Planning Planning Revision Formative Evaluation Project Management Support Services Su m m a t i v e Content Sequencing Instructional Strategies Designing the Message Learner Characteristics Task Analysis Instructional Objectives Evaluation Instruments Development of Instruction I m p l e m e n t a t i o n C o n f i r m ativ e E valuation E v a l ua t i o n Kemp, Morrison and Ross Model Instructional Problems
27
Embed
Planning Revision Formative Evaluation Project Management Support Services Summative Content Sequencing Instructional Strategies Designing the Message.
Describe various types of academic, personal, and social learner characteristics. Be sure to include general characteristics, specific entry competencies, and learning styles. Describe sources of information for determining learner characteristics. Describe characteristics of nonconventional learners. Describe factors in the instructional environment that should be analyzed. Objectives
Welcome message from author
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Planning
Planning
Revision
Formative Evaluation
Project Management
Supp
ort
Se
rvic
es
Summ
ative
ContentSequencing
InstructionalStrategies
Designingthe Message
LearnerCharacteristics
TaskAnalysis
InstructionalObjectives
EvaluationInstruments
Development ofInstruction
Implem
entationConfi
rmat
iveEv
alua
tion
Evaluation
Kemp, Morrison and Ross Model
InstructionalProblems
LearnerCharacteristicsWho will be receivingthe instruction (training?)
Describe various types of academic, personal, and social learner characteristics. Be sure to include general characteristics, specific entry competencies, and learning styles.
Describe sources of information for determining learner characteristics.
Describe characteristics of nonconventional learners.
Describe factors in the instructional environment that should be analyzed.
Objectives
Knowing your audienceis like knowing about your bike……
the gears, tires, shifting, speed, and brakes will determine where you can go and how you will get there.
Target Population
intended audience for instruction
Target Population
intended audience for instruction
try-out audience
Implications for the Design of Instruction
pace practice relevance statements attention context of examples context of practice items concreteness /
abstraction structure medium grouping chunking
response mode number of
examples amount of practice feedback learner control reading level vocabulary reinforcement time learning guidance
records interviews surveys observation job descriptions personnel profiles texts and articles
Assessing Characteristics
General Characteristics
age gender health language ethnic / cultural background
Reporting General Characteristicsage range and average
age groups
18 to 64 years oldaverage age 4218 to 24 – 6 people25 to 30 – 14 people
gender numbers 55 females32 males
health condition and number hearing impaired – 12visually impaired - 3
language language and number Spanish – 4Chinese - 5
cultural culture and number Native American – 5African American – 10Hispanic - 6
Personal / Social Characteristics
maturity level motivation level expectations vocation aspirations special talents / interests mechanical dexterity previous or current employment ability to work under various
environmental conditions
Reporting Personal/Social Characteristicsmaturity level high, medium, low very mature
95 people reported they prefer visual support when learning new material
sensory / intuitive
state self reported preference
21 people reported they use an intuitive approach when learning new material
inductive / deductive
state self reported preference
16 people reported they prefer a deductive approach when learning new material
actively / reflectively
state self reported preference
46 people reported they use an active approach when learning new material
sequentially / globally
state self reported preference
76 people reported they prefer a global review when learning new material
EnvironmentCharacteristics
What resources will the learners have for instruction (training?)
Analyzing the Instructional Environment Policies
Training methodology Time allowed for training Support for training requirements
Technology Hardware Software Network connections
Resources Meeting rooms Technical help Supplementary learning materials
Documenting the Instructional Environment
policies state specific policies for training
Students will be given time during the work day to complete training.
technology list all the specific hardware and software students have available
PC computers200 mgz20 GB hard drive512 mb memoryInternet explorer 5.0dial-up internet connectionMicrosoft Office
resources list all resources available to students
Students will have a tech help line available.On site review sessions will be held when students request them.
Summary
It’s critical to determine the unique characteristics of your learners and the learning environment.
Consider General characteristics Personal / Social Characteristics Academic information Specific entry characteristics Learning styles
~ Your Assignment ~ Using the Learner and Context
template, document a complete profile of your intended audience and learning environment. Specify the general characteristics Specify personal / social characteristics Specify academic information Specify entry characteristics Specify learning styles Specify the learning environment