503ferdon lca

EDTECH 503-4172 (SU09) Susan Ferdon

Learner Analysis

Entry Behaviors DATA SOURCE: Survey: Learner (online)

CHARACTERISTIC: The Deerfield group is comprised of six adult learners who are general music teachers. Three are comfortable with both PC and Mac and use a variety of technologies on a regular basis. Three have little or no experience with Macs and have not used computers in their classrooms. All have prior experience with mouse and keyboard controls, data entry, opening/closing and moving files. All learners are able to operate on-screen controls in GarageBand.

The online group is comprised of music teachers who are members of the MusicTechieTeacher Ning. 3% of survey participants (compared to 17% of Deerfield group) indicated that they are not comfortable using computers, and 69% (compared to 33%) are comfortable using software and online tools.

IMPLICATION: Those learners with less experience will benefit from having information presented using a variety of formats (text, graphics, multimedia). Video tutorials will provide less experienced learners with a greater level of support than would be possible using print materials alone. Learners with more experience will benefit from print overviews that can be skimmed or used as a resource as needed.

Prior Knowledge of Subject Area DATA SOURCE: Observation and online Learner Survey

CHARACTERISTIC: All learners in the Deerfield group are Illinois teachers, and meet state requirements for “Highly Qualified” status, including a minimum of 30 hours of content-specific college coursework. Two learners are experienced GarageBand users, two are beginning users, and two have never used GarageBand, or a Mac, before. In the online group 14% are experienced GarageBand users, 54% are beginning users and 32% have never used GarageBand before.

IMPLICATION: Though the Deerfield group of learners is small, their needs are diverse. Instructional components must include the basics, with user-friendly directions, for the less experiences users. Selection of instructional components should be such that all learners have the opportunity to acquire new skills.

Academic Motivation DATA SOURCE: Observation and online Learner Survey

CHARACTERISTIC: For those learners in the Deerfield group, the school district will be acquiring Macs/GarageBand and general music teachers will be required to use the software with their students for compositional tasks. Survey comments indicate that four of six learners in the Deerfield group are eager to participate in the instruction. Learners in the online group will be accessing materials voluntarily for personal or professional use.

IMPLICATION: For the Deerfield group instruction will be mandated, so learner attitudes may vary. While it may be assumed that learners in the online group are willing volunteers, there may be some who are required to use GarageBand software and are seeking training opportunities. Creation of attractive, user-friendly instructional materials will help to establish a positive learning environment for all.

Educational and Ability Levels DATA SOURCE: Document Research and online Learner Survey

CHARACTERISTIC: All learners are college graduates. In the Deerfield group, four have completed master’s degrees and the other two are currently enrolled in masters programs. While educational levels are advanced, experience and ability with technology varies greatly.

IMPLICATION: Use of professional adult language is appropriate and should be reflective of the learner’s understanding of musical concepts and demonstration of productive work habits. Software-specific language should be geared towards those with the no prior GarageBand experience.

General Learning Preferences DATA SOURCE: Survey: Learner (online)

CHARACTERISTIC: Most learners in the Deerfield group (5 of 6) prefer instruction in a class or workshop setting with an instructor present. Three of those five (50% of total) indicated that they would like self-paced instructional materials as a continuation of initial face-to-face instruction. The Deerfield learner with the greatest comfort-level with computers in general, and the most experience with GarageBand in particular, was the only one who prefers to figure out new software on her own.

In the online group, 43% of learners (compared to 17% of Deerfield group) prefer to figure out new software by themselves and will, as a last resort, read the manual. 39% (compared to 83%) prefer instruction in a class or workshop setting, with an instructor present. 18% (compared to 50%) prefer self-paced materials completed on their own.

IMPLICATION: While face-to-face instruction is not within project guidelines, offering suggestions for adapting use of materials should be included. In Deerfield, the possibility of using materials in conjunction with in-district professional development is worth investigating and would address the strong preferences of those learners. Many learners in the online group prefer to figure things out on their own and may choose to use materials as a supplement their own learning processes. Accordingly, materials should be organized in such a way that learner can easily access portions of interest. Learners accessing materials online, who prefer face-to-face instruction, may benefit from working through materials with a colleague.

Attitudes towards Person(s) or Organizations Providing Training or Education DATA SOURCE: Deerfield Group - Observation

CHARACTERISTIC: Historically, professional development in the Deerfield Public Schools has been planned and delivered by district administrators, with outside speakers and experts sometimes included. General music teachers have been permitted to plan and deliver staff development within their small department, once or twice each year, for the last several years. Music teachers are extremely pleased with how directly these staff development opportunities have applied to their teaching positions. The Deerfield teachers surveyed are among the group that recently revised the district’s General Music Curriculum.

IMPLICATION: For this instruction, Deerfield learners will likely view the General Music Department –

themselves – as the organization providing instruction. Because they wrote the curriculum that necessitates learning this software, attitudes are expected to be positive. Since online learners are accessing materials voluntarily, attitudes are expected to be positive as well. However, learners from either group may have previous experiences with online instructional materials that may color their attitudes.

Group Characteristics DATA SOURCE: Survey: Learner (online)

CHARACTERISTIC: All learners are English language proficient music teachers. 96% of those surveyed teach in vocal music, general music, and instrumental music settings in K-12 public schools. Most of the 34 teachers surveyed have 10 or fewer years of teaching experience. The learners in the Deerfield group teach in neighboring schools, are well known to each other, and maintain communication throughout the school year. Learners in the online group may or may not have personal contact with someone who is familiar with GarageBand.

IMPLICATION: Designing instruction to meet the needs of those with the least access to technical support will help ensure that instruction will meet needs of a more diverse group of learners. It will be possible to observe the Deerfield group using the materials so informal usability testing will be possible. Based on that information, instructional materials can be revised.

Context Analysis: School Environments PERFORMANCE CONTEXT

Support NETS for Teachers: 1. Facilitate and Inspire Student Learning and Creativity Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers: a. promote, support, and model creative and innovative thinking and inventiveness. b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources. 2. Design and Develop Digital-Age Learning Experiences and Assessments Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S.Teachers: a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity. 3. Model Digital-Age Work and Learning Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers: a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.

Physical Aspects Learners will access instructional materials online using a Mac computer. Physical aspects of the learning environment will be dependent upon the location the learner chooses for completing the instructional tasks.

Social Aspects Learners are expected to complete instruction independently. The Deerfield group is a close-knit network and those in the online group communicate via the MusicTechieTeacher blog.

Relevance Instruction is being provided to the Deerfield group so they can use the software for professional use and with students. Learners in the online group will be able to use GarageBand software for personal use, professional use, and/or with their students.

LEARNING CONTEXT

Compatibility Learners using personal computers may configure the learning environment in any way they choose. Learners using employer-owned equipment may have the ability to set up the room to suit their needs. If a shared space is used, learners are advised to use headphones instead of speakers.

Adaptability for simulation

No changes to the physical environment are needed. Conditions for assessment are the same as for instruction and practice.

Delivery accommodations

Instructional materials will be accessed online. Materials may be downloaded, so Internet access is required only at the onset of instruction. Members of the Deerfield group will be able to access materials via the Internet, a shared network folder, and/or a district Sharepoint site

Learning-site constraints

Availability of electricity and Internet connectivity at individual learning-site locations may impact the learner’s ability to access instructional materials.

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