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 Table of Contents:
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 49

Requirements

References 50

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 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-to-
everybody.
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 Two-
Week 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

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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 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 • Lack of Technical • Relationships

• Guilt
• Stress
• Exhaustion
• Money
• Conflicting Priorities
• Conflicting Societal
Roles
• Health/Wellness
• Time
Knowledge • Perfectionism
• Lack of Practical • Expectations
Knowledge
• Societal Pressures
• Lack of Emancipatory
• Shame
Knowledge
• Blame
• Alienation
• Judgement
• Lack of Authority
• Beliefs/Views on the
• Bargaining Power
Proper Role of Women
• Not Asking for Help
• Friendships
• Not Getting Help

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 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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 CONTEXT ANALYSIS: THE LEARNING ENVIRONMENT
Wisdom Community is comprised
of 5 Linked Websites:
Homepage

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

The Online Learning Environment:

Blog

community of practice which

together comprise the physical,
social, and resource elements of
the performance context.
• A Homepage: Serves as a base of
operations
Wiki

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.
Ning

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

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

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

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

20
 4. Conduct a
Objective 1:
1. Examine critical
Given resources
resources 3. Post links to assessment 5. Share results
on a disorienting 2. Engage in
related to additional relating how of that critical
dilemmas self-
that relevant participant has assessment
(issues, ⇢ ⇢ examination ⇢ ⇢ ⇢
particular resources to internalized with others in
challenges, or and personal
issue, Delicious psycho-cultural online
problems) that reflection.
challenge, Bookmarks. assumptions, discussion.
mothers face
or problem. ideologies, and
participant will:
expectations.

⇣ ⇣ ⇣ ⇣ ⇣

Go to What is a Find additional Do I really want Post results of

Delicious womanʼs relevant to be reflection,
and Peruse place? How resources and supermom? examining how
“Mommy have I post to Isnʼt it enough societyʼs
⇢ ⇢ ⇢ ⇢
Wars” Tag internalized Delicious to just be mom? expectations
societyʼs account to Is it enough for have influenced
expectations? share with me? oneʼs thought
others. and behavior.

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

⇣ ⇣ ⇣ ⇣

How does her Post responses “Itʼs not just me “Youʼre in good
situation to other who feels this company, thereʼs a
compare to participants, way.” lot of mothers who
⇢ ⇢ ⇢
mine? What noting how your are going through
commonalities issues resonate the same thing.”
do we share? t/o society.

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

⇣ ⇣ ⇣ ⇣

“I was reading “Great ideas, you “How can I make this “Hereʼs my plan,
this article, and really gave me work? What needs to let me know what
found some ⇢ something to think ⇢ change?” ⇢ you think!”
great ideas that about!”
I think Iʼll try.”

21
 1. Acquire 3. Respond to
2. Share
knowledge other
Objective 4: knowledge,
and skills participants
Given a plan of resources and
⇢ necessary ⇢ ⇢ plans, providing ⇢ 4. Try new roles. ⇢
action, participant insights gained
to execute mentorship and
will: with
plan into support as
participants.
action. needed.

⇣ ⇣ ⇣ ⇣

Using web “Hereʼs what I “Thank you so Put new roles

search found, and much for your into practice,
strategies, I some of the article and ideas, evaluating and
found a lot ⇢ important ⇢ I found them ⇢ adapting plan as ⇢
of useful points from very helpful!” needed.
information. each article.”

6. Provide
support and
mentorship to
others in the
process of
perspective
Objective 1.
2. Reflect 3. Build transformatio
5: Given Assess 4. Report on 5. Reconcile
and make confidence n to empower
new feedbac efforts to new
⇢ ⇢ adjustme ⇢ and ⇢ ⇢ ⇢ other
roles, k on the other perspectives
nts as competence participants
participa process participants. with society.
indicated. in new roles. to become
nt will: .
critically
conscious
and enact
positive
changes.

⇣ ⇣ ⇣ ⇣ ⇣ ⇣

I think I am I am really I finally got “I donʼt think Can I suggest

my learning happy with the raise Iʼve everyone some
newfou to who I am as been asking understands resources I
nd negotiate a person for for years! that I am found
confide and and as a changing but helpful?
nce is delegate. mother. most are
really ⇢ ⇢ ⇢ ⇢ supportive.”
helping
make
my
relation
ships
better.

22
 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.

23
 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 Worker
Nurturer Breadwinner
Wife Single
Child-bearing
Child-barren
Homemaker Boss
Prepares the Meals Brings Home the Bacon
Dominated 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.

24
 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.
• Responsibilities and • Learning Styles and
Roles, Preferences,
• Years of Motherhood, • Motivation and Priorities,
• Education, • Technological Capability,

25
 INSTRUCTIONAL SEQUENCE:

Identify and examine Engage in self-

Challenge: Disorienting Dilemma

resources related to examination and

issues, problems, personal reflection.
challenges, Post links to additional
"disorienting dilemmas" resources utilized in
that affect women and reflection.
mothers.

Critically assess how Relate individual

psycho-cultural discontent to similar
assumptions and experiences and issues of
Initial Exploration:

expectations have been others through discussion,

internalized and share recognizing that one's
insights from personal problem is shared and not
reflection and critical an exclusively private
assessment in group issue.
discussion.

26
 Explore the role of Plan a course of
women in society, action and share it
Resources/Perspectives:

assessing alternative with others.

ways of acting and
thinking with group
members.

Acquire Try new roles

Reflection/Reorganization:

knowledge and assess

Build confidence
necessary to feedback on the
and competence
execute plan of process.
in new roles,
action, sharing
reporting on
knowledge,
efforts to others.
resources and
insights gained.

