Learner
Factors
Analyzing the student learners is a means to identify the learner
characteristics that will likely impact the process and outcomes
of the learning experience. |
| Factors |
Description |
Advantage
or
Contraint |
Initial
Ideas for Maximizing Positive Factors for Minimizing Negative
Factors |
| |
|
+/- |
|
| Age |
25-55 years
old |
+
|
Engage
from prior knowledge and experiences. |
| Teaching
Experience |
2 year-
25 years |
+ |
Engage
prior experience. |
| Skill
Level |
Beginner-Advanced |
+ |
Design
instruction with various formats, direct teaching/exploratory
with written instructions, to allow students to quickly acquire
skills according to the method they are comfortable with. |
| Sex
Distribution |
6 F |
+ |
Allow time
for discussion of topics due to female audience. |
| Racial,
Ethnic Diversity |
NA |
-
|
Not a factor
in this project. |
| Educational
Level |
Bachelors
to Masters |
+ |
Use excitement
about technology tools to encourage learning. |
| Disability
or Impairment |
ADD |
- |
Vary activities
to maintain interest. |
| Developmentally
Appropriate |
All consistent
with age |
+ |
Meet learners
at their level of learning. Some will need more direct attention
than others. |
| Prerequisite
Knowledge |
Some Internet
Skills Required |
+ |
Seat inexperienced
users beside more advanced users. |
| Related
Experience |
Classroom
Educator |
+ |
Brainstorm
ways the new information could benefit the classroom. |
| Perception
of Role as Student |
Comfortable
working with others and asking questions. |
+ |
Allow peer
tutoring and time for interaction. |
| Motivation
for Learning |
Strengthening
curriculum |
+ |
Demonstrate
relevant usage of new skills. |
| Attitude
Towards Subject |
Willing
Learners |
+ |
Use music,
door prizes, and chocolate to create first impression of learning
environment. Creates willingness to participate. |
| Expectations
from Course |
Usable
information for classroom instruction. |
+ |
Preview
final products created during the training. |
| Competitiveness |
Yes |
+ |
Teachers
search and create lessons using new tools during the training.
Allow time for teachers to share information they found. |
| Stage
of Integration |
Beginning
to advanced stage of user integration skills. |
+ |
Give adequate
documentation for teachers to reference. |
Environment
Factors
Analyzing the environment is a means to identify the issues
that will impact the (a) process of the design and production,
(b) implementation, and (c) outcomes of the learning experience. |
| Factors
|
Description |
Advantage
or
Contraint
|
Initial
Ideas for Maximizing Positive Factors or Minimizing Negative
Factors |
| Design
and Production |
|
+/-
|
|
| Materials
Required |
Documentation
handouts |
+ |
Documentation
allows teachers to reference new information after leaving training
and will serve as a guide during training. |
| Production
Equipment Available |
Computer
lab with Internet access, Projector, WMP |
+ |
Will schedule
lab through librarian. |
| Time
for Design and Production |
2 hours |
- |
Sufficient
time for learning new material, exploration on their own, and
presentation of findings. |
| Department
Technology Requirements |
none |
+
|
Ensure
network connectivity and Windows Media Player is installed. |
| Implementation
Factors |
|
|
|
| Class
Size |
6 |
+ |
Collaborate
with partner. |
| Class
Period Length |
2 -1 hour
sessions |
+ |
Demonstrate
skills during first session. Teachers experiment with new information,
then meet a second time to discuss findings and curriculum implications. |
| Location |
Computer
Lab |
+ |
Lab has
sufficient space for 6 teachers. |
| Seating
Arrangement |
Computers
in a horseshoe shape. Seating determined by teachers. |
+ |
Provides
for comfortable environment for peer interaction. |
| Lighting |
Not a factor. |
Not
a factor. |
Not a factor. |
| Temperature |
Not a factor. |
Not
a factor. |
Not a factor. |
| Noise |
Not a factor. |
Not
a factor. |
Not a factor. |
| Equipment |
7 Internet
ready computers and one projector |
+ |
Projector
provides guide for visual learners. |
| Technology
Support |
Additional
Instructional Technology Specialist available upon request. |
+ |
Ask ITS
personnel for assistance if necessary. |
|
Outcome
Factors |
|
|
|
| State
Requirements |
PDAS requirements.
Curriculum TEKS support. |
+ |
Follow
state guidelines. |
| Employer
Needs |
TA TEKS
documentation required by district. |
+ |
Follow
district guidelines. |
| Co-worker
Needs |
Scheduling
lab through librarian. |
-
|
Lab reservations
made early to prevent conflicts. |
| Student
Needs |
Refresh
Internet skills if needed. |
- |
Ensure
mastery of content. |
Content
Factors
Analyzing the content is a means to identify in general terms
the topics to be addressed in your course and to analyze these
topics in terms of the prerequisite sub-topics, and degree of
learning difficulty. |
| Main
Topics |
Sub-Topics
(What is involved in learning each main topic?) |
Readiness
To Learn (Prerequisites Mastered) |
Degree
of Learning Difficulty (Real / Imagined) |
Possible
Instructional Strategies to Reduce or Manage Learning Difficulty |
| 1.
Learn to log in and locate curriculum based videos using United
Streaming web site. |
Locate
and cite valid video and curriculum content
Understand how to stream and download videos.
Cite Sources.
Understand
how to search the United Streaming database.
|
Understand
how to use the Internet to locate information.
Know and
understand copyright laws. |
Research-
medium level.
Save and
document findings- easy |
Accessing prior knowledge
Demonstrate
citing sources and criteria for validating information.
Demonstrate
knowlege of grade level TEKS. |
| 2.
Demonstrate how to find and create quizzes using United Streaming. |
Create
and locate usable quizzes for classroom use.
|
Use
presentation skills to communicate effectively. |
Easy
to medium difficulty |
Download
video and use it for instructional purposes.
|