For this activity you will complete an analysis of the learning context in which your instruction will be delivered. You will be completing a needs assessment and a description of the environment(s) where your instruction will take place. Since we are working with blended and hybrid learning styles you may need to examine multiple environments, such as but not limited to: face-to-face classroom, online via LMS, etc., or field sites. Post your needs assessment results and description of the learning environment to our blog at, and be ready to work with and share at October’s meeting.
What is the purpose of the needs assessment?
Determine why learning goals are not being met given current instruction.
Determine if current instruction is appealing to your learners.
There is a lack of instruction in a current area. (This is new instruction.)
New goals/standards are being added to the curriculum.
Significant changes in the learner population.
Based on conversations with most of you, it appears that you will be using a unit or course that has already existed in some format or creating a new course or unit within an already prescribed curriculum Therefore, I suggest using the Discrepancy Based Model for your needs assessment. Refer to Smith and Ragan, Chapter 3, pages 46-48 to read through the detailed process for guidance. This chapter is posted on the iTunes U site under October Readings.
1.) Conduct and write the results of your needs assessment. Your needs assessment should include the following sections. Use Chapter 3, pages 46-48 Smith and Ragan as your guide to completing your needs assessment. If you need assistance contact me anytime!
- List of current/existing goals for the instructional system.
- Determination of how well the identified goals are being achieved.
- Determination of the gaps between “what is” and “what should be”
- Prioritization of gaps according to agreed-upon criteria.
- Determination as to which gaps are instructional needs and which are most appropriate for the design and development of instruction.
2.) Write a description of the learning environment(s).
Since you are designing your own instruction this step can be somewhat informal, but nonetheless please don’t skip it. Write down the description so you can refer back to itt as you complete your instructional design process. Refer to Smith and Ragan Chapter 3, pgs. 49-50, posted on our iTunes U Course for a more descriptive discussion of describing the learning environment.
You will need to think about the learning system in which the instruction will take place. You should include the following information in your description:
- Characteristics of the instructor (you!) What are your interests and preferences. How you you see your role in the classroom (we completed this last month in the philosophy statement so this should be easy).
- Are there existing curricula into which this instruction must fit? If so, what philosophy or strategy, or learning theory is used within those materials?
- What technology is available to the learners (be very basic, such as internet, computers, projector, etc.)
- What are the characteristics of the classes and facilities where this instruction will be delivered?
What are the characteristics of the school system in which the instruction will take place?
Analysis of Learning Context & Environment
ReplyDeleteGoals:
*Write 2 grants to secure literacy resources/materials
*Conduct an in-service (focusing on a specific literacy need/topic) for colleagues
*Design an outreach program for parents, faculty & staff, community through literacy
*Understand the role of reading specialist versus literacy coach
*Grow as a literacy leader for their grade level, building, and district--becoming a literacy advocate
Achieved?
This capstone course has been offered as a face-to-face course meeting once a week as an evening course and also as a 6-Saturday 9:00-5:00 course. The above goals have been met in both formats. However, as online classes are becoming popular among graduate students and necessary to control travel costs, it is time to consider this course moving from face-to-face to an online format. Because I have taught this course for approximately 10 years at least once a year, sometimes twice a year, and sometimes multiple sections during the course of one semester, I understand this course and its goals. I have also designed four other online courses and have experience with Western Online. Because of these experiences, I feel confident that I am ready to design this class in an online format.
Gaps?
Understanding the goals will help with this transition. My previous experience helping students in the process of meeting these goals and understanding their apprehension and anxiety will also be a necessary positive. I do this through taking them through a process of baby steps and building them up as they experience success. This is easy to do in a face-to-face course. I am concerned about how this will transpire in an online format. Will I be as successful in building their confidence? With how they view themselves as literacy leaders?
One negative with a class that meets six times in a semester is that students can procrastinate and try to do course readings and assignments (that are intended to be spread over 2-3 weeks) in one night, waiting until the last minute. A positive with an online course is that I can plan the course to have weekly tasks, breaking it down and requiring pieces to be completed in a truer "baby step" method -- allowing time for absorption and mulling over of assigned reading -- discussing it with peers on a discussion board. Those who might skimp on their time devoted to assigned reading in a face-to-face course, depending on others to carry the discussion, will not be able to do this as easily in an online course. In some ways, students are held more accountable in an online course--depending on how I structure reflection on readings.
Learning Environment
My students will be completing the course independently at school or more than likely, at home. Internet connections can be slow. I need to remember this as I plan. Although they have successfully completed online courses previously, I need to plan carefully how I will introduce new technologies and expectations for receiving feedback from others and working in groups.