Gazaway & Lamb ITEC 7430 Instructional Design

Sally Gazaway & Lucy Lamb

Report II

ITEC 7430

October 21, 2018

4. Learner and Context Analysis

4.1 What is the target population?

The target population consist of high school seniors (17 to 18 years old) from a low
socioeconomic status at a title- one high school with intentions of continuing on to higher
education. These students have access to the internet at school. They have prior knowledge of
search engines and ethical use of the information found on the internet. They have basic
knowledge of plagiarism and copyrights. The target learners perceptions of research are fair, they
are highly motivated academically and prefer the use of technology for research purposes. The
target population consist of 77 college bound high school seniors. Females make up 47% of the
target population while males make up the remaining 53%. Of the target population, 19% of the
individuals have some form of learning disability. The remaining 81% of the target population
are labeled as general education students with an IQ of 85 and higher. The target population
demographics are as follows; 78% african americans, 19% caucasian, and 3% classified as
hispanic/non-white.

4.2 Describe how you would determine the characteristics of the target population.

Questions are used to determine the characteristics of the target population regarding relevance,
interest and confidence. How relevant is the instructional goal to you? What aspects of the goal
interest you the most? How confident are you that you could learn the goal successfully? How
satisfying would it be to you to be able to perform the goal? (Dick, W. 2015, p. 96).

Learner
Analysis

Information Categories Data Sources Learning Characteristics

1.Entry Skills Interviews and The target learners have basic knowledge
Observation of computers/tablets and can successful
Interviews and observations use search engines to gather information.
were conducted to target
learners to determine entry
skills.
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2. Prior Knowledge of topic area Interviews and
Observations
Interviews and observations
were conducted to target
learners to determine prior
knowledge of topic area.
3. Attitudes toward content Interviews and
Observations
Interviews and observations
were conducted to determine
the target learners attitudes
towards the content.
4.Attitudes toward potential Interviews,
delivery Questionnaires and
Observations
Interviews, questionnaires and
observations were conducted
to determine target learners
preferences, motivation, and
attitudes towards delivery.
5. Motivation for instruction Interviews,
(ARCS) Questionnaires and determined that the target learners are
Observations
Interviews, questionnaires and goal is relevant to their success after
observations were conducted
in order to determine the
attention, relevance, information for post-secondary work.
confidence and satisfaction.
6. Educational and ability levels Interviews, and
Questionnaires
Interviews and questionnaires
were conducted to determine
the target learners educational
and ability levels.
ITEC 7430 Instructional Design
The target learners have
background knowledge of search
engines. They have the ability to
conduct searches and gather
information. They have basic
knowledge of plagiarism and
copyrights.
The target learners have positive
attitudes towards the topic. The
target learners understand this is a
skill they need to be truly college
ready.
The target learners have positive
attitudes towards delivery, they
possess the skills necessary to
complete the steps.
Using Keller’s ARCS model, it was
giving their attention because the
high school. The are confident that
this skill will help them analyze
The target learners are high school
seniors with intentions of continuing
on to post-secondary education.
Gazaway & Lamb ITEC 7430 Instructional Design

7. General learning Interviews and The target learner’s learning

preferences Questionnaires
Interviews and questionnaires
were conducted to determine
the learning preferences of the
target learners.
preferences include visual-spatial and
kinesthetic. They prefer positive
learning environments with less
stress.

8. Attitudes toward training Interviews, The target learners have a positive

organization Questionnaires and attitude towards training.
Observations
Interviews, questionnaires and
observations were conducted
to determine the attitudes,
motivation and preferences.

9. General group characteristics Interviews and Data Heterogeneity: target learner

Heterogeneity Collection heterogeneity varies
Size
Overall impressions Size: 77 high school students

Overall impressions: Positive

Table 1: Learner Analysis

4.3 Describe how you would determine the physical and organizational environment.

The physical environment is a high school. The organizational environment is a physical classroom
within the school. The target learners will be in the organizational environment in order to complete the
objectives aligned with the overall goal.

[Please see Context Analysis tables below]

Performance Context Analysis

Information Data Sources Performance Site Characteristics

Categories

1. Managerial/supervisory Instructors Instructors will be used as needed

support

2. Physical aspects of site Instructors High school classroom, computers/tablets

are needed as well as an reliable internet
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connection.

3. Social aspect of site Instructors The target learners will be interacting

with peers and instructors.

4. Relevance of skills to Instructors These relevant skills are needed when

workplace conducting research for post-secondary
education.

Table 2: Performance Context Analysis

Learning Context Analysis

Information Data Sources Learning Site Characteristics

Categories

1. Number/Nature of Sites Observation- Site 1 site- high school classroom, desk,

visit from instructor computers, and a white board.

2. Site Compatibility w/ Instructor Site is sufficient for completing the

instruction needs skills. The site is in a classroom, will
accommodate 28 students at a time.

3. Site Compatibility w/ Instructors and target The site is compatible with learners and
learning learners the learning process. The site is located
in the school they already attend with
easy access and transportation.

4. Feasibility for simulating Instructors and target The site is compatible with simulating
workplace learners workplace learning.

Table 3: Learning Context Analysis

5. Objectives
5.1 State the Terminal Objective (TO) for your instructional plan.
“When the instructional goal is converted to a performance objective, it is referred to
as the terminal objective. The terminal objective describes exactly what the student
Gazaway & Lamb ITEC 7430 Instructional Design

will be able to do when he or she completes the unit of instruction (Dick, Carey, &
Carey, 2015, p 119).”

Upon completion of the unit on Ethical use of information,(CN) students at Hardaway

High School will be able to seek information online(B), analyze the content for
accuracy and legitimacy(B) and ethically use and cite information(B) to support their
thoughts and ideas(CR).

5.2 Prepare three Subordinate Objectives (SO). For each SO, specify its domain and specify
what you consider to be it’s level in the taxonomy of that domain. Specify the author of the
taxonomy that you have used.

5.2.1. Prepare one SO in the cognitive domain.

● Using the website information (CN) Students will understand(B) the difference in
credible sources and non-credible sources(CR).
● Taxonomy: Gagne, Intellectual Skills.
5.2.2. Prepare one SO in the affective domain.
● Students will be able to use determine credible sources(B) when finding information(CN)
in their own work.(CR)
● Taxonomy: Gagne, Attitude
5.2.3. Prepare one SO in the psychomotor domain.
● Students will be able to cite information correctly(B) using correct format(CN) for their
work.(CR)
● Taxonomy: Gagne, Intellectual skills.
6. Assessments
Created from the objectives written in this report, the assessments used will
correspond and measure the objectives in a meaningful manner. To “assess" derives
from the Latin verb
"assidere", to sit by. This thinking will drive our assessment to not only assess the
learners but to work with the learners and guide the instruction to provide feedback to
the students as well as the teachers.

6.1 Select one SO; describe the manner by which you would assess whether or not the learner
has achieved that objective.
● “Students will be able to cite information correctly using correct format for their work”
○ To assess this, we will use a cite test. I believe that a multiple choice test about
MLA format citing will be appropriate for this objective.

6.2 What types of assessment instruments will your instruction have? Why?
● Prior to instruction and throughout instruction students will complete the student self-
assessment checklist.
Gazaway & Lamb ITEC 7430 Instructional Design

● There will formative assessments through the scavenger hunt, nearpod and the sort.
These will let the instructor know if the student is understanding the content of the unit.
● Summative assessments will be the citing quiz and the report on Ethical use of
information. These assessments will let the instructor know if the students have learned
the information.
● Student Evaluation will be given at the end of instruction for the students to give
feedback on the unit and instruction.

6.3 Write the items that assess the SOs in 5.2 above. Include an answer key or rubric.

6.3.1. Write one item in the cognitive domain.

SO: “Using the website information (CN) Students will understand(B) the difference in credible
sources and non-credible sources(CR). “
Assessment: Students will complete a Student Self Assessment Checklist prior to instruction.
This will be used to determine the depth of prior knowledge and groupings for partner work later
on.

6.3.2. Write one item in the affective domain.

SO: “Students will be able to use determine credible sources(B) when finding information(CN)
in their own work.(CR)”
Assessment: Students will respond to questions in the Nearpod presentation that will be given,
there are response opportunities and a quiz for the teacher to use in assessment of the students
knowledge.

6.3.3. Write one item in the psychomotor domain.

SO: “Students will be able to cite information correctly(B) using correct format(CN) for their
work.(CR)”
Assessment: The. MLA Citing Self-evaluation Quiz will let students know if they are
understanding how MLA format should look when they are citing sources for the report.

7. Instructional Strategy

7.1 For the TO, specify and exemplify an an appropriate pre instructional activity or activities.
● Sort It is a strategy that will make students have to think about what is ethical use of
information. They would sort different statements into ethical or unethical.
7.2 For the SO associated with that TO, specify and exemplify an appropriate presentation
strategy or strategies.
● Nearpod presentation is an appropriate for sharing information with students. They will
be presented with information and be able to respond to information that they have
received. The presentation is sent out to their screen, and each student engages with it
individually. Teachers are able to monitor the students progress through the presentation
Gazaway & Lamb ITEC 7430 Instructional Design

and their responses to the questions throughout the presentation. It gives the teacher the
ability to pace the presentation or give students the ability to self pace.
7.3 For the same SO, specify and exemplify an appropriate practice activity or activities.
● A information scavenger hunt on the computer will show the teachers that students can
identify information. Can seek the cite information from the websites they use. It will
also let the teacher know if the students know how to find credible sources.
● The questions posed would be all about ethical use of information. Students would then
research the questions. Find a website that they think appropriate. They would then enter
the information they found on their scavenger hunt handout with the cite information for
the website so it can be verified by the teacher.
○ Students would use this a partner exercise.
● Students would prepare a report on their findings to the research question “What is
Ethical Use of Information” They will be required to define it, give examples of what it is
and what it is not, and be able to show an understanding of why we need to know about
it. They may present their report using any Web 2.0 tool they choose, such as Prezi,
Powtoon, etc.
○ This will be an individual activity
7.4 For the TO, specify and exemplify an appropriate evaluation follow-through activity or
activities.

● Students will complete a unit evaluation at the end of instruction. This allows the students
to give feedback and let the teachers know if the instruction was valuable or if there
needs to be modifications made to make it better. The students will be using
www.padlet.com to provide feedback. The instructor will create a wall suitable for
feedback from the target learners. The target learners will be provided a link and will
have access to a computer/tablet to complete the feedback process. Padlet.com will
provide the students with the ability to submit anonymous feedback promoting honesty
about the instruction provided. The instructor will create a “wall” on padlet in order for
the students to respond. The QR code provided below links the students to the padlet. The
target learners will be provided with prompts for making statements
that pertain to the improvement of the instruction provided. They will
be able to provide valuable information into the effectiveness of
instruction.