An Inside Look at JA Program Development
Author: Hannah Henry
Published: Tuesday, 18 Sep 2018
From financial literacy and work readiness to entrepreneurship, Junior Achievement (JA) provides countless programs to equip today?s youth with skills that will assist in their successes tomorrow.
To get a better idea of how we are creating our programming, we pulled in our Senior Vice President of Education & Learning Technologies, Mary Catherine (MC) Desrosiers for an interview. In her role, MC has oversight of the education group, managing the blended transformation and directing ideation, design, implementation, and evaluation of new program and learning technology.
Q: What is your job role?
Senior Vice President, Education and Learning Technologies
Q: How long have you been with JA?
Q: How long does it take to create and launch a program/learning experience?
A program doesn't have a set amount of time to create and launch. What's most important are the stages that we go through in order to conceive of and create a new program. From the time we start researching until the time we launch a pilot, it's typically a year.
Q: What stages are needed / used from start to implementation?
Discovery, Design, Production, Launch, Implementation, and Evaluation.
Q: How are JA programs/learning experiences developed?
MC: We start by identifying real, high-priority opportunities. Then we lay the foundation for success for a specific opportunity through user and market research that identifies unmet needs and clarifies our goals, scope, and audience needs. We undergo a process of discovery at a strategic and program level, meaning that we are constantly evaluating our market and our users and deciding what we need to teach and to whom. That research informs our decisions about which programs to develop, why we should develop them, and whose needs we can meet. For each program we develop, we undergo a specific discovery process and use design thinking to develop our prototypes.
During our design phase, we focus on creating a program vision, understanding specific users' needs, and describing a new experience that is engaging and promises to demonstrate the desired learning outcomes. Design has two parts: Concept Design and Prototyping; and Program and Content Design.
During concept design and prototyping, we make ideas tangible and test them with the audiences and other stakeholders. The result of user testing may be that one concept is a clear winner, that elements of both are successful, or that another idea emerges--or that we need to rethink. During program design, we work through the user journey and define the requirements for each user group. We work through our technical architecture and specifications, figure out the "look and feel" of the program, design an assessment and evaluation strategy. After all that is finished, we can start writing and developing and creating the learning materials for our students, volunteers, and educators.
Q: What factors or elements are considered?
There are a lot of factors considered in each phase of our process. I'll name a few. As we do our strategic discovery, we investigate general and education market trends, the latest learning research, the competition, state standards, and trends in learning experiences in technology. We consider our diverse audiences and their needs, the trends or development in a specific area of content, and the various learning environments in which our content may be delivered.
Q: How do you go about testing?
We start with the end in mind, so we are always working toward a goal or plan that can be tested. Production is an iterative process: testing and revising are ongoing, with each round of testing informing the next steps in development. We use both lean product development and rapid innovation testing. By the time we get to alpha testing, we have the first version of the entire program, the technology architecture is finalized, and the programmers have integrated the technology that will enhance program delivery.
We pilot all of our programs. Field testing and providing support to the JA Areas during implementation are critical to the success of JA programs. During the implementation phase, the team, led by JA USA Field Program Services, tests all components of the program with selected JA Area pilot sites (beta test), creates all training materials, and prepares implementation guidelines for the JA Areas.
A formative evaluation is designed and used to improve the program, especially when it is still being developed. During Design, Production, and Implementation, we collect and analyze qualitative data to understand how well a program is working and ways we might improve it.
During beta testing, the JA evaluation group conducts a formal formative evaluation that explores how well the program elements work and align with intended learning objectives.
A "launch impact evaluation" describes the assessment we conduct on a newly-developed blended program during the pilot phase/alpha testing. For kit-based programs, we continue to refer to Phase 1 as a formative evaluation.
When all the components are complete and tested, we fully launch a program to the JA Areas. The JA Areas recruit and train volunteers and work with schools to deliver the program.
But our testing doesn't stop once the program is in the field. Once we formally launch a program to the JA network, we begin a summative evaluation designed to present conclusions about the merit or worth of an intervention and recommendations about whether it should be retained, altered, or eliminated.
A "comprehensive impact evaluation" describes the summative evaluation of a blended program that is conducted after the learning environment has stabilized. It measures student learning gains, changes in perceptions and attitudes, and other meaningful dimensions of interest.
Q: Who do you consult with when developing a program?
We consult with subject matter experts in content areas as well as people who have expertise in working with learners of different ages. We consult with teachers, industry leaders, and our JA Area partners, particularly our pilot sites, but we seek to get information from our R&D's too. And last, but certainly not least, we consult with students. We speak to kids to get their feedback and involve them in our design thinking process.
Q: What changes in the education / lesson planning industry have you (or your team) had to navigate?
The education marketplace is continually changing. Incorporating technologies into blended programming while still meeting the needs of classrooms without technology has been important. Incorporating evolving technologies like Augmented Reality or keeping pace with educational trends such as project-based learning, the flipped classroom, brain-based learning research, and cognitive science keep us busy.
Q: What changes do you anticipate for the future?
I anticipate a focus on self-efficacy and competency-based learning.
