Instructional design/Learner analysis/what when why/demographics/cognitive/physiological/affective/analyzing

Your mission...
You have been contacted by an faculty member "Jane" who has just been hired to teach a course (TEDLD572) for the Education Program's Higher Education Leadership EdD program in summer 2016. You are fairly new to the campus and your meeting with the faculty member has been scheduled two weeks from now but, like any good designer, you want to be proactive in learning the most that you can about the class, program and students prior to the meeting. Upon exploring webpages, time schedules and program data, you collect the following pieces of information and begin to fill in your Learner Analysis Worksheet.


 * Using the data provided below, fill out your Learner Analysis Worksheet. Use this to complete the final assessment at the end of the lesson.*

EdD Program Design (found on the program webpage)
In our region, many educators find themselves in administrative positions requiring not only teaching expertise, but leadership skills, policy knowledge, and the ability to affect positive organizational change, often without the background and experience to be successful and confident in such roles. These individuals are frequently experts in their professional disciplines; however, today’s leaders are required to exhibit skill sets and knowledge bases that extend beyond the professional master’s degree. Today’s leaders must possess experience and expertise in employing research to improve organizational outcomes, to ensure quality teaching for diverse learners, to effectively assess programs, and to lead local and national accreditation and accountability processes. They must be effective political advocates, and informed fiscal and human resource managers. These leaders must demonstrate emotional intelligence necessary to successfully lead a diverse workforce, as well as professional expertise and high standards of legal, moral, and ethical behavior This is a three-year, 97-credit cohort-based program. For those who wish to earn the P-12 Superintendent Certificate, six additional credits are required in order to meet all state competencies; therefore, 103 credits will be required. Students must meet entry requirements and prerequisite skill levels prior to being granted admission to the program.

Timing & Location

 * Courses are offered as two full days, Fridays and Saturdays, approximately once per month. Students will participate in electronic study groups throughout the month and be expected to utilize other Web 2.0 tools to successfully complete tasks and to prepare for the monthly meetings.

Summer 2016 Schedule

 * {| class="wikitable"

! Class Time !! Course ID !! Meeting Dates || Enrollment
 * 8:00am-Noon || TEDLD 571: Systems Leadership || June 24 & 25, July 15 & 16, August 12 & 13 || 40/40
 * 1:00pm-5:00pm || TEDLD 572: Diversity in Education || June 24 & 25, July 15 & 16, August 12 & 13 || 40/40
 * }
 * 1:00pm-5:00pm || TEDLD 572: Diversity in Education || June 24 & 25, July 15 & 16, August 12 & 13 || 40/40
 * }

Fast Facts (found on campus Institutional Research page)

 * {| class="wikitable"

! Rate of Study
 * Full-time: 96%
 * Part-time: 4%
 * }
 * Part-time: 4%
 * }


 * {| class="wikitable"

! Gender ratio
 * Female: 73%
 * Male: 27%
 * }
 * {| class="wikitable"
 * }
 * {| class="wikitable"

! Geographical Distribution
 * 100% within 100 miles of campus
 * }
 * }


 * {| class="wikitable"

! International Students
 * 2%
 * }
 * }


 * {| class="wikitable"

! Students of color
 * 29%
 * }
 * }


 * {| class="wikitable"

! Ed.L.D. students Age Range
 * Range: 28 to 50
 * Average: 33.9
 * }
 * Average: 33.9
 * }


 * {| class="wikitable"

! Years of Work
 * Range: 4 to 18
 * Average: 9.0
 * }
 * Average: 9.0
 * }

Email from instructor
I am looking forward to meeting with you about designing this class. I will bring the syllabus and course files that I received from the prior instructor and Jane, the graduate assistant that helped with the last cohort for this class. I am stressing out about this class because I have never used an LMS before and only taught classes that meet weekly! Another faculty member told me that there was some conference tool or something that I could use to meet with the class during the month? They said I could record lectures or announcements? I am also worried that my students do not know much about all of these tools either! Some have expressed high levels of anxiety over the idea of taking distance courses. Thanks again for your help. Jane.

P.S. Disability support services called to let me know that we may have a hearing impaired student in the class.

