Experience as a Mother Education: 1. High School Diploma/GED 2. Some College, No Degree 3. B.A. or B.S. Degree 4. Masterʼs Degree or Specialist 5. Doctorate or Ph.D. Preferred Learning Style:

  

Years of Motherhood:



Responsibilities and Roles: 1. Stay-at-home Mothers 2. Moms working Part-time OR Going to School Parttime 3. Moms working Full-time OR Going to School Fulltime 4. Moms working Part-time AND Going to School Parttime 5. Moms working Full-time AND Going to School Fulltime




  

Technological Capability 1. Tech Novice 2. Some Tech-Knowledge 3. Fairly Proficient 4. Tech Savvy 5. Invented the Internet

Do you feel pressured by societyʼs expectations of mothers? Explain.

What do you feel are the most relevant issues facing motherʼs today?

1. Visual Learner: Learn from what they SEE 2. Auditory Learner: Learn from what they HEAR 3. Tactile/Kinesthetic Learner: Learn from TOUCHING and DOING

Preferred Parenting Style: 1. Beta Mom, aka Slacker Mom 2. Nearly Beta Mom 3. Middle-Ground Mom 4. Nearly Alpha Mom 5. Alpha Mom Motivation and Priorities: 1. Social Networking with Peers 2. Obtain Resources and Skills 3. Outlet for Frustrations 4. Advice and Guidance 5. Mentorship Opportunities

32

What do you feel is the ʻproperʻ role of a woman?

PLAN FOR 1-TO-1 FORMATIVE EVALUATION: Purpose: Assess Bear Maximum Online Communityʼs on 3 Dimensions: Ease of Use Content and Materials Design

Audience: Primary audience includes new mothers, veteran mothers, and grandmothers.

Issues: Will participants find the content compelling enough to explore? Will participants be motivated to contribute to the site? Will participants be able to utilize projectʼs online resources effectively? Will participants have the time and motivation to participate in the project?

Resources, Materials and Assessments for One-to-One Formative Evaluation: Bear Maximum Online Wisdom Community Facilitator, Interview questions for individuals, Computer with Internet access, Participants

Evidence: Acceptable evidence of success in attracting participants to the Bear Maximum Online wisdom community will include: Contributions to online wisdom community from individuals and small focus group participants. Individuals joining NING! or contributing to Wiki. Participation in focus group from all across the mom-spectrum. LEVEL A: New moms, and moms-to-be LEVEL B: Veteran Moms LEVEL C: Grandmothers, and Great-Grandmothers.

33

PLAN FOR 1-TO-1 FORMATIVE EVALUATION:

•

Data-Gathering Techniques: Questionnaire/Interview. Observations from individuals.

Procedures: Introduce Bear Maximum Online Wisdom Community and explain purpose. Invite participants to view site and complete evaluation. Track comments and questions asked by individuals while evaluating online wisdom community. Track participation in online wisdom community, noting where interests are focused.

Learners: Two participants were selected for the individual one-to-one in-person formative evaluations. J.S. is a 24 year-old mother with a two-year-old son, who works for Apple Computers testing software. She is technically proficient. The other is S.P-H, a fifty-year old mother-of-four, and grandmother of one. She is not technically proficient. At all. J.S. was chosen because she is younger, has only one child, and technically savvy. S.P-H. was chosen because she is of a more mature age, has had four children, and though not new to technology is not at all proficient in its use. Thus, if this participant is able to navigate the community without incident, others will be able to do the same.

Reporting: Results will be reported on the Bear Maximum Wiki. The survey that each was given, is shown on the next page. Answers from each participant are noted via their initials.

34

ONE-TO-ONE FORMATIVE EVALUATION and RESULTS: Choose the answer that best fits your situation. CRITERIA

1

2

3

4

5

Responsibilities and Roles

Stay-at-home mom

Mom working part time or going to school part time

Mom working full-time OR going to school full time and mom. J.S. & S.P-H.

Mom doing some Combination of full-time school/ work with parttime-school work

Mom working full-time AND going to school full-time

Years of Motherhood

0-5 J.S.

6-10

11-15

16-25

25+ S.P-H.

Education

High School Diploma/GED

Technical School Degree.

Some College, No Degree.

B.A. or B.S. J.S. & S.P-H.

Masterʼs or Higher Advanced Degree

Preferred Learning Style

Visual Learn from what they SEE J.S.

Auditory Learn from what they HEAR

Tactile Learn from TOUCH and physical contact

Kinesthetic Learn by DOING S.P-H.

OTHER or no real preference

Preferred Parenting Style

Beta Mom, aka Slacker Mom

Mostly BETA, but not totally.

Middle-of-TheRoad Mommy J.S.

