week seven, schemes and analysis

Discussion
In the folder titled Session 7: Sequencing Schemes and Types of Analysis :

• Discuss the similarities and differences between Cranton (2012) and Morrison et al. (2013) in the way they categorize sequencing schemes and kinds of analysis.
• What aspects of Cranton's (2012) and/or Morrison et al.'s (2013) sequencing schemes and task analyses will help you in sequencing the topics for you curriculum?

MY NOTES:

CRANTON:

The sequence of learning experiences is critical not only for how we learn but for how we feel about learning.

hierarchal task analysis, commonly used with technical (and psychomotor) or lower end of the cognitive domains (objective knowledge)

Students do not know what they do not know. Task analysis helps to keep us as educators on track and remind us that learners start from the beginning.

Can help us to consider the levels of learning within the objectives.

Helps us with the evaluation of learning and meeting prerequisites.

conceptual learning strategies, used for learning at higher levels of the cognitive and affective domains.
(subjective knowledge)

In many disciplines the structure of the knowledge is not hierarchal in nature. Conceptual sequencing are those that are based on some relationship or set or relationships between ideas or concepts in the subject.

Conceptual sequencing strategies:
historical or chronological
author or school of thought
easy to difficult
concrete to abstract
framework to detail
social or cultural perspectives
process
thematic

Experience-based sequencing strategies:

dependence to independence
confidence-building
fragmentation to integration
reactive

*when the knowledge combines the domains, a combination of sequencing strategies can be used.

Procedural analysis:

When we are working in the psychomotor domain, it usually makes sense to sequence the learning in the order of the steps to be performed while carrying out and completing the task.


choosing a learning strategy:
first consideration is the nature and nature and structure of the knowledge we are working with.

Methods and materials:
A variety of methods is important for maintaining student engagement and connecting with the different personalities and preferences of students.
A gradual transition from teacher centered to more learner centered activities may be important as trust and confidence builds over time with the learners and environment.

Context:
A consideration towards teaching and learning experiences. Examples are time of day for the course or session, class size, work setting or not, facilities.....


MORRISON ET AL:

Sequencing is the efficient ordering of content in such a way as to help the learner achieve the objectives in an efficient and effective manner.

Prerequisite method (Gagne, 1985) is based on the learning hierarchy that identifies skills that are dependent on other skills.

Posner and Strike (1976) method is a set of sequencing strategies based on learning that is world related, learning related and concept related.

3 sequencing schemes:
1. learning related: sequencing the content based on 5 student-learning characteristics, identifiable prerequisite, familiarity, difficulty, interest, development (p.125)
2. world related scheme suggesting sequencing based on spatial. temporal and physical relationships; concepts that are representative of real world objects, people and events
3. concept-related scheme suggests sequencing based on the relationships between the concepts, in a manner consistent with how we organize the world conceptually or logically. Four schemes: class relations, propositional relations, sophistication and logical prerequisite. (p.127)

English and Reigeluth (1996) method is a more recent approach based on Reigeluths elaboration theory.

Elaboration theory makes distinctions between two  types of expertise the learners will develop.

Content expertise: describes instruction that will help the learner to master a body of knowledge.
Task expertise describes a unit that will help the learner become an expert at a task.


*The classification of your outcomes will identify the types of content in your task analysis. Based on your content and performance, you can select a sequencing strategy for each objective. -Morrison et al.

MY POST:

Cranton describes learning strategies having an effect on how we learn and how we feel about learning. Morrison describes sequencing as a means to an effective and efficient learning experience.
Cranton breaks it down to the domains of learning and two sequencing strategies that align with the domains: hierarchal task analysis and conceptual learning strategies.
Morrison et al uses theorists concepts to explain the sequencing strategies that they feel are most efficient. they mention Gagne, Posner and Strike as well as English and Reigeluth. They concentrate on the latter groups of theorists to elaborate.
Morrison et al include this observation in the conclusion of their chapter: The classification of your outcomes will identify the types of content in your task analysis. Based on your content and performance, you can select a sequencing strategy for each objective. I find this pertinent. Using the domains and levels aid in the effective choices we can make for the instruction, which aligns with Crantons approach as well.
I find Cranton to be more "user friendly" and enjoyed the breakdown of the conceptual and experienced based strategies with suggestions within each category. I will most likely use her as my resource at hand when developing the strategies that are appropriate for the instruction.
As I made my way through the readings this week I was able to think critically about the course that I am teaching this semester (easier than one I am developing as I am immersed in them right now and previously developed them) and realized that it is rarely the case that a course falls into one domain nor is it the truth that courses that are based mainly on attaining psychomotor skills only have lower levels in the domains nor do they only apply to one domain. As an example, performing a manicure most definitely requires psychomotor skill. It also requires critical thinking in the ordering of the service dependent on other factors such as client preference, contraindications or environmental concerns. This kind of thinking falls into the cognitive domain. I have to break down the instructional strategy carefully in the analysis.
It is crucial to remember that students do not know what they do not know. Task analysis helps to keep us as educators on track and remind us that learners start from the beginning. Cranton reminds us of this in her chapter.
C.

reviewing work with partner (under construction)

Working with your learning partners, review your curriculum under construction and answer the following questions:

Classification
Review the course learning outcomes and determine domains and levels on the taxonomy of each outcome.

• How can you tell when learning is in one domain or a combination of domains?
• Does this domain and level fit into the overall goals of your course outcomes?
• How will you know when the learners "got it"?

Standards
In order to establish the appropriate standard for the evaluation required, look at the expectations of your curriculum aims/goals:

• Is there a professional association standard that must be met?
• Does the curriculum fit into some sort of standards of practice that is a requirement for certification (e.g., nursing, welding, law clerks, etc.)?
• Are the standards required relative or absolute?
• What possible measurement instruments would be necessary to measure success?
• How would you know if they are valid and reliable?

The Evaluation Plan
For the curriculum project being developed, determine how the entire evaluation plan would measure all aspects of learning:

• What testing mechanisms can be used to make up 100% of measurement? For example, should you have 2 tests, 4 quizzes, an assignment, a research project?
• How would you determine the value of each measurement mechanism?
• When would you assign these measurements during the semester?
• Are your intentions in congruence with what the texts are promoting? How so? (Capture references beside your thoughts and ideas as you work through the process.)
• What theory underlies your evaluation plan?

week six, evaluations to match an outcome

I will match evaluation strategies to outcome #9 which is:

Interprets the meaning of terminology used in educational technology.

Quiz. Matching game. One list of terms and one list of definitions to match. (Formative evaluation)

T or F. List the term and the possible definition. True or false?? (Formative)

Essay. Have the learner write an essay using the terms found in educational technology. Assess the learners ability to use these terms in a manner that explains them and shows full understanding in a valid context. (Formative or summative)

Develop an evaluation tool. Have the learner develop an evaluation tool for their students that assesses the knowledge of the terms used in ed tech and displays the educator/learners knowledge of the terms and their definitions. (Summative)

outcomes

Technology for the Educator
Course Outcomes:

By the end of this course the learner should be able to:

1. Define the value of technology in education

2. Describe how technology can enhance the educational experience

3. Demonstrate Display the ability to navigate the use of several technological tools.

4. Interpret a variety of technological tools.

5. Distinguish the appropriate technological tools for encouraging learning in a variety of educational settings.

6. Identify Clarify methods of using technology for education.

7. Compile Compose a list of pedagogical tools to enhance pedagogy.

8. Evaluate Review the efficacy of tools in relation to educational outcomes.

9. Interpret the meaning of terminology used in educational technology.

All outcomes are written with terms associated with the cognitive domain. I have added words for the psychomotor domain in red and words for the affective domain in blue. As directed I have added just two for each domain.

C.

I think I need to review the outcomes as I have written them to ensure that they meet the criteria of having the four elements of: who, what performance, conditions and criteria. Should it look like this?

1. The learner (who) will define (what performance) the value of technology (condition) in education (criteria).

November 8th: revised outcomes after Janes critique:

Name of Course: Technology for the Educator

Learning Outcomes:

(level of cognitive domain in parentheses)

(NEW OUTCOMES IN CAPS AFTER JANES ADVICE/CRITIQUE)

1. Define the value of technology in education. (knowledge) (LIST THE DRIVERS OF TECHNOLOGY IN THE CLASSROOM)

2. Describe how technology can enhance the educational experience. (knowledge) (COMPARE AND CONTRAST HOW LEARNING IS DIFFERENT WHEN SUPPORTED BY EDUCATIONAL TECHNOLOGY)

3. Demonstrates the ability to navigate the use of several technological tools. (application) (SELECT AN APPROPRIATE TECHNOLOGICAL TOOL FOR A LEARNING NEED)

4. Interprets the meaning of terminology used in educational technology(comprehension)

5. Interprets a variety of technological tools . (comprehension)

6. Distinguish the appropriate technological tools to encourage learning that will transfer as skills outside of the formal learning space. (analysis)

7. Identify methods of technology used for evaluation. (analysis) (CLARIFY METHODS OF TECHNOLOGY USED FOR EDUCATION)

8. Compile a list of technological tools to enhance pedagogy. (synthesis)

9. Evaluate the efficacy of tools in relation to educational outcomes. (evaluation)

 

week five, my critical insight and reflection posts

short critical insight and reflection Carolyn Cecilia Vandersluis (cv13if) (Oct 11, 2014 7:36 PM) - Read by: 2Reply Edit | I have not always understood the value of the course outline and its learning outcomes and objectives. When I started teaching, I was given the outline and knew that it was an important document. I scanned thorugh it and relied on my experience as an esthetician to guide me through developing what I thought the students would benefit from. Through attending workshops and taking courses in adult education I came to understand how important the outcomes are for everyone who is associated with the course. I now personally regard learning outcomes as a key to good planing and ultimately in effective instruction. In environments where reaching or instruction are occuring (whether through workplace training or formalized academic instruction), learning outcomes are now a standard way of identifying and measuring the results (Schacter, 2014|). This is an important statement. It truly boils down the essence of what good outcomes can achieve. I had an experience a few years ago where a student complained to the dean that I was not delivering a good education. She did not feel that I was qualified and was not happy being in my courses. I was able to show the dean my work, how it related to the course outcomes and how all the course objectives were being met. The experience I have in my field speaks for itself, but it was because of good planning using the course outcomes and objectives as my guide that I was able to justify myself and show that the students concerns were a matter of perception. It was a crushing experience that ended well for me. It could easily have ended poorly if the dean had seen that I was winging it. Outcomes can aid in collaboration between instructors who teach the same students or between faculty and librarians. In fact, collaborating with other stakeholders in the learning environment is a valuable way to produce more effective relationships for the learners experience and in the instructional environment as a collective. (Lundstrom, Fagerheim and Benson, 2014). I see a great need for more collaboration in my academic setting. Many instructors keep their curriculum to themselves and do not want to share. This has detrimental effects. Instructors within programs should be a united front, a seamless program that makes sense to students and is well understood by all who are involved. I have heard that having to follow outcomes and objectives leaves no room for creativity or for unexpected learning opportunities. I mostly object to that. Especially in an academic institution. There should be expectations and they should be met using a variety of pedagogical appraoches. When developing your curriculum, it is critical that you identify the expected outcomes and make them clear to your students. Examining what you hope to achieve will often raise questions about whether you are teaching the students what they want to learn versus what you think you need to teach them. (Schacter, 2014) Even as expectations of developing and implementing quantifiable meaures have increased, the goal of measuring learning impact has long posed problems. (Schacter, 2014) I think that having well planned objectives facilitates the task of assessment. Knowing what needs to be measured and at what level the measurement should be helps the designer to choose relevant assessment tools and content. I believe that the pros outweigh the cons in regards to learning outcomes. C Lundstrom, K.; Fagerheim, B.A.; Benson, E.; (2014), Librarians and Instructors Developing Student Learning outcomes, Using Frameworks to Lead the Process, Emerald Group Publishing Limited DOI 10.1108/RSR-04-2014-0007 Schacter, D.; (2014), Measuring Value Using Research Results and Learning Outcomes; Information Outlook, Vol. 18; No.2 retrieved from Brock University library

Re: short critical insight and reflection Jane Cudmore (jcudmore) (Oct 14, 2014 1:57 PM) - Read by: 2Reply I have heard Deans describe the course outline as the 'contract' with the student. Seems like that is your view as well.

Re: short critical insight and reflection Carolyn Cecilia Vandersluis (cv13if) (Oct 16, 2014 5:20 PM) - Read by: 1Reply Edit | Last Edited By Carolyn Cecilia Vandersluis (cv13if) on Oct 16, 2014 5:25 PM I agree with that. I urge my students to look at the outline critically so that they understand what they will be taught and what they are expected to learn. When I develop my curriculum for the course, I do so using the objectives as a guideline. When I have developed a lesson or resource that meets the expected objective, I cross it off using a highlighter so that I know it is done. I am expected to meet all of the objectives set out in the outline. No one comes to check on that but if a student complains that they did not get the expected education, I need to be able to show that I have met my objectives. I went to a workshop where a lawyer said that Ontario is the new California when it comes to litigation. He said that he used to get about three people a year come to him wanting to sue their educational institution. He said that now (this was about four years ago) he gets about three people a week in his office asking the same. I personally never want to be involved in anything like that. When that student complained about me a couple years ago I was able to bring all my work in and demonstrate that I had been thorough. It was a crushing experience to be guilty before proven innocent. I am actually happy to know the importance of the outline. I believe that it makes me better. Creating my own outlines and then creating the materials to go along with it is the ultimate pleasure. That way there is a fuller understanding of the outcomes and objectives and I can make it the way I want it as long as it meets the MInistry Standards and Essential Employability Skills. However, having the outline and developing to it is the next best thing. There is always consideration given if an objective needs to be modified or one added etc...as long as the integrity of the course remains intact. C.

week five activity sheet

Course Title: Technology for the Educator Program:

Aim	Goals	Learning Outcomes (Session 5)
List the general aim(s) that you would like to accomplish in the course. E.g. Provide an orientation program that helps new employees assume their job responsibilities smoothly.	Brainstorm a list of goals. Refine and rank them following Morrison et al. (2011) on p. 39. E.g. Understand the policies and procedures of the organization.	Based on the goals, identify five to six learning outcomes that learners are expected to achieve by the end of the course. E.g. Apply the department’s policies and procedures correctly in resolving a customer complaint.
present students with comprehensive basics of educational technology	understand the value of technology in the classroom	define the value of technology in education
provide students with some tools that will help them to integrate technology into their respective classrooms / leanring environments	be able to use several technological tools that will be considered useful in the classroom	describe how technology can enhance the educational experience
	be able to assess which tools are good for the educators individual pedagogical and teaching styles	demonstrates the ability to navigate the use of several technological tools
		interprets a variety of technological tools
		compose a list of technological tools to enhance pedagogy
		evaluate and review the efficacy of technological tools in relation to educational outcomes

week five writing outcomes and personal reflection

This week I have been working on writing outcomes for my course Technology for the Educator.  I did not feeI that I had any difficulties, however the task is not an easy one. It really requires thoughtful consideration and a crticial eye. I have learned a lot about the different domains and matching outcomes to them. I started out by writing all of my outcomes for the cognitive domain, a la Blooms. I then realized that I had been instructed to write to the affective and psychomotor doamins as well. I re-visited the flow chart that I have been composing (Sharpies and paper!) and placed two outcomes for each of these domains as well. I wanted to keep the outcomes list short (I have eight) so I changed the working to accomodate for the affetive and psychmotor.
I found two resources online that were helpful
http://thesecondprinciple.com/instructional-design/threedomainsoflearning/
and
http://www.nwlink.com/~donclark/hrd/bloom.html





I feel good about where I am headed with the course design and I have stared to create some objectives.
I am finding this course to be different than others that I have taken so far, probably due to the lack of student participation in the forums. It is pretty quiet. So far, I am always the first to post and there is not a lot of action. In the summer when I took 4F32 I thought I would tear my hair out trying to keep up with the posts. I missed over a thousand that I never even read from ther groups in the course. I felt overwhemled because of this and the fact that I was taking another course at the same time and one that overlapped at the end. This time I feel rather solitary. Be careful what I wish for! I think a nice balance would be ideal! I am considering two courses in the winter term as I am off from teaching. Not sure yet.
C.

week five learning domains and levels of outcomes / critique of learning outcomes

Journal Activity
Although Cranton (2012) and Morrison et al. (2013) use the term "learning objectives," their concept is very similar to that of the community colleges' concept of "learning outcomes." They describe three domains of learning: Cognitive, Psychomotor, and Affective. Each domain has several levels. Learning outcomes are written based on these domains and levels.

• Which domains and levels of learning outcomes would be appropriate for your curriculum? Make a note in your learning journal.

Discussion
You were asked to find and read an article on the pros and cons of learning outcomes. Based on your readings, discuss your opinions on learning outcomes in the discussion folder titled Session 5: Critique of Learning Outcomes.

Individually, make a note in your learning journal as to the relevance of this critique in designing your curriculum.


I have not always understood the value of the course outline and its learning outcomes and objectives. When I started teaching, I was given the outline and knew that it was an important document. I scanned thorugh it and relied on my experience as an esthetician to guide me through developing what I thought the students would benefit from. Through attending workshops and taking courses in adult education I came to understand how important the outcomes are for everyone who is associated with the course. I now personally regard learning outcomes as a key to good planing and ultimately in effective instruction.
In environments where reaching or instruction are occuring (whether through workplace training or formalized academic instruction), learning outcomes are now a standard way of identifying and measuring the results (Schacter, 2014|).  This is an important statement. It truly boils down the essence of what good outcomes can achieve.

I had an experience a few years ago where a student complained to the dean that I was not delivering a good education. She did not feel that I was qualified and was not happy being in my courses. I was able to show the dean my work, how it related to the course outcomes and how all the course objectives were being met. The experience I have in my field speaks for itself, but it was because of good planning using the course outcomes and objectives as my guide that I was able to justify myself and show that the students concerns were a matter of perception. It was a crushing experience that ended well for me. It could easily have ended poorly if the dean had seen that I was winging it.

Outcomes can aid in collaboration between instructors who teach the same students or between faculty and librarians. In fact, collaborating with other stakeholders in the learning environment is a valuable way to produce more effective relationships for the learners experience and in the instructional environment as a collective. (Lundstrom, Fagerheim and Benson, 2014). I see a great need for more collaboration in my academic setting. Many instructors keep their curriculum to themselves and do not want to share. This has detrimental effects. Instructors within programs should be a united front, a seamless program that makes sense to students and is well understood by all who are involved.

I have heard that having to follow outcomes and objectives leaves no room for creativity or for unexpected learning opportunities. I mostly object to that. Especially in an academic institution. There should be expectations and they should be met using a variety of pedagogical appraoches.
When developing your curriculum, it is critical that you identify the expected outcomes and make them clear to your students. Examining what you hope to achieve will often raise questions about whether you are teaching the students what they want to learn versus what you think you need to teach them. (Schacter, 2014)

Even as expectations of developing and implementing quantifiable meaures have increased, the goal of measuring learning impact has long posed problems. (Schacter, 2014) I think that having well planned objectives facilitates the task of assessment. Knowing what needs to be measured and at what level the measurement should be helps the designer to choose relevant assessment tools and content.

I believe that the pros outweigh the cons in regards to learning outcomes.
C

Lundstrom, K.; Fagerheim, B.A.; Benson, E.; (2014), Librarians and Instructors Developing Student   Learning outcomes, Using Frameworks to Lead the Process,  Emerald Group Publishing Limited DOI 10.1108/RSR-04-2014-0007

Schacter, D.; (2014), Measuring Value Using Research Results and Learning Outcomes; Information Outlook, Vol. 18; No.2
retrieved from Brock University library


This critique has relevance in my curriculum design. Creating meaningful outcomes and the related objectives will serve to enhance my design and facilitate my strategies. :)

week five outcomes and objectives, comparison chart

What are learning outcomes?

What experiences have you had working with or writing learning outcomes?

What is the difference between learning outcomes and learning objectives?

Learning outcomes are statements of what the learner should be able to do after completion of the course.
My experience with learning outcomes comes from working with course outlines in the college that I work at as a professor. Each course has outcomes and objectives that meet back to Ministry Standards. All objectives must meet back to the outcomes and all objectives must be met in the course. Ususally there are between eight and twelve outcomes. There are many more objectives as the course content is narrowed down. So, the outcomes are more broad. The objectives are more specific.
I sit on the curriculum committee for my program. We review the course outlines to make sure that the content is still relevant and that the outcomes and objectives are in line with each other and the Ministry Standards. I will write outcomes or objectives using the Blooms Taxonomy.

• Compare and contrast the views of Morrison et al. (2013) and Cranton (2012) regarding the purpose of learning outcomes.
• How are your ideas similar or different from those of Cranton (2012) and Morrison et al. (2013)?

THE PURPOSE OF LEARNING OUTCOMES: A COMPARISON

CRANTON (2000)	MORRISON ET AL (2013)
Cranton defines objectives as a statement of what participants are expected to learn or be able to do after instruction	Morrison et al describe learning objectives as a clear statement of intent of what the learner is to accomplish.
What they can do for students:   -Clarify expectations. -Act as a guide for focussing attention. Increase motivation -Help students determine how well they are prepared for tests.	-Morrison et al describe instructional objectives as essential for selecting the optimal instructional strategies to facilitate the learner's achievement of the objectives. -The benefit of instructional design are indicated in the facilitation of the learners accomplishment
What they can do for instructors:   -Help to organize instruction. -Selection of teaching materials is facilitated by clear statements of expected learning. -Feedback and evaluation is clearer when everyone knows where they are going. -Objectives enhance communication with other colleagues. -Instruction can be coordinated within and across programs.	-Without objectives, the instructional designer will not know what to include in the instruction. -Objectives offer a means to create highly focussed units of instruction. -Objectives provide a framework for devising ways to evaluate student learning. -Without a clear statement of intent, the desinder will have difficulty measuring the specific learning achieved.
What they can do for the community and professional groups:   -Groups can get a clear picture of what our students are doing in our programs. -Objectives can be shared with other teachers in other institutions.	-Understanding how to develop objectives will help you to assisting subject matter experts in writing instructional objectives.
Concerns:   -Students may feel overwhelmed by the objectives. -Students may worry that objectives will stifle their creativity. -Students need to see that the objectives are followed in the instructional plan. -Teachers may be concerned that objectives stifle creativity, independent thinking and critical questioning and lead to a rigid instructional approach.	-Some designers may think that objectives must be defined immediately after formulating the goals or statement of purposes for a topic. This is not always feasible and a task analysis should precede the instructional design. -Instructional objectives should focus on outcomes rather than process.
Other points: -Objectives may be written for high level, creative and critical thinking skills. -Potential employers should be consulted to reflect the hiring expectations for graduates. -Good communication must exist between those writing the objectives and those doing the teaching.	-Objectives are typically grouped into three domains: cognitive, psychomotor and affective. -Objectives are based on the results of the task analysis.

 My own experience with outcomes and objectives are based on my experiences working with them at the college where I teach. We call our objectives "outcomes" and then create objectives based on these outcomes. In my course outlines, the outcomes are the outcomes and the objectives are the process. Confusing. I have been a little confused by this as I worked through the readings. However, I do understand the concepts and the process behind creating solid objectives so that designing materials for the courses can be facilitated and the objectives for learning are clear. Both Cranton and Morrison et al are on point with this. As well, they refer to the development of relevant assessment stratgeies based on the objectives. This is also very pertinent. It is very important to test to the level of expectation which is laid out tin the wording of the objectives. Lower level competencies should not be assessed at higher levels of expectation. Understanding Blooms taxonomy has been a very useful tool for me as I design instruction and evaluations..
In my experience, students (and learners in general) respond best to a well laid out curriculum with relevant resources and assessments. It is so easy to lose credibility without a well developed plan.
:)
C.

needs assessment with comments / feedback

"The instructional design process begins with the identification of a problem or need"

"A need assessment can help us avoid providing too much instruction when it is not necessary.

"For the instructional designer, the needs assessment process serves four functions:

1. It identifies the needs relevant to a particular job or task, that is, what problems are affecting performance.

2. It identifies critical needs. Critical needs include those that have a significant financial impact, affect safety, or disrupt the work or educational environment.

3. It sets priorities for selecting an intervention.

4. It provides baseline data to assess the effectiveness of the instruction.

Morrison et al (2007 p.29-30)

this is a really interesting topic and challenge. you might consider revisiting it in your next course! you might want to look at the non-training changes you’ll need to put in place to support this organizational change. and have a look at “Why change efforts fail? by John Kotter in HBR… ~2000 - this is his preliiminary report on change efforts… eventually produced a book… title escapes me right now!

also, are there external agencies that can help you establish goals and outcomes for your program… I know health profession programs have to follow standards established by their professions… nice to have an external agent be your ‘bad cop’

Consider a scenario in which you could develop a plan for a needs assessment. If you were to implement your plan in this scenario, what might you learn about the need for instruction?

Scenario: For a variety of reasons, (see http://www.mathopenref.com/site/techreasons.html and http://teacherswithapps.com/top-10-reasons-technology-is-important-for-education/)

an educational institution wishes to introduce technology into its instructional methods. A needs assessment could include a questionnaire to see what kind of experience the educators within the institution have and how the technology might be integrated in to the classrooms and curriculae. Personal characteristics such as motivation to learn ,expectations, prior experience and learning style can be integrated into the questionnaire to help the instructional designer create meaningful lessons.

consider that this is also about change management… asking people to work in a different way… what information do you need to share with them about why they can’t continue to work/teach in the same fashion… and help them reimagine themselves without losing the essence of teaching...

Session 2

1. Identify the Need for Instruction (see above)

2 Plan for Needs Assessment

Audience	adult educators
Data	general characteristics, specific entry characteristics and learning styles
Data Collection Method	poll questionnaire
Data Analysis Method	quantitive analysis based on qualitative data :)

3. Course Title: Technology for the Educator Program: _________________________

Goal	Educate the educator on the relevance in the classroom.
Topic