| Factors that may impact learner-centered instruction By analyzing the student learner we have a way to identify the learner characteristics that will likely impact the learning process and outcomes. |
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| Factor | Description | Advantage or Constraint |
Initial Ideas for Maximizing Positive Factors or Minimizing Negative Factors | |
| Age | 22-60 | - |
There is a diversity of ages but young and old can learn from and help each other. | |
| Teaching Experience | 1 - 25 years | - |
The various teaching experiences might complicate the different learning methods that they have been taught throughout their years. I will capitalize on this factor by letting teachers share and learn from each other. | |
| Skill Level | various levels | - |
The various skill levels might complicate the progression of the learning. I will capitalize on this factor by letting teachers share and help each other. | |
| Sex Distribution | approx. 95% female; 5% male | + |
The majority of same sex learners will not be a factor. | |
| Racial, Ethnic Diversity | African American, Caucasian, Hispanic |
+ |
The differences in racial diversity will be helpful for the learners in understanding different cultures. | |
| Educational Level | Bachelor's Degree | + |
Learners are well educated. | |
| Disability or Impairment | Vision Impaired | - |
Have these learners sit at the front of the training class so they can see the video conferencing, use color overlays, and change computer resolution to 800x600.. | |
| Developmentally Appropriate | Consistent with age | + |
The training is based on teacher and student TA TEKS and is age appropriate. | |
| Prerequisite Knowledge | Basic computer and Internet skills | + |
Learners need to know basic computer skills, including locating a webpage, searching, and printing. Most people possess these skills. |
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| Related Experience | Listening skills; able to follow instructions; logging into the computer; following procedures | + |
Most students have experience these topics. If some do not, allow peer tutoring and seat experienced users beside inexperienced users. | |
| Perception of Role as Student | Acting as a traditional learner at first, then acting as a creator of a product second. | + |
Learners who enjoy teacher lead instruction will feel comfortable, as well as learners who enjoy project-based learning. | |
| Motivation for Learning | Long term excitement about future video conferencing events and enhancing curriculum; short term excitement about creating a lesson plan. | + |
Most learners enjoy learning and using new technologies
and enjoy working "hands-on". |
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| Attitude Toward Subject | Excited and interested! | + |
Video conferencing is not something most people do everyday. They will be excited to use something different. | |
| Expectations from Course (training) | Learners will expect to leave the training knowing how to use the equipment, understand the process of who to contact to schedule an event, and walk away with one lesson that integrates a video conference event. | + |
This lesson is in line with the TA TEKS. | |
| Competitiveness | Yes | + |
Human nature intrigues us to compare our work to our peers and to try to produce a better product than them. | |
| Stage of Integration | medium | + |
Give documentation (handouts) for teachers to use as a reference, including the website, screen shots, step-by-step procedures and contact information. | |
Environmental factors that may impact the learner-centered instruction Analyzing the environment is a means to identify (a) the process of the design and production, (b) the implementation, and (c)the outcomes of the learning experience. |
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| Design and Production Factors : | ||||
| Factors | Description | Advantage or Constraint |
Initial Ideas for Maximizing Positive Factors or Minimizing Negative Factors | |
| Material Required | Documentation (handouts), RegXI Internet site, video conferencing equipment, and computers | + |
Learners will be given the opportunity to handle the equipment, and search for an event that will enhance a lesson in the distance learning lab. | |
| Production Equipment Available | Video conferencing equipment, Ethernet connection, LCD projector |
- |
If any of these items are missing, broken, or unavailable, then the lesson will be negatively effected. | |
| Time for Design & Production | (1) 90 minute period | + |
Conference time is adequate time to demonstrate the lesson, exploring on their own, and creating a lesson plan. | |
| Department Technology Requirements | T1 line with an ISDN connection | - |
Do a connection test to RegXI days before the training. | |
| Implementation Factors | ||||
| Factors | Description | Advantage or Constraint |
initial Ideas for Maximizing Positive Factors or Minimizing Negative Factors | |
| Class size | 8-10 per session | + |
Because of the small class size, learners will be able to see the equipment well and feel free to discuss topics in an informal-type setting. | |
| Class period Length | 90 minutes | + |
Long, uninterrupted class time. | |
| Location | distance learning lab | + |
This room is an enclosed, private room that isn't used for any other reason that for video conferencing. | |
| Seating Arrangement | individual 2-seat rectangular tables | + |
The room is spacious so if learners or the trainer want to rearrange the tables it is possible. | |
| Lighting | Good | + |
-No windows so direct sunlight is not a factor. | |
| Temperature | Good | + |
Room temperature is usually pleasant. | |
| Noise | Close door to hallway | + |
This room is the last room on a long hallway. Noise is not a factor. | |
| Equipment | video conferencing equipment, LCD projector, and computers | + |
Equipment is approximately 10 years old so the video monitors are small, but with a small training class it is not a problem. | |
| Technology Support | RegXI Helpdesk, MISD helpdesk | + |
Both support systems will be available. | |
| Outcome Factors | ||||
| State Requirements | SBEC standards / TA TEKS | + |
Lesson addresses TA TEKS | |
| Employer Needs | TTCC | + |
Teacher are encouraged to complete TTCC program. Video conferencing can be used within the program. | |
| Co-worker needs | Teachers can assist each other |
+ |
The more teachers who use the equipment and integrate video conferencing into their lesson, the more they can help others who have not and want information about it. | |
| Student needs | Integrated video conference lesson | + |
Teachers will create an integrated video conferencing lesson to take with them. | |
| Other Factors | ||||
Content Analyzing content is a means to identify in general items the topics to be addressed in our lesson and to analyze these topics in terms of the requisite sub-topic, and degree of learning difficulty. |
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| Main Topic | Sub-Topics | Readiness to Learn |
Degree of Learning Difficulty | Possible Instructional Strategies to Reduce or Manage Learning Difficulty |
| Time management of integrated lesson | -Teachers will need to plan well in advance to provide scheduling time
the parties involved |
Ready - At level of education, learners are experienced
at some form of time management skills |
Medium |
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| Use critical thinking to make informed decisions | Develop integrated lesson using information from the Connect2Texas website |
Use teacher's subject area TEKS to guide
their search for a topic. |
Medium |
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| Present lesson plan to peers | Learners will share ideas or concerns about the lesson plans that are being shared. |
Ready - At this level of education, learners have experienced exchanging ideas | Easy |
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