Test your learner analysis skills...
{What are two possible design implications you face as a result of the Demographics data you collected on your Learner Analysis Worksheet? (select two) - Navigation of the course site should be well organized and clearly articulated to the students. + May need to assign smaller groups to discussion boards to minimize overwhelming number of posts to just one discussion. + Should provide access to off-campus support resources (online writing center, technical support options etc.) - Text transcripts of video lectures should be provided.
 * type="[]" coef="2" }
 * This is actually true for any hybrid or online course and is not specifically related to demographic information that you collected.
 * Yes! With 40 students in the class, discussion boards may become overwhelming and hard to manage. You may consider breaking the class down into smaller discussion groups and rotate members to allow for diversity in student discourse.
 * Yes! Students will only be coming to campus once a month for course meeting and some may live up to 100 miles away! Online resources and support services need to be clearly stated and available.
 * This is not a demographic issue. This would fall into the category of physiological and cognitive/prior knowledge. It is always best practice to make course content accessible to students with learning and physical disabilities and to do your best, whenever possible, to provide various modalities of delivery for learning style differences.

{What are two possible design implications you face as a result of the Cognitive/Prior Knowledge data you collected on your Learner Analysis Worksheet? (select two) +Course activities and projects should reflect real-world scenarios and examples. +Suggested technology tools should be provided along with support documentation and opportunities to practice skills prior to starting group interactions for project/task completion. - Include supplemental resources/instruction because the learners fall short of meeting prerequisites. - Caption and provide alt alternative text on all images.
 * type="[]" coef="2" }
 * Yes! For learners who have ample professional experience who are trying to move up in their careers, it is important to provide situational activities that will prepare them for real world environments.
 * Yes! The instructor stated that some students were apprehensive about Technology! It can be an overwhelming barrier for student success. The more support and training you can provide to raise comfort level, the better. Providing test runs of videoconferencing, collaboration and communication tools early will help lessen anxiety levels.
 * Nope. The data stated that all of the entering students met the prerequisites for the program.
 * This is not really a cognitive issue. This is more of a best practice and certainly aligns with accessibility requirements for visually impaired learners.

{What are two possible design implications you face as a result of the Physiological data you collected on your Learner Analysis Worksheet? (select two) +Collaborate with Disability Support Services (DSS) to ensure learner needs are identified and met. -Design interactions and activities that align with learners interests. + Build a learning community of support. this may include local or campus resources that can assist students with food, shelter or health related assistance. - Build in tutorials for required tools.
 * type="[]" coef="2" }
 * Yes! If you have students who needs DSS support you must provide that support and make every effort to meet the needs of the student.
 * No, this falls within affective/social learner characteristics.
 * Yes! Students who have their basic needs met will be more motivated and engaged, so the course should provide flexibility in course activities if possible, create a supportive and aesthetically welcoming and calming environment.
 * This does not fall within affective characteristics. This is more of a best practice and certainly aligns with accessibility requirements that are represented in the cognitive/prior knowledge characteristics.

{What are two possible design implications you face as a result of the Affective/Social data you collected on your Learner Analysis Worksheet? (select two) +Instructions should be clear and supportive reinforce positive and lessen negative perceptions and biases. + Design interactions and activities that align with learners interests. - Language and examples/scenarios should be relevant to age groups. - Provide accessible content.
 * type="[]" coef="2" }
 * Yes! The email from the faculty member indicated that some of the students were apprehensive about learning in an online environment, so every effort should be made to provide supportive and reassuring messaging to lessen these perceptions.
 * Yes! The cohort of students entering this program are all seeking administrative positions in the field of education. Course activities should draw from prior experience/knowledge and engage the student in realistic and relevant activities.
 * Nope. While it is true that language, examples and scenarios should be relevant, the fact that this referred to age group moves it into the category of demographics.
 * This does not fall within affective characteristics. This is more of a best practice and certainly aligns with accessibility requirements that are represented in the cognitive (learning disabilities) and physiological (physical disabilities) characteristics.

Move to Page 8: Lesson Summary
Home: Learner analysis‎‎ | What,When & Why‎ | Demographics | Cognitive‎ | Physiological‎ | Affective | Analyzing Student Records‎‎ | Lesson Summary