Professional Documents
Culture Documents
My client is Pamela Harris who is the CEO of Child Care Connections. Child Care
Within the last 10 years of educating and training child care providers, Ms. Harris has
seen that her learners have a difficult time with truly understanding/visualizing program
management. The program management module consist of several lessons. Among those lessons
are how to plan an effective program, how to manage an effective program, marketing your
program, financially stabilizing your program and effectively evaluating your program. For the
purpose of this assignment, Ms. Harris request that I focus on effectively evaluating your
program. Her participates have experienced difficulty in how to self-monitor their programs prior
to being evaluated by the state. This re-designed will allow the learners to see what the evaluator
is looking for when they come to assess the programs and to create the required documents. By
creating the documents, learners will have the essential items needed for the operation of the
The program evaluation lesson consists of subscales, items and indicators (McCormick
Center, 2015). We will focused on the subscales that address human resources development,
personnel cost and allocation, center operations, child assessment, and fiscal management. The
re-design included a presentation created in Canva to present the subscale, items and indicators
in the form of a flow diagram. I also created a flow chart for each subscale. The flow chart will
be used as a scavenger hunt activity during the modules. As the assessment for this lesson,
Presentation) to show that their program contains the items listed under the subscale. The
learners will have to include documents from their child care center which adheres to the
requirements. If their center does not have the items on file, participates will have to create the
missing components. The presentation will be assessed using the program evaluation rubric.
This lesson was previously taught in conjunction with the other subscales by showing all
of the subscales listed together on one slide. The presenter would lecture the participates on the
different subscales. There was not requirement to interact with the content. I think the artifacts
that I created for this lesson will be the right fit because the first step is to chuck the information
into smaller groups. Secondly, the artifacts contained visuals that will relate to the subscale and
its items. Previous research has shown that verbal presentations and mental images known as
Dual Coding will provide learners with an enhanced and more solid learning experience
(Thomas, 2014). Research pertaining to multimedia instruction, which includes the use of
diagrams and charts, has also been shown to increase a learner’s ability to retain information
(Mayer, 2014).
The artifacts addressed the following ACRL Visual and Literacy Competency Standards
(2000). Standard number six which is outlined as the visually literate student will designs and
creates meaningful images and visual media. I demonstrated this by creating flow charts that will
show students the connections between the subscales and the items attached to them. I also
addressed standard four which highlights that the visually literate student will evaluate images
and their sources. When deciding on the design of the slides (boxes to hold the words, arrows,
colors, content), I continuously assessed how each element looked on the page.
One challenge with the completion of this project was creating the flow charts. Based on
what I have learned, I had to ensure balance, color contrast, the alignment on the page, and
readable font. I also had to make sure that the charts made sense and could be followed easily. I
wanted the learners to see how the broad subscales break down from items to indicators. I
redesigned them 3 times. Another challenge was the point allocations on the rubric. I needed to
be sure that students received fair create for the amount of work they completed.
References
The Association of College and Research Libraries. (2000). Information literacy competency
http://www.ala.org/acrl/standards/visualliteracy
https://westga.view.usg.edu/content/enforced/1055736-
CO.540.MEDT7490.11202.20164/Multimedia%20Instruction%20-%20Mayer.pdf
http://mccormickcenter.nl.edu/wp-content/uploads/2013/03/PAS-Profile-Report-
Sample.pdf
Thomas, N. J. (2014). Dual coding and common coding theories of memory. Retrieved from
http://plato.stanford.edu/entries/mental-imagery/theories-memory.html