Analysis+Document

=Analysis Document =

toc

Using this template below to guide your response, complete the section of the document that corresponds to your role on the team. The suggested length for each group member’s section is 1-2 pages (when compared to a traditional word document).

Your group will need to decide if you want to make each of the portions below a separate page on the wiki, or if you want to combine certain sections of the document onto one page.

Any team member that adds a page may also need navigation links to the sidebar for every page added to the wiki. As your team develops your wiki site throughout this course, keep in mind the readability factor associated with excessively long web-based pages. You are free to add any graphics or images to the wiki site that you feel will enhance your overall presentation and response. All sections required by the document should be easily found by your instructor using the navigation and other features of the site.

Team Member A: Project Leader
//Project Description: // Write a brief description of the project and instructional context. Include some historical background as to how the need for this instructional solution arose. //Needs Analysis: // In a narrative form, answer all of the following 4 questions as stated on pg. 29 of the textbook: What is the problem we are asked to solve? Will instruction solve the problem? What is the purpose of the planned instruction? Is an instructional intervention the best solution?

Team Member D1:
//Learner Analysis: // Using Chapter 3 of your textbook, use pages 55-61 as a guide to complete your description of the learner’s characteristics for who you will design this instruction. If there is not a specific existing context or pool of learners for whom this will be developed, describe the learner characteristics for whom this instructional model would be suitable. //Performance Gap Analysis: // Identify the difference between current learner’s performance and desired performance at the end of the planned instruction; you will need to make some assumptions about your learner audience if you do not have specific learners you can survey or assess.

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Team Member D2:
//<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Contextual Analysis: // <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Write a brief overview of the considerations that will need to be taken based on the types of context described on pages 63-66: orienting, instructional, and transfer context. //<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Unit Goals: // <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Write at least 3-5 goals for your instructional module. How will you know if the instruction was successful? //<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">*Note: The degree to which your instructional module in guiding your students to achieve the learning objectives measured by your unit goals. // //<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">In addition, you may decide other goals not directly related to the performance of the learners may also reflect the success of your unit, (i.e.: the enjoyment level of students, or the completion or attrition rates.) This is different from assessing how well learners perform at the end of the unit, as measured against the unit’s instructional objectives (see below). However, learner assessment data may be one component used to evaluate the overall effectiveness of your unit. //

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Team Member I:
//<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Task Analysis= (topic analysis + procedural analysis) // //<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Topic Analysis: // <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Begin your topic analysis by identifying topics that need to be taught during your 30-60 minute instructional module. You should include 2-3 topics that are described by the content structure beginning on page 75: facts, concepts, principles and rules, procedures, interpersonal skills, or attributes. If helpful, you may communicate your analysis using a chart, table or other annoted illustration.

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Team Member E:
//<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Procedural Analysis: // <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">For each topic taught, answer the following 3 questions as stated on page 83: What does the learner do? What does the learner need to do to learn this step? What cues inform the learner that there is a problem, the step is done, or a different step is needed? If helpful, you may communicate your analysis using a chart, table or other annoted illustration. //<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Instructional Objectives: // <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Chapter 5 will prepare you to complete your instructional objectives. Keeping in mind the unit goals, look at each task to be learned and identify each specific instructional domain (cognitive, psychomotor, affective or mixed). Using the format modeled in Ch.5, write an instructional objective for each task based on the appropriate domain. Two-to-three objectives should be identified for your instructional module. Remember to keep your instructional objectives: doable, measureable, and needed. The final question to ask is: Once all instructional objectives have been met, has the need for instruction been satisfied?