Nearly Alpha Mom

Total Alpha Mom S.P-H

Motivation and Priorities for Use of Online Wisdom Community

Social Networking with Peers

Obtain Resources and Skills

Outlet for Frustrations J.S. & S.P-H.

Advice and Guidance

Mentorship Opportunities

Technological Capability

Tech-Novice S.P-H.

Some Tech Knowledge

Fairly Proficient

Tech Savvy J.S.

Invented the Internet

How pressured do you feel by societyʼs expectations of mothers

Not at all pressured

Barely Pressured

Some pressure. S.P-H.

Tons of pressure

The World is Resting on My Shoulders. J.S.

What issues facing women do you find relevant?

Work/Life Balance J.S. & S.P-H

Pay and Gender Equity J.S.

Parental Responsibilities J.S.

Reproductive Rights and Responsibilities

Societal Norms and Controls

What do you feel is the ʻproperʼ role of a woman?

Wife and Mother. Womenʼs place is home.

Wife and Mother. Community organizations and volunteering.

Wife and Mother. Part-time Work.

Wife and Mother and Breadwinner. We can do it all!

Whatever I want my role to be! J.S. & S.P-H.

35

ONE-TO-ONE FORMATIVE EVALUATION and RESULTS: Evaluate Bear Maximum Online Wisdom Community According to the following criteria and scale: CRITERIA

1

2

3

4

5

Appearance

“Whoever designed this should be ashamed!”

Not what I would call attractive, but only vaguely terrible-looking.

Amateur, but adequate.

Nicely done. Very neat-andclean design. J.S.

“Youʼre hired!” S.P-H.

Navigability and Organization

“Time I spend looking for things on this site is time I will never get back.”

“Either I try to navigate this site, or watch an NCIS marathon. NCIS wins.”

“Only vaguely frustrating. You get the Windows Vista Award for mediocrity.”

“I can find what I need to find, when I need to find it. Great job.” J.S.

“Youʼre hired!” S.P-H.

Content

“Iʼll tell you what I think after I wake up from my nap.”

“Itʼs either this or The Tyra Show. The Tyra show wins.”

Average in every way possible.

“Really interesting, great topics.” J.S.

“Youʼre hired!” S.P-H.

Usefulness

“Only useful as a way to bore myself to sleep.”

“Does not really apply to me.”

Not a total waste of time.

“Iʼm not just an evaluator, Iʼm also a client. I joined the NING.” S.P-H.

“Youʼre hired!” J.S.

Terrible Awful Okay Great Awesome Please comment, discuss, or add resources, replies, information to anything you find interesting within the site. S.P-H added comments to Ning and Joined. Please comment and let me know what you like, what you do not like, and what could be better. J.S. Noted that in Safari the blogʼs layout was skewed. What topics or discussions did you find most interesting or useful? J.S. and S.P-H. both wanted to hear others frustrations, and stories from other parents. J.S. wants facts and figures supporting how stay-at-home moms were not lazy, as this has been a source of contention between her and her partner. J.S. indicated that the blogʼs function should be for telling personal stories, in order to draw members in. What topics or discussions did you find least interesting or useful? J.S. and S.P-H. were least interested in Reproductive Rights and Responsibilities.

36

DISCUSSION OF RESULTS FROM 1-TO-1 FORMATIVE EVALUATION: Commonalities: It is interesting that despite the characteristic differences between the two individuals selected, their answers were often similar or the same. Both work full-time. Both have a B.A. or B.S. Degree. Both view the site as an outlet for frustrations. Both feel that a womanʼs place is wherever she wants it to be. Both were interested in issues of work/life balance. Both rated the site very highly.

Differences: Years of experience as mothers. Preferred Learning Style. J.S. Indicated Visual, while S.P-H Indicated Kinesthetic as a preference. Preferred Parenting Style. J.S. Indicated Middle-of-The-Road and S.P-H. indicated she was an alpha-mom-type. J.S. is Tech-Savvy and S.P-H. is a tech novice. J.S. feels the world is resting on her shoulders and S.P-H. indicates that she feels only some pressure as a mom. . J.S. Indicated Parental Responsibilities and Gender and Pay Equity as an interest. Both rated the site very highly, J.S. slightly less-so than S.P-H.

Revisions as a Result of Evaluation: Layout of blog located at http://www.bearmaximum.com was changed after J.S. noted that the layout was odd when viewed using Safari browser. Checking on another computer supported the conclusion that the blog did look odd when viewed in Safari. Blog content will be amended to serve as mainly an outlet for personal stories from participants. More subject matter of interest to participants will be added to content of site.

37

PLAN FOR SMALL GROUP EVALUATION: Purpose: Assess BearMaximum Online Communityʼs on 3 Dimensions: Ease of Use Content and Materials Design

Audience: Primary audience for small group evaluation are potential participants invited to participate in small focus group via Facebook.

Issues: Will participants complete the online survey? Will participants be motivated to contribute to the site? Will participants be able to utilize projectʼs online resources effectively? What features and/or content inhibit or enhance the community? Will participants have the time and motivation to participate in the project?

Materials and Assessments for Small Group Evaluation: Wiki, Ning, Blog, Website, and Delicious Social Bookmarking resources with introductory content, discussions, and resources, Facilitator, Interview questions for small group participants in Google Docs http://spreadsheets.google.com/viewform? hl=en&formkey=dDh3d1pOdktVWm5wVmRqQ0szOF9Ua3c6MA Computer with Internet access, Participants

Instruments for Small Group Evaluation: Google Docs web form Questionnaire Questions and Comments from Participants Bear Maximum Online Community

38

PLAN FOR SMALL GROUP EVALUATION: Procedures: Facilitator Will: Introduce Bear Maximum Project to Potential Participants. Invite Participants to Review Site and Reply to Comments and Discussion. Share purpose for Participation in Small Group Evaluation. Allow for Questions Related to Social Networking and the Bear Maximum Project.

Small Group Participants Will: Voluntarily engage in exploration of Bear Maximum Project Sites. Ask Questions and Comment During Exploration of Sites. Complete Questionnaire in Google Docs. Comment and add to discussions and community.

Introduction: Bear Maximum Project was introduced to Potential Participants via contact initiated on Facebook. Faciliatator explained purpose of small-group evaluation to Facebook Participants.

Invitation to Join Small Group Evaluation: Facilitator invited them to join and fill out a questionnaire as they explored the site. Directed participants to site and online questionnaire. Additional potential participants were invited via email. Facilitator also asked that people join via emails sent out, and asked them to forward to emails to anyone who might be interested. Facilitator also invited participants via posts to forums on UFʼs College of Education online.

Small Group Characteristics: Potential Participants are: Friends contacted via Facebook Friends of Friends via Facebook Friends contacted via Email Friends of Friends Contacted Via Email Colleagues Contacted Via UF COE Online Forum 39

PLAN FOR SMALL GROUP EVALUATION: Small Group Characteristics: Potential Participants are: Potential Participants are friends that I contact on Facebook, because they have some level of comfort with online social networking and online communities. As such, they might be biased because they are my friends, or they might tell me what they really think because they are my good friends. I also asked that people join via emails sent out, and via posts to forums on UFʼs College of Education online, but the same potential bias applies.

Evidence: Acceptable evidence of success in attracting participants to the Bear Maximum Online wisdom community will include: 1. Contributions to online wisdom community from small focus group participants. 2. Individuals joining NING! or contributing to Wiki. 3. Participation in focus group from all across the mom-spectrum. LEVEL A: New moms, and moms-to-be LEVEL B: Veteran Moms LEVEL C: Grandmothers, and Great-Grandmothers.

Data-Gathering Techniques/Procedures: 1. Questionnaire. The questions from the one-to-one formative evaluation were made into an online test form via Google Docs. This document is available online at: http://spreadsheets.google.com/viewform? hl=en&formkey=dDh3d1pOdktVWm5wVmRqQ0szOF9Ua3c6MA 2. The Google Docs Questionnaire was then embedded into the Website, Wiki, Ning, and Blog. Screenshots of the Form are shown on the following page. 3. Participants were invited via Facebook to participate in the online small focus group, and to complete the online questionnaire.

Analysis: 1. List comments made by individual and small focus group participants. 2. Analyze responses made by using Google Docs Analysis. 3. Track participation in online wisdom community, noting where interests are focused.

Reporting: Results will be reported on the Bear Maximum Wiki via attached Design Report.

40

S M A I L N L S G T R R O U U M P E N T E S V A L U A T I O N 41

I N S T R U M E N T S

42

Summary Results of Small Group Evaluation:

43

Summary of Small Group Evaluation, Continued:

44

Summary of Small Group Evaluation, Continued:

45

Summary of Small Group Evaluation, Continued:

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Summary of Small Group Evaluation, Continued:

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discussion of small group evaluation & revisions Planned: DISCUSSION: Four participants took part in the small group evaluation. These participants were from Level A and Level B. While no participants from Level C responded to the small group evaluation, one individual from the Level C category responded to the questions from the one-to-one formative evaluation. Participants were all responded from Facebook invitation. While it is disappointing that more potential participants did not respond to a request for participation, the project is voluntary, and as such, response and participation cannot be compelled in any way. Encouragingly, response from those answering questionnaire was positive and complimentary.

