EDTECH 503: Module 02 Reflection

Analysis and Assessment: Learning Context & Learners

During this module my learning has been centered around analyzing the learning context and the learner in relationship to instructional design. The analysis of the learning context focuses on the need for instruction to help learners reach learning goals and a description of the learning environment where the instruction will be done (Smith & Ragan, p.43). The analysis of learners focuses on the types of learner characteristics, their assessment, and the implications for design. There were a few concepts from each of these that I found to be valuable from an instructional design perspective that I may not have considered in the past.

Looking at the analysis of learning context I found that the proper determination of a detailed needs assessment and application of the appropriate model is important in authentically identifying your learning goals and desired learning outcomes. I found the listed detailed questions below from Smith and Ragan (2005) for two of the models to be very effective.

Problem Model:

1. Determine whether there really is a problem.

2.Determine whether the cause of the problem is related to performance in training environments or achievement in educational environments.

3.Determine whether the the solution to the achievement/performance problem is learning.

4. Determine whether instruction for these learning goals is currently offered.

Innovation Model

1.Determine the nature of the innovation or change.

2. Determine the learning goals that accompany this innovation.
3. Determine whether these goals are appropriate and high priority in the learning system.

4. Begin learning environment analysis design activities.

Considering the analysis of the learners during his module has given me some great insight to how I can apply some of these concepts to my current educational setting. Particularly in how I assess my learners. I have always put a great deal of thought in identifying the learner characteristics of my students. Many of these learner characteristics were identified by Smith and Ragan  (2005) and are listed here.

Learner Characteristics:

1. Cognitive Characteristics

2. Physiological Characteristics

3. Affective Characteristics

4. Social Characteristics

(See Smith and Ragan (2005) for more in depth detail of these learner characteristics)

When analyzing these learner characteristics I have traditionally used a variety of  ongoing formative and summative assessments to identify these characteristics. After reflection of this module I feel that I could do more in depth pre-assessment of students, not just of content knowledge, but also affective characteristics as well. This approach can greatly enhance my instructional design of lessons.

This module has been very informative in regards to stepping out of the role of a teacher and focusing on these topics from more of a instructional design perspective. Even though a teacher focuses on these topics of learning context and learners, it is usually isolated to their individual classrooms and not the broader view of an instructional designer. Having this perspective is helpful in my daily reflection process that takes place during my current instructional design of units and individual lessons.

Reference

Smith, P. L., & Ragan, T. J. (2005). Instructional design . New York, NY: Wiley.