Part 1:
What have you learned from the analysis? What are you planning to do with it? Do a little brainstorming about what activities tied to the learning objectives that you might include in the design of your lesson.
What have you learned from the analysis?
An analysis is a process that is broken down into small parts so that the requirement could be better understood or a problem that is been identified that needs a solution. These techniques are not only been carried out in education but also in the areas of organizational, performance, and training.
When developing training, the current situation should be analyzed and the goal and the objectives for training have to be taken into consideration. Information has to be gathered through a number of different types and number of ways, the method used for the training session was through interviewing the client to understand the exact situation on hand and arrive on the training needs. The final step that covered was to analyze the learning topics, remove redundant topics, topics that need prioritization, combine learning in some topics, indicate the critical and remove the non-critical and estimate the instruction time for each topic. While the analysis is been carried out, client interaction and feedback is necessary to finalize the analysis process more efficiently.
What are you planning to do with it?
I realized that the steps that are used for developing an educational curriculum are the exact groundwork used in developing a software application for a client, the only difference identified between these two was that the software application once developed, only changes are implemented if there are requests from the client. Although in the educational instructional design when the analysis is carried out higher consideration is placed on the learner’s behavioral types.
The analysis is used to continue with the instructional design that is the practical evaluation of designing the training with a detailed instruction plan. Each part of the analysis needs to be considered when the design is been constructed taking into account the primary need being the development of learning experience. I hope the knowledge acquired at present and my past expertise of information technology could be combined to implement the required instructional design models that could improve to the learner’s advantage.
Part 2:
How are analysis and design related for you? Think about it in the context the articles and chapters we have read thus far. How closely should these two pieces of the model connect? How does the Information R/Evolution video affect each of these?
In order to develop a satisfactory solution, there has to be a plan an order with the ultimate goal in mind which is the objective. In the development process of a curriculum, a detail lesson plan has to be adopted at each stage of the lesson. To develop the design analysis of the problem has to be carried out. The analysis is an understanding the problem that is to solve, what type of students, will they be online traditional or blended, behaviors of the participants, the critical elements are taken in to account e.g. an ecological model of the mutual adaptation between learner and environment that considers various factors. The design is organizing the solution after the analysis while understanding the problem for further development.
This is clearly reflected in Polya’s problem-solving methodology (page 15) which are: –
- Understanding the problem (Define and analyze the problem)
- Devise a plan (Select and determine objectives of instruction develop a plan or curriculum)
- Carry out the plan (Prepare a detail lesson plan and Prepare instructional materials and media)
- Look back (Evaluate the results by monitoring and controlling to improve the system)
The analysis and design should closely fit each other as design begins where the analysis leaves off. If the analysis does not establish correctly the design will not be able to be carried out which will affect the learner ultimately. The whole purpose of the analysis and design is to translate the requirements which can be them implemented. Considering the educational aims the system under consideration is always the learner as such defining and analyzing the initial requirement properly (input) will give valuable results (output) which will benefit the ultimate result.
Viewing the information R/Evolution video shows how the data was organized through a logical order of data, file, folder, category in the past manually outside of the computer system, which then developed the same structure within the computer system but at the present age with digital information is stored that can be retrieved in any way and any form from search to social tagging. This shows how the digital age changed the link of information and how it gets organized and especially the students who live in a different kind information environment that stresses participation and collaboration.
References
Romiszowski, A. (1981), Designing instructional systems. New York: Nichols Chapters 1,2,9
(n.a.), 2008, Information R/Evolution, https://www.kpu.ca/sites/default/files/Teaching%20and%20Learning/TD.1.3_Wesch_Information_Revolution.pdf
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