When designing an instructional program, there is a lot to consider. You have an idea and you have some direction and as good as that idea is, it all comes down to execution. As Kozma Said“ ..we must think about media not in terms of their surface features but in terms of their underlying structure and the causal mechanisms by which they might interact with cognitive and social processes..” (Kozma, 1994) With that being said, after analyzing my program I have found room for improvement. Something new I would like to add to the training program is a pre-test. Our textbook states that we should ensure that all our or trainees or on the same level or should be grouped so. “ Plan your classroom design so all your trainees are at the same level of knowledge before the class begins ” (Piskurich, (2006)Doing so will allow the learners to feel more comfortable with each other rather than getting discouraged from the level of rigor or new information in general. As stated in in the TAP the targeted group or learners the target is the veteran teachers who may not have enough experience with technology. Yes this program is designed to allow the learners to take what they have created and implement it in the classroom but it also to boost the confidence of those who are intimidated by technology. To better reach the learners needs I’ve decided to do weekly surveys to measure satisfaction and motivation. It is important that the learner is able to reflect on their own progress and see how much growth they are able to to accomplish.
Analysis and design go hand and hand. In order to design a program that fits the needs for the client you must know what those needs are. Completing a needs assessment is crucial but analyzing the data and thinking of ways to assess what is found is how you successfully execute the project. As the textbook indicates there are two analyses that need to take place. The Needs Analysis and Learning Needs analysis. The Needs Analysis aids the process of ensuring the main concerns and the reasoning for the program. The Learning Needs Analysis targets what is needed to benefit the learner in particular. From the textbook, “The purpose is to begin to delineate what the parameters and boundaries are for what you are going to design to meet this particular training need.” (Piskurich, (2006) Analysis allows for the designer to make sure he or she is not teaching something the learner doesn’t need to know along with making sure they are teaching something that the learner does need to know. The chapter readings along with the lessons have taught me that without analysis, being a successful designer is slim to none.
References
Kozma, R. B. (1994). Will media influence learning? Reframing the debate. Educational Technology Research and Development, 42(2), 7-19. doi:10.1007/bf02299087
Piskurich, G. M. (2006). Rapid instructional design: Learning ID fast and right (2nd ed.) San Francisco, CA: Pfeiffer.
The One About Technology 