Q: How has the integration of innovative technology like VR changed how students learn with JA programs?
We continue to consider ways in which we can provide simulated experiences, like JA Finance Park Virtual or the small augmented reality experiences in JA Our City. Since we're preparing students for "the real world," the virtual world holds some exciting possibilities for us.
"Kutoka kwa ""Uendelezaji wa Programu ya JA"" mwandishi Hannah Henry, kuchapishwa: Jumanne, 18 Septemba 2018 Kutoka kwa ujuzi wa kifedha na utayari wa kazi hadi ujasiriamali, Junior Achievement (JA) hutoa programu nyingi za kuwapa vijana wa leo ujuzi ambao utasaidia mafanikio yao kesho." Ili kupata wazo bora la jinsi tunavyounda programu zetu, tulimvuta Makamu wetu Mkuu wa Teknolojia ya Elimu na Kujifunza, Mary Catherine (MC) Desrosiers kwa mahojiano. Katika jukumu lake, MC ana usimamizi wa kikundi cha elimu, kusimamia mabadiliko ya mchanganyiko na kuelekeza wazo, muundo, utekelezaji, na tathmini ya programu mpya na teknolojia ya kujifunza. Swali: Kazi yako ni nini? Mkurugenzi Mtendaji wa Teknolojia ya Elimu na Mafunzo: Je, unafanya kazi kwa muda gani? Q: Ni muda gani inachukua kuunda na kuzindua programu ya kujifunza? Programu haina kiasi maalum cha muda wa kuunda na kuzindua. Jambo la muhimu zaidi ni hatua ambazo tunapitia ili kubuni na kuunda programu mpya. Kuanzia wakati wa kuanza utafiti hadi wakati wa kuanza majaribio, kwa kawaida ni mwaka mmoja. Q: Ni hatua gani zinazohitajika kutoka mwanzo hadi utekelezaji? Ugunduzi, kubuni, uzalishaji, uzinduzi, utekelezaji, na tathmini. Q: Je, programu za JI zinatengenezwa kwa njia gani? "Mwanzoni, tunaanza kwa kutambua fursa halisi, za kipaumbele cha juu.""" Kisha tunaweka msingi wa mafanikio kwa fursa maalum kupitia utafiti wa watumiaji na soko ambao hutambua mahitaji yasiyotimizwa na kufafanua malengo yetu, wigo, na mahitaji ya watazamaji. Sisi ni kupitia mchakato wa ugunduzi katika ngazi ya mkakati na programu, ikimaanisha kwamba sisi ni daima tathmini soko letu na watumiaji wetu na kuamua nini tunahitaji kufundisha na kwa nani. Utafiti huo huongoza maamuzi yetu kuhusu programu za kuendeleza, kwa nini tunapaswa kuziendeleza, na mahitaji ya nani tunaweza kukidhi. Kwa kila programu tunayoendeleza, tunapitia mchakato maalum wa ugunduzi na kutumia mawazo ya kubuni kuendeleza prototypes zetu. Katika awamu ya kubuni, tunazingatia kuunda maono ya programu, kuelewa mahitaji maalum ya watumiaji, na kuelezea uzoefu mpya ambao unavutia na unaahidi kuonyesha matokeo ya kujifunza yanayotakiwa. Ubunifu una sehemu mbili: Ubunifu wa Dhana na Prototyping; na Programu na Ubunifu wa Yaliyomo. Wakati wa kubuni dhana na prototyping, sisi kufanya mawazo dhahiri na kujaribu yao na watazamaji na wadau wengine. Matokeo ya majaribio ya mtumiaji yanaweza kuwa kwamba dhana moja ni mshindi wazi, kwamba vipengele vya zote mbili ni mafanikio, au kwamba wazo jingine linatokea - au kwamba tunahitaji kufikiri tena. Wakati wa kubuni programu, sisi kazi kwa njia ya safari ya mtumiaji na kufafanua mahitaji kwa kila kundi la mtumiaji. Sisi kufanya kazi kupitia usanifu wetu wa kiufundi na vipimo, kufikiri nje "kuonekana na kuhisi" ya programu, kubuni tathmini na mkakati wa tathmini. Baada ya yote hayo, tunaweza kuanza kuandika na kuendeleza na kuunda vifaa vya kujifunza kwa wanafunzi wetu, wajitoleaji, na walimu. Q: Ni mambo gani yanayochukuliwa? Kuna mambo mengi yanayochukuliwa katika kila hatua ya mchakato wetu. Nitawataja baadhi yao. Kama sisi kufanya uvumbuzi wetu wa kimkakati, sisi kuchunguza mwenendo wa jumla na elimu soko, utafiti wa hivi karibuni kujifunza, ushindani, viwango vya serikali, na mwenendo katika kujifunza uzoefu katika teknolojia. Tunazingatia watazamaji wetu mbalimbali na mahitaji yao, mwenendo au maendeleo katika eneo maalum la maudhui, na mazingira mbalimbali ya kujifunza ambayo maudhui yetu yanaweza kutolewa. Q: Jinsi gani unaweza kufanya mtihani? Kwa kuwa tunaanza