27
 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 2
Negotiation/ Initial
Preservation Knowledge Exploration
Innovation

Mentoring
& Learner Support

Building
Wisdom
Communities

4 3
Reflection/ Resources/
Reorganization Perspectives

28
 WISCOM SPIRAL OF INQUIRY PROGRAM DESIGN:
More
Complex

More
More Complex
Complex

1
5
2
Less
Complex

3
4

More
Complex

&

 %
1: Learning Challenge/Case Study/Question/Issue/
More Problem/Task '
&   
Complex 
 

 

  



2: Initial Exploration  

)(


  

  


$#" 













3: Resources/Perspectives


4: Reflection/Reorganization
 
   

5: Negotiation/Preservation
 


!

29
  
  “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

“When learners perspective transformation appeared to
include the following elements:
are led to reflect
A disorienting dilemma;
on and question Self examination;
something A critical assessment of personally
previously taken internalized role assumptions and a sense of
alienation from traditional social
for granted and expectations;
Relating oneʼs discontent to similar
thereby change experiences of others or to public issues-
their views or recognizing that oneʼs is shared and not
exclusively a private matter;
perspectives, Exploring options for new ways of acting;
transformative Building competence and self-confidence in
learning has taken new roles;
Planning a course of action;
place” Acquiring knowledge and skills for
(Gunawardena, implementing oneʼs plans;
2006, p. 222). 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
  


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-
Technological Capability
time
1. Tech Novice
Years of Motherhood:
2. Some Tech-Knowledge
1. 0-5 Years Experience as a Mother 3. Fairly Proficient
2. 6-10 Years Experience as a Mother 4. Tech Savvy
3. 11-15 Years Experience as a Mother 5. Invented the Internet
4. 16-25 Years Experience as a Mother Do you feel pressured by societyʼs expectations of
5. 25+ Years Experience as a Mother mothers? Explain.
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. What do you feel are the most relevant issues
Preferred Learning Style: 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 What do you feel is the ʻproperʻ role of a woman?
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
 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 Stay-at-home Mom working Mom working Mom doing some Mom working
and Roles mom part time or full-time OR Combination of full-time AND
going to school going to school full-time school/ going to school
part time full time and work with part- full-time
mom. time-school work
J.S. & S.P-H.

Years of 0-5 6-10 11-15 16-25 25+

Motherhood J.S. S.P-H.

Education High School Technical School Some College, B.A. or B.S. Masterʼs or
Diploma/GED Degree. No Degree. J.S. & S.P-H. Higher Advanced
Degree

Preferred Visual Auditory Tactile Kinesthetic OTHER or no

Learning Style Learn from Learn from what Learn from Learn by DOING real preference
what they SEE they HEAR TOUCH and S.P-H.
J.S. physical contact

Preferred Beta Mom, aka Mostly BETA, but Middle-of-The- Nearly Alpha Total Alpha
Parenting Style Slacker Mom not totally. Road Mommy Mom Mom
J.S. S.P-H

Motivation and Social Obtain Outlet for Advice and Mentorship

Priorities for Use Networking with Resources and Frustrations Guidance Opportunities
of Online Peers Skills J.S. & S.P-H.
Wisdom
Community

Technological Tech-Novice Some Tech Fairly Proficient Tech Savvy Invented the
Capability S.P-H. Knowledge J.S. Internet

How pressured Not at all Barely Pressured Some pressure. Tons of pressure The World is
do you feel by pressured S.P-H. Resting on My
societyʼs Shoulders.
expectations of J.S.
mothers

What issues Work/Life Pay and Gender Parental Reproductive Societal Norms
facing women do Balance Equity Responsibilities Rights and and Controls
you find J.S. & S.P-H J.S. J.S. Responsibilities
relevant?

What do you feel Wife and Mother. Wife and Mother. Wife and Mother. Wife and Mother Whatever I want
is the ʻproperʼ Womenʼs place Community Part-time Work. and my role to be!
role of a woman? is home. organizations Breadwinner. J.S. & S.P-H.
and volunteering. We can do it all!

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 Not what I would Amateur, but Nicely done. “Youʼre hired!”
designed this call attractive, adequate. Very neat-and- S.P-H.
should be but only vaguely clean design.
ashamed!” terrible-looking. J.S.

Navigability and “Time I spend “Either I try to “Only vaguely “I can find what “Youʼre hired!”
Organization looking for things navigate this site, frustrating. You I need to find, S.P-H.
on this site is or watch an get the Windows when I need to
time I will never NCIS marathon. Vista Award for find it. Great
get back.” NCIS wins.” mediocrity.” job.”
J.S.

Content “Iʼll tell you what I “Itʼs either this or Average in every “Really “Youʼre hired!”
think after I wake The Tyra Show. way possible. interesting, S.P-H.
up from my nap.” The Tyra show great topics.”
wins.” J.S.

Usefulness “Only useful as a “Does not really Not a total waste “Iʼm not just an “Youʼre hired!”
way to bore apply to me.” of time. evaluator, Iʼm J.S.
myself to sleep.” also a client. I
joined the
NING.”
S.P-H.

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:

[46]
Summary of Small Group Evaluation, Continued:

[47]
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 PAGES OF

VALUE 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

[49]
 
Dolan, A. (2009). Formative Evaluation. Google Docs. http://spreadsheets.google.com/viewform?


hl=en&formkey=dDh3d1pOdktVWm5wVmRqQ0szOF9Ua3c6MA

 

 





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