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 Constraint
|
Initial Ideas for Maximizing Positive Factors or Minimizing Negative Factors
|
| Age / Academic Range |
25-65 |
|
- |
Will pair
young with old to bridge the generation
barrier |
| Sex Distribution |
F, M |
+ |
|
NA |
| Racial, Ethnic Diversity |
NA |
|
-
|
NA |
| Educational Level |
Bachelor -
Doctorate |
+ |
|
Will group
by department |
| Disability or Impairment |
NA |
+ |
|
NA |
| Developmentally Appropriate |
All consistent with age |
+ |
|
NA |
| Prerequisite Knowledge |
Basic
computer skills Core curriculum |
+ |
|
Pair those
with weak computer skills with one who
is more comfortable |
| Related Experience |
Classroom Educator |
+ |
|
NA |
| Perception of Role as Student |
Very willing learner
- Reluctant |
|
- |
Give
examples of possible lessons at
beginning of class |
| Motivation for Learning |
Development of curriculum for component at work
Proficiency Testing |
|
- |
Discuss
how the session will prepare them for
the testing and also give them new tools
for the classroom |
| Attitude Toward Subject |
Excited -
Reluctant |
|
- |
Discuss
how the session will prepare them for
the testing and also give them new tools
for the classroom |
| Expectations from Session |
Higher quality course developed, ideas for integration of technology |
+ |
|
Discussion
time at the end to see how others plan
to use the technology in their classroom |
| Competitiveness |
Yes, |
+ |
|
Challenge
that the best 2 will be included
technology newsletter |
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 |
|
- |
NA |
Materials Required
|
computer,
printer, Internet |
+ |
|
available
in my room |
Production Equipment Available
|
copy
machine |
+ |
|
have
plenty of copies ready 2 days before
session |
Time for Design and Production
|
Limited;
my own time |
|
- |
have
session prepared 1 week before |
Department Technology Requirements
|
support
the computer lab |
+ |
|
NA |
| Implementation Factors: |
Class Size
|
8-15 |
+ |
|
Discuss
goals of session at beginning |
Class Period Length
|
3 hours |
|
- |
Take 5 min
break every hour |
Location
|
room 200
computer lab |
+ |
|
NA |
Seating Arrangement
|
in
department |
|
- |
allows for
easier sharing of ideas |
Lighting
|
NA |
|
|
|
Temperature
|
inform
maintenance to leave air conditioner on |
|
- |
Request
air conditioning 1 week before; follow -
up at noon the day of session |
Noise
|
NA |
|
|
|
Equipment
|
NA |
|
|
|
| Technology Support |
Not
available during session |
|
- |
I will
support the lab myself |
| Outcome Factors: |
| State Requirements |
No Child
Left Behind |
+ |
|
discuss
goals of NCLB |
Employer Needs
|
Level 2
Proficiency Testing |
+ |
|
Review
session elements for the test at the end
of the session |
Co-worker Needs
|
New tools
for reaching students |
+ |
|
Everyone
leaves with one integrated lesson |
Student Needs
|
engaged
learning |
+ |
|
Everyone
leaves with one integrated lesson |
| Other Factors: |
|
|
|
|
| |
|
|
|
|
| |
|
|
|
|
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 requisite 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 Basic
Publisher Skills |
Starting
Program, Navigating, Adding text, Adding
graphics, Saving, Printing, Closing
Program |
Basic
computer skills, Familiarity with MS
Office preferred |
Little
Difficulty |
Pair
teachers together; make sure that 1 does
not take over |
| 2 Using
Publisher Templates |
Choosing
template, changing layout, adding
elements, deleting elements |
Basic
computer skills, Familiarity with MS
Office preferred |
Some
Difficulty; some may feel
overwhelmed |
Pair
teachers together; make sure that 1 does
not take over |
| 3
Integration Techniques |
Different
ways Publisher can be used in any
classroom |
curricular
content |
Little
Difficulty |
Round
table sharing will help those with
"writer's block" |
| 4 Products |
Different
products that can be created with
publisher |
Basic
computer skills, Familiarity with MS
Office preferred |
Little
Difficulty |
NA |