na mwisho akilini, sisi daima tunafanya kazi kuelekea lengo au mpango ambao unaweza kupimwa. Uzalishaji ni mchakato iterative: kupima na kurekebisha ni kuendelea, na kila raundi ya kupima taarifa hatua zifuatazo katika maendeleo. Sisi kutumia wote Lean bidhaa maendeleo na haraka uvumbuzi upimaji. Wakati wa majaribio ya alpha, tuna toleo la kwanza la programu nzima, usanifu wa teknolojia umekamilika, na watengenezaji wa programu wameunganisha teknolojia ambayo itaongeza utoaji wa programu. Sisi majaribio ya programu zetu zote. Majaribio ya shamba na kutoa msaada kwa maeneo ya JA wakati wa utekelezaji ni muhimu kwa mafanikio ya programu za JA. Wakati wa awamu ya utekelezaji, timu inayoongozwa na JA USA Field Program Services, inajaribu vipengele vyote vya programu na maeneo ya majaribio ya eneo la JA, huunda vifaa vyote vya mafunzo, na huandaa miongozo ya utekelezaji kwa maeneo ya JA. Tathmini ya kuunda imeundwa na kutumika kuboresha programu, hasa wakati bado ni kuendelezwa. Wakati wa kubuni, uzalishaji, na utekelezaji, sisi kukusanya na kuchambua data ya ubora kuelewa jinsi vizuri programu ni kazi na njia tunaweza kuboresha. Wakati wa majaribio ya beta, kikundi cha tathmini cha JA hufanya tathmini rasmi ya kuunda ambayo inachunguza jinsi vitu vya programu vinavyofanya kazi na kufanana na malengo ya kujifunza yaliyokusudiwa. "Uhakiki wa athari ya uzinduzi" unaelezea tathmini tunayofanya kwenye programu iliyochanganywa mpya wakati wa awamu ya majaribio / upimaji wa alpha. Kwa programu za kit-msingi, tunaendelea kurejelea Awamu ya 1 kama tathmini ya malezi. """Wakati vipengele vyote vimejengwa na kupimwa, tutaanzisha programu kamili kwa maeneo ya JA." Maeneo ya JA huajiri na kufundisha wajitoleaji na kufanya kazi na shule kutoa programu. Lakini majaribio yetu hayakomi mara tu programu inapokuwa shambani. Mara tu tunapoanzisha rasmi programu kwa mtandao wa JA, tunaanza tathmini ya jumla iliyoundwa kuwasilisha hitimisho kuhusu sifa au thamani ya uingiliaji na mapendekezo juu ya ikiwa inapaswa kuhifadhiwa, kubadilishwa au kuondolewa. "Uhakiki wa athari kamili" unaelezea tathmini ya jumla ya programu iliyochanganywa ambayo hufanywa baada ya mazingira ya kujifunza kuwa imara. Inapima faida za kujifunza za wanafunzi, mabadiliko katika maoni na mitazamo, na vipimo vingine vyenye maana vya maslahi. Q: Ni nani unayepaswa kushauriana naye wakati wa kuunda programu? Tunashauriana na wataalamu wa mada katika maeneo ya maudhui pamoja na watu ambao wana utaalam katika kufanya kazi na wanafunzi wa umri tofauti. Tunafanya mazungumzo na walimu, viongozi wa tasnia, na washirika wetu wa eneo la JA, haswa maeneo yetu ya majaribio, lakini tunatafuta kupata habari kutoka kwa R&D yetu pia. Na mwisho, lakini kwa hakika si chini, sisi kushauriana na wanafunzi. Tunazungumza na watoto ili kupata maoni yao na kuwaingiza katika mchakato wetu wa kufikiri kwa kubuni. Swali: Ni mabadiliko gani katika sekta ya mipango ya masomo ya elimu ambayo umelazimika (au timu yako) kusafiri? Soko la elimu linabadilika daima. Kuingiza teknolojia katika programu iliyochanganywa wakati bado inakidhi mahitaji ya madarasa bila teknolojia imekuwa muhimu. Kuingiza teknolojia zinazoendelea kama vile Uhalisi ulioongezwa au kushikilia mwendo na mwenendo wa elimu kama vile kujifunza kwa msingi wa mradi, darasa la flipped, utafiti wa kujifunza kwa msingi wa ubongo, na sayansi ya utambuzi hutufanya tuwe na shughuli nyingi. Swali: Ni mabadiliko gani unayotazamia kwa ajili ya wakati ujao? Mimi kutarajia lengo juu ya ufanisi binafsi na uwezo-msingi wa kujifunza. Jinsi gani kuunganisha teknolojia ya VR imebadilisha jinsi wanafunzi wanavyojifunza? "Tunaendelea kuzingatia njia ambazo tunaweza kutoa uzoefu uliofananishwa, kama ""JA Finance Park Virtual"" au uzoefu mdogo wa hali halisi katika ""JA Our City.""" Kwa kuwa tunawatayarisha wanafunzi kwa ajili ya "ulimwengu halisi", ulimwengu wa kawaida una uwezekano fulani wenye kusisimua kwetu.