Understanding the Learning Context
Developing an Instructional Analysis seems to be a daunting task. There were three phases as part of out readings this week; Analyzing the Learning Context, Analyzing the Learners, and finally, Analyzing the Learning Text. These three phases represent a bulk or work that needs to be completed before the actual course design has begun. I will briefly summarize each phase.
First, the context of learning must take place and there are two steps in the phase. Step 1 is the justification of a need for instruction to assist learners in achieving a specified goal. The second step is a general description of the environment where learning will take place (Smith and Ragan, 1993). Generally speaking, this phase is designed to verify that instruction is actually needed and goals have been set in place. Is there a need to provide instruction design if what is already working, works?
The second step is used to determine where the students are learning and what is available to them as part of the instruction process (Smith & Ragan, 1993). Designers need to know what is available to them as they build out a course or assist in the building process. Without this knowledge, designers cannot adequately advise faculty.
Secondly, the process of analyzing the learners themselves. This step delves deeper into the learners themselves, the level of skills they have, and generally who the population is we are trying to reach. The knowledge gained from the early assessments can help drive instruction that is both effective and interesting to learners (Smith and Ragan, 1993). Analyzing the learner provide valuable data to the designer and insight towards the population group and how best to serve them.
The third phase is analyzing the learning task and determining the goals of instruction. These goals will guide the design process. Having a clear understanding of what the instructor/teacher wants to accomplish allows the designer to establish outcomes that align with the presented goals, create assessments that measure the afore mentioned goals. As the final part of analyzing the learning task, a list of goals are established that describe what the learners are expected to know at the end of formal instruction (Smith & Ragan, 1993).
Purpose of Analysis in the Learning Environment
After reading through the three chapters provided, it only reinforced my beliefs that there must be some form of baseline assessment to measure where our target audience is in relation to technology, terminology, and current expectations of their skill levels. Using these various methods of analysis will allow designers to create the most beneficial and impactful to students.
From my own personal experience with an Instructional Designer, goals and outcomes were the first thing we discussed. She had asked what I wanted to accomplish (goals) and who would the class be geared towards - student wise. With Houston Community College being a very diverse college in all facets, we had to create a course that could serve a multitude of student populations.
Works Referenced:
Smith, P. L., & Ragan, T. J. (1993). Instructional design. Prentice Hall.
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