Part III. Analysis Document Tech Savvy Academies D2 Group 6 Yvonne Musgrove
Contextual analysis
The considerations that will need to be taken based on the types of context we would need to know the learning objectives, pre-assess to determine what they know, determine the design for instruction, and assessments. Orienting context is to decide whether goals the learners are trying to achieve, if the learner perceived utility of the instructional, is the informative or useful and the final factor is to make the learners accountable for learning what is being taught. In Instructional Context there are many factors that will need to be considered such as the lighting, noise level, temperature, seating, accommodations, equipment and transportation. Scheduling is also a major factor due to various reasons such as personnel on vacation, business trips or personal reasons. These factors will need to be addressed before a designer can began to plan for instruction.
Transferring data is the continual application of the knowledge and skills learned. The focuses on creating an environment that promotes the application of a newly learned knowledge of skills to a diverse range of situations. There are several factors that would affect the transfer context if the learners do not have an opportunity or a need to calculate expected context on what they were taught this will prevent them from transferring their new skills to new situations. Another factor would be if the learners do not have support from their managers, because this would be discouraging to the learner to use their new skills. Each one of these contextual analysis are learning constraints that will have to be addressed before a design can be implemented.
Unit Goals
Goals:
1. Get a clear idea of what want our audience to learn
2. Pre-assess what they know
3. Determine how want to teach your class, such as using visuals or media aides.
4. Collect data for analysis
5. Perform assessments
To determine whether we were successful we will have discussions, surveys, and informal and formal observations after the class has been complete to determine what the learner returned from the content that was taught.
Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing effective instruction (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc.
Tech Savvy Academies
D2 Group 6 Yvonne Musgrove
Contextual analysis
The considerations that will need to be taken based on the types of context we would need to know the learning objectives, pre-assess to determine what they know, determine the design for instruction, and assessments. Orienting context is to decide whether goals the learners are trying to achieve, if the learner perceived utility of the instructional, is the informative or useful and the final factor is to make the learners accountable for learning what is being taught. In Instructional Context there are many factors that will need to be considered such as the lighting, noise level, temperature, seating, accommodations, equipment and transportation. Scheduling is also a major factor due to various reasons such as personnel on vacation, business trips or personal reasons. These factors will need to be addressed before a designer can began to plan for instruction.
Transferring data is the continual application of the knowledge and skills learned. The focuses on creating an environment that promotes the application of a newly learned knowledge of skills to a diverse range of situations. There are several factors that would affect the transfer context if the learners do not have an opportunity or a need to calculate expected context on what they were taught this will prevent them from transferring their new skills to new situations. Another factor would be if the learners do not have support from their managers, because this would be discouraging to the learner to use their new skills. Each one of these contextual analysis are learning constraints that will have to be addressed before a design can be implemented.
Unit Goals
Goals:
1. Get a clear idea of what want our audience to learn
2. Pre-assess what they know
3. Determine how want to teach your class, such as using visuals or media aides.
4. Collect data for analysis
5. Perform assessments
To determine whether we were successful we will have discussions, surveys, and informal and formal observations after the class has been complete to determine what the learner returned from the content that was taught.
Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing effective instruction (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc.