Analysis phase of instructional design project
In instructional design we progressed to the first step in the ADDIE model, analysis and needs assessment. Below is my initial reflection on the analysis process for my instructional design project.
Transue Needs Assessment
by Beth Transue – Tuesday, June 12, 2012, 09:26 PM
Instructional Design Project:
Group of learners: faculty on campus who have received ipads through the ipad faculty project, and are novice users. In a 1.5 hour workshop, faculty will be able to access and use library resources through the ipad. Following the session, faculty will be able to: access and search selected library databases, download journal articles from library databses, download ebooks through an ebook app, and identify and use iannotate, goodreader, and notability apps for research.
My project falls into the Innovation Model by Smith & Ragan (2005): “There is or may be something new that learners need to learn” (p. 44). At my college, ITS is rolling out new ipads to all faculty who wish to receive one. Most faculty do not have any experience with tablets or with Apple products. Therefore, there is a steep learning curve to using the ipad in general, and using it for educational purposes such as library research in particular. For example in the general training session provided by ITS, faculty are shown how to create Apple accounts and download apps.
To conduct the needs assessment I will:
Determine the nature of the innovation (new ipads distributed to faculty across campus).
Determine the learning goals (see the design project proposal for initial learning goals).
Determine whether these goals are appropriate (through faculty survey, see below).
The learning environment where my instructional design project will take place is a small college, where faculty enjoy strong personal relationships. The learners will be faculty who are interested in incorporating ipad technology in their classrooms or research, but are novice users. I will be showing faculty how to access and use existing library resources with which they are already familiar. I will display my ipad on a classroom projector through a VGA adapter to demonstrate various apps. The classes will be small to allow for intensive 1:1 during account creation. Because of extremely variable faculty schedules it is hard to corral faculty in one place at one time, therefore multiple training will be provided at various days and times. The college is providing these ipads. Unfortunately limited ITS staffing budgets limit assistance available. (Transue, 2012)
Some of the learner characteristics that will be important for me to analyze are cognitive and learning strategies, specific prior knowledge, sensory perception (some faculty have physical disabilities such as limited sight), interests, motivations, perceptions of the ipad, and anxiety levels of novice users. I plan to gather data to assess the learning environment and learner characteristics through two major avenues. In Fall 2011, ITS published a faculty technology survey (Messiah College, 2011). This will provide valuable demographic information and information about current use of technology by faculty across campus. I also plan to distribute an online survey about ipad use for library resources to faculty on the Community of Educators email discussion list.
Some of the questions that I am considering in the survey are:
How do you currently access library resources?
What library resources do you use? (catalog, databases, books, journals, videos)
Familiarity with the ipad
Do you plan to use the ipad for library and academic research?
Several of the library resource apps require you to set up accounts in various websites. Do you prefer instruction in person or online?
Messiah College. (2011). Faculty technology survey.
Smith, P. L., & Ragan, T. J. (2005). Instructional design. Hoboken, N.J.: J. Wiley & Sons.
Transue, B. (2012). School technology environment evaluation.