REVISIONS: Additional attempts to attract more participants will be made via Facebook, and via posts to existing websites appealing to mothers. Additional content will be added to attract more participants, focusing on the issue of work/life balance, as this category was the subject of the most interest. The response indicated that the instructional objectives are sound, but that content needs to be structured to be more compelling and less rote. The blog, per responses in one-to-one evaluation, will be amended to include more personal stories and anecdotes. The layout of the blog has already been corrected to ensure that the layout and appearance of the content is consistent across browsers.

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Comments on Revisions Made Since Design Report 2

Appearance and Layout of Bear Maximum Online Community was changed. Flowchart was altered to better match new appearance and theme of Bear Maximum. REQUIREMENT

POINT VALUE

PAGES OF REPORT

Comments on Revisions made since Design Report II

0

49

Attached Instructional Analysis and Design Report II

0

1-32

Learners, Materials and Procedures used in One-to-One Formative Evaluation

5

33-34

Results of One-to-One Formative Evaluation & Revisions Made as a Result

6

35-37

Description of Instruments Used in Small Group Evaluation

3

38

Description of Procedures Used in Small Group Evaluation

5

39

Desciption of Characteristics of Small Group Learners

3

40

Copy of Instructional Materials and Assessments Used in Small Group Evaluation

6

41-42

Summary Data from Small Group Evaluation

6

43-47

Discussion of Small Group Data

6

48

Revisions Planned for Next Version of Instruction and Assessment

6

48

Relevant Current References

4

49

Total

50

50

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Gunawardena, C., Ortegano‐Layne, L., Carabajal, K., Frechette, C., Lindemann, K., & Jennings, B. # (2006). New Model, New Strategies: Instructional design for building online wisdom # communities. Distance Education, 27(2), 217-232, doi:10.1080/01587910600789613 Gunawardena, C. N., Jennings, B., Layne, O. L. C., Frechette, C., Carabajal, K., #Lindemann, K., &# # Mummert, J. (2004). Building an online wisdom community: A transformational design model. # Higher Education, 15(2): 40-62, doi: 10.1007/BF02940929 #

  

Drexler, Wendy, Baralt, Anna & Dawson, Kara (2008). The Teach Web 2.0 Consortium: a tool to promote # educational social networking and Web 2.0 use among educators. Educational Media ! International, 45(4), 271-283, doi: 10.1080/09523980802571499.


  


   

Dolan, A. (2009). Formative Evaluation. Google Docs. http://spreadsheets.google.com/viewform? hl=en&formkey=dDh3d1pOdktVWm5wVmRqQ0szOF9Ua3c6MA

Journal of Computing in

Hardin, G. (13 December 1968). The Tragedy of the Commons. Science,162(3859), 1243-1248, doi: 10.1126/science.162.3859.124. Institute for Womenʼs Policy Research IWPR. (2009). The Gender Wage Gap: 2008 (IWPR #C350). Washington, DC: Author. Institute for Womenʼs Policy Research IWPR. (2008) Improving Pay Equity Would Mean Great Gains for Women. Washington, DC: Author. Jayson, Sharon. (2007, May 9). ʻSlacker Momsʼ urge other mothers to chill. USA Today, Health and Behavior. # Mezirow, J. (1981). A Critical Theory of Adult Learning & Education. Adult Education Quarterly 32(3), 3-24, # doi: 10.1177/074171368103200101. Oliver, R. (2000). When Teaching Meets Learning: Design Principles and Strategies for Web-based Learning Environments that ! Support Knowledge Construction. Keynote Speech ASCILITE conference. # Oliver, R., & Herrington, J. (2003). Exploring Technology-Mediated Learning from a Pedagogical Perspective. Interactive Learning ! Environments, 11(2), 111-126, doi: 10.1076/ilee.11.2.111.14136. Parker, Kim. (2009 Oct 1). The Harried Life of a Working Mother. Pew Social & Demographic Trends. Pew Research Center. (2007). Motherhood Today: Tougher Challenges, Less Success. Washington, DC: Author. St. George, D. (2007, March 20). Fathers Are No Longer Glued to Their Recliners: Childcare, Housework Hours Increase. The !Washington Post, A11.

Sternberg, R. & Grigorenko, E. (2004). Intelligence and Culture: How Culture Shapes What Intelligence Means, and the Implications for # a Science of Well-Being. Philosophical Transactions: Biological Sciences, 359(1449), 1427-1434, doi: 10.1098/rstb.2004.1514

Stevenson, B. & Wolfers, J. (12 May 2009). The Paradox of Declining Female Happiness. American Economic Journal: Economic Policy, ! 1(2): 190–225.doi: 10.1257/pol.1.2.190

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