ID Model’s Goals/Objectives
The goal of the model is to provide a guided approach to altering the common held beliefs of a group through identifying peer leaders, training, and diffusion of information. While much of the information provided will not be new the novel presentation of that information through peers will hopefully be more effective at changing their behavior.
Supra-system Goal
The goal of the supra-system is shared by the ID model goal. Both hope to better inform students on alcohol use and to reduce the number of problem drinking episodes experienced.
Method of Delivery
Research staff will identify peer leaders and conduct instructional meetings on what/how to present/interact with their peers as leaders. Perhaps an online community could be created to offer remote support and allowing peer leaders to interact with each other.
Method of instruction
Lectures and group role-playing will be the main method of instruction. First students will need to know the reasoning behind this approach and information that will be conveyed. This will be done in a lecture format with question/answer sessions interspersed. Most importantly role playing will be used so peer leaders will get a feeling of how to broach this subject, which will lead to a heightened comfort level when put into practice. Follow up sessions in smaller groups may be used to ensure proper implementation in the field.
Logistical/Administrative Problems
As mentioned previously the largest problem is with data collection. Without clearly identifying a solution to this problem evaluation of the project will be nearly impossible. Several different methods may be followed including peer leader journal, surveys, and public records.
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2 comments:
Hi Andrew,
I'm not sure of this qualifies as a 'management of instruction' question, or an evaluation question, but how do you plan on assessing the learning of your peer leaders? You have mentioned evaluating whether the program is effective, but not the instruction and its diffusion/dissemination. Would you consider doing interviews, or surveys after the training to find out the opinions of the peer leaders regarding the role-playing and discussions?
You have undertaken a very complex issues - lots of affective domain, intellectual skills, attitudes, motivation, etc.
You might want to look into some of Krathwohl's work on the affective domain - Krathwohl, D.R., Bloom, B.S., and Masia, B.B. (1964). Taxonomy of educational objectives: Handbook II: Affective domain. New York: David McKay Co. (start there and work forward).
You could also email Dr. Krathwolhl directly and ask him some questions about the affective domain.
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