Analyzing the student learners is a means to identify the learner characteristics that will likely impact the process and outcomes of the learning experience.
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Factors
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Description
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Advantage or Constraint
|
Initial Ideas for Maximizing Positive Factors or Minimizing Negative Factors
|
| Age / Academic Range |
35 - 50 |
+ |
 |
Have them analyze their writing as conversational to appeal to same age audience as themselves. |
| Sex Distribution |
3 F, 1 M |
+ |
|
Read each others curriculum to check for gender bias |
| Racial, Ethnic Diversity |
NA |
|
-
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Provide them further research data and exposure to diversity issues of online learning |
| Educational Level |
Masters |
+ |
|
Provide them research results driven data to support changes necessary for online learning |
| Disability or Impairment |
Segmental Dystonia |
+ |
|
Address how this one disability affects the learner's online learning and their development of the online learning envirnoment to reach this learner? This is one disablity our of 4 people, assess the odds of needing to address accessibilty and the disabilities they could encounter in their courses. |
| Developmentally Appropriate |
All consistent with age |
+ |
|
In the group session I cana faciliate individual needs all at the same level and know that they all are capable of comprehending the content and skills I might direct |
| Prerequisite Knowledge |
Online 4 weeks course pretaining to online Instructor training
Curriculum development
|
+ |
|
Have them restate previously what they gained from their training that applies to the current content and online curriculum they are developing now. |
| Related Experience |
Classroom Educator |
+ |
|
Have them provide experiences as a classroom teacher that relate to their experiences as an online instructor. |
| Perception of Role as Student |
Very willing learner |
+ |
|
Discuss at the start of the session what they want to learn from this experience as a student. How do they want to grow and improve as a student? |
| Motivation for Learning |
Development of curriculum for component at work |
+ |
|
Have them state what their goals are for the development of their online module. What will it take for them to feel successful in the development of their module? |
| Attitude Toward Subject |
Outstanding, explorers |
+ |
|
Have them state what they want their interns to learn from this experience. How do they want them to grow and improve as a teacher from the study of their subject? |
| Expectations from Session |
Higher quality course developed, ideas for integration of technology |
+ |
|
Two days before the session, have them write down what they want to gain from this collaborating experience. What do they want as a result? |
| Competitiveness |
Yes, highly among learners |
+ |
|
Offer a critique by experienced online instructors and learners of their module if provided a copy of the module by a stipulated date. Offer module enhancement opportunities if scheduled in advance and module content at perscribed stage of development. |
Environment factors that may impact learner-centered instruction.
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 Constraint |
Initial Ideas for Maximizing Positive Factors or Minimizing Negative Factors |
Design and Production Factors:
|
Budget Available
|
NA |
|
- |
Time budgeted is the issue. Coordination of calendars will have to be arrived at. Ideas for motivation to do so are address in learner factors. |
Materials Required
|
online module curriculum draft |
+ |
|
Have them bring the materials that each produced in the online instructor training course |
Production Equipment Available
|
video capture device, VCR, camcorder |
+ |
|
Have them bring all the presentation materials that they already have developed such as PowerPoint, VCR tapes, etc. |
Time for Design and Production
|
three weeks |
|
- |
Have them focus on just one goal at a time that they would like to work on for the development of their online module |
Department Technology Requirements
|
Educator - online course development program |
|
- |
Ensure that the training for the Educator program has been provided before addressing the final development of their module. Have them demonstrate to me how the Educator program works so that they and I have a complete understanding of the available format for the module. |
| Implementation Factors: |
Class Size
|
4 |
+ |
|
Have each of the learners bring their individual modules to finalize the development. |
Class Period Length
|
Two - 1 hours sessions, one as a group and one individual |
|
- |
Have them focus on just one goal at a time that they would like to work on for the development of their online module |
Location
|
ESC 11 offices/conference rooms |
+ |
|
Have one of the 1 hr sessions in their office space for easy access to their content and resources. |
Seating Arrangement
|
NA |
+ |
|
NA |
Lighting
|
NA |
+ |
|
NA |
Temperature
|
NA |
+ |
|
NA |
Noise
|
Office cubicals |
|
- |
Have the group session in their conference room in order to shut the door. |
Equipment
|
NA |
+ |
|
Have them use their own computer to work from with the exception of digatizing video if required. |
| Technology Support |
Educator training |
|
- |
Ensure that the training for the Educator program has been provided before addressing the final development of their module. Have them demonstrate to me how the Educator program works so that they and I have a complete understanding of the available format for the module. |
| Outcome Factors: |
| State Requirements |
Accessibility mandates for web access |
|
- |
Have them create a checklist of accessibility issues that need to be addressed in the module |
Employer Needs
|
Modules complete |
|
- |
Have them create a checklist of incomplete areas and a timeline to address modifications to the module |
Co-worker Needs
|
Modules developed |
+ |
|
Have them create a checklist of their goals from the beginning and then address a timeline for remaining ones to complete |
Student Needs
|
Modules complete |
|
- |
Have them create a checklist of incomplete areas and a timeline to address modifications to the module based on student imput |
| Other Factors: |
Development of learner as an online instructor |
|
- |
Have them state what aspect of teaching online do they want to target. How do they want to grow and improve as an online instructor and how does that relate to the curriculum they have written for their modules? |
Content factors that may impact learner-centered instruction.
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 prequisite 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. Accessibility Online |
What does accessibility mean to online learning? How do I create an accessibilty module? |
Knowledge and awareness of accessibility, disabilities, and assistive technology issues. The laws addressing these issues. Awareness of web interface components. |
Real-they are not actually creating the web pages so the learning difficulty is knowledge base and understanding of accessibility and web interface.
Imagined-High degree until shown and understood on what to look for.
|
The strategy will be to demonstrate the differences in a lack of accessibility features and ones in place for an online learning envirnoment. Questioning will also be applied to highten their awareness of the issues. |
| 2. Technology Integration |
The difference between using technology in the curriculum and integrating technology into the curriculum. |
Basic technology knowledge and skill level (K-8), Instructional design, and Learner factors such as developmentally appropriate and diverse needs |
Real-They will synethsize their basic knowledge and skills of technology into the curriculum of their module.
Imagined-NA, they are very comfortable with K-8 technology.
|
Questioning will be applied to highten their awareness of what integration is and how they could modify their curriculum to meet this need. |
| 3. The learner/s goals |
Clear and specific statement of what the learner's goals are. |
Articulated their curriculum and the needs of their learners to address diversity and accessibility. |
They should have no learning difficulty here. |
Questioning for clarification and understanding for me. |
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