Analysis

= Project: Better Online Teaching Strategies for Non-Tech-Savvy Adults = = Analysis Document =



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** Project Description **
Many adult learners would like to further their education online. Non-tech-savvy adult learners might find it challenging to start an online education, and if they start, they could stumble at the first technological obstacle they face. Non-tech-savvy adult learners need help exploring course content and performing learning activities; additionally they lack the experience in working online (Cordes, 2009). Students of all ages need support and can learn new technologies; to effectively perform academic tasks, learners need formal computer training, practical experience and motivation. Younger adults grew up using technology while older adults might not feel the desire to use technology and are not as confident in using technology in online learning (Cordes, 2009). Furthermore, research indicated that younger adult participated with a higher rate in adult education than their older counterparts (National Centre for Education Statistics, 2007). The instructional context used is a sample lesson through a learning management system, using real life example. An organized and well constructed management system could help adult learners with minimal technical skills to be more engaged in the instructional process (Cordes, 2009).

** Needs Analysis **
The problem that we are asked to solve is to support the non-tech-savvy adult in their online learning. Research indicated that, if given the necessary support, non-tech-savvy adult learners could complete “complex technology projects” (Bartlett & Sherry, 2004). There was a felt need to provide training in creating effective online education to non-tech-savvy adult learners, using an introductory module to prepare them for their online learning experience. In this training module, we will introduce various tools, teaching strategies and best practices that will improve the non-tech-savvy adult learners’ engagement in online learning, and motivate them to continue with their online studies. Instruction is needed to demonstrate effective online learning strategies an tools. Instructional intervention is needed to demonstrate a practical example on designing effective online courses. Other factors to consider as solutions are to increase resources in the media services departments to be able to provide multiple tools and support the latest technology (Cordes, 2009).

**Learner Analysis[[image:30_NonTechLearners_03.jpg width="254" height="174" align="right"]]**
As Instructional Designers, developing innovative teaching and learning modes need to be more congruent and in a more responsive way not just to students, but to faculty as well. This article ( @http://www.ics.heacademy.ac.uk/italics/vol5iss4/geddes.pdf ) reviews several issues compounding adults learners in their quest to adhere to mandated computer skills that are detrimental in today’s society to communicate and function with everyone else. Some considerations are, identifying key factors of computer skills, and how presentations are composed with how groups of learners interpret the information.

We recognize that adults learn about computers to gain skills and become more knowledgeable because they want to keep up with the community of basic technology. Additionally, they want to surround themselves with a social environment, take part in social activities, and create friendships. The subject itself being taught may not be neutral, and it is suggested that computing is more than a set of skills, but rather a culture. Computing is full of concepts and jargon which may be difficult to absorb with words having new meanings i.e.; 'icons', 'windows', 'taskbar', 'wiki', 'blog'. The article also covers another area that is a realization with adult learners which is age, since this is a contributing factor that leaves some with declining abilities, and the complexity of tasks increases the decline, while aging increases.

This article ( @http://www.eeraonline.org/journal/files/v20/JRE_v20n2_Article_1_Wang_and_Burton.pdf ) introduces a computer game-based learning (CGBL) for older adults. This article discusses the contradiction between the benefits and appropriateness for older adults to use computers and the Internet, and the difficulties for older adults to learn to use them. By combining the use of multiplayers online with role-playing games to solve this contradiction. One example used is the Chinese game, Mai-fang-zi, which illustrates the possibilities of engagement and motivates older adults to learn computer skills, as well as to extend their social network.

Performance Gap Analysis
The course would be designed for both the designer and the learner for the purpose of performance improvement initiatives in connecting a learner’s needs to determine their knowledge and skill level of computer systems and programs. The developed program would tailor an approach to reach the goal of current online knowledge and the desired knowledge that meet the basic technical educational needs of the students. It will can serve as the foundation for all future technical training courses. Even as a training module, it would give basic instruction and procedures for learners to utilize and upgrade their computer skills. The approach would be to match up the learner’s competence in bringing learning technologies to match the desired learning outcomes. The initial module would be designed in a simple streamline process that would teach the user the most basic operating procedures and would allow the training facilitator to quickly judge user’s skills sets. This module would allow the training facilitator the option to modify and improve the training module enhancing and refocus the end user training / computer skill set. The facilitator wills the ability to reintroduce the module after minor or major updates to basic programs and new technology.

**Contextual Analysis[[image:andagogy.jpg width="182" height="209" align="left"]]**
As the course designed to teach effective skills and techniques to non-tech savvy adults, the learner audience is highly specific. The course will be designed for adult learners who lack experience in technology yet desire or are required to attend an online educational program. Because of the audience, the design needs to be highly applicable to every day technological procedures with clear accountability guidelines to promote motivation and transfer of the material. With an online teaching environment, the instructional context becomes more graphic design oriented in nature. For adult learners, clear contrast between the background and text, larger sized, unembellished text that is left justified will benefit older learners who may or may not have physical difficulties with vision. Additionally, avoiding flashing graphics or animation except when appropriate to clarify a point, will streamline the process to adhere with the goal oriented nature of adult learners. Additionally, clear navigation is necessary to allow the designer to refer back to information throughout the course.

Because of the outside responsibilities of adult learners, it is imperative to create instruction that is concise and well organized. The instructional objectives and strategies should demonstrate a clear connection to the learner’s current work, beginning with basic skill development and moving to more advanced technological concepts. Because of the rapid growth of online instruction for adults in both higher education and e-learning environments, the skills and procedures developed in this instruction, must be directly applicable to a wide variety of environments. Additionally, the opportunity and encouragement to transfer this knowledge to practical applications will help solidify this audience’s motivation to embrace the study of techniques in this area.

**Unit Goals**
Given a sample online lesson, learners will demonstrate skills for navigating an online lesson.
 * Demonstration of skill mastery through built in performance assessments.
 * Demonstration of content understanding through built in formal assessments.
 * Demonstrated appreciation for technology as a tool for learning through expressed survey answers.

** Topic Analysi **** s **
Most adult learners need to adapt to the new online learning environment that is very prevalent in many companies and organizations. In order for people to be successful at this learning environment, there must be something that must be taught to the adult that is not computer literate. First, we must identify the topics that must be discussed to make them successful. a) In order to be successful in this type of learning community the learner must understand why they are required to learn the information trying to be presented. b) They must understand why the organization is presenting the information in this format. a) A blog is something that is used to relay information that a person has researched on a topic and can be use to give a personal thought on information. b) A discussion board is where you exchange ideas between groups of individuals. c) In order to post to blogs or discussion boards you must have a clear reason to post and clearly identify your thoughts so that others can comment on your response. a) Electronic books also known as e-books are visual text that can be presented in many forms such as on the internet, online or special disk. b) Online text is information offered through the World Wide Web and readily accessible. a) Allow you to research information on any topic and broaden the learning environment. b) In order for you to use successfully you must first identify the topic that you are going to research. c) Boolean operators can be used to help narrow down the subject that you are looking for. d) When searching be very exact so that the information that is returned is accurate and very specific. a) Before in education you may have worked with a class across the hall in order to get ideas. b) In today’s society there are no walls in the classroom so you can effectively work with people in another country. c) When using this type of environment you must be clear on how you express the information that you are providing because you may be working with people from all over the world.
 * ** What are the benefits of online learning modules? (Concepts) **
 * ** What is a blog and discussion board? (Procedures) **
 * ** Electronic Books and online text (Facts) **
 * ** Internet Search Engines (Principles) **
 * ** Websites that offer collaborative activities (Interpersonal Skills an Attitudes) **

** Procedural Analysis **
A procedural analysis is used to break down the mental and/or physical steps that the learner must go through in order for the task to be successfully achieved. Procedures are to be strictly defined so that each step is clear and easy to follow for the learner, which is unlike something perceived such as a concept, or a principle that could be a standard. Procedures can also be complex, with many decision points that the learner must make and take into account along the instructional design process.

**Instructional Objectives[[image:objectives.jpg width="200" height="163" align="right"]] **
Following are instructional objectives used to recognize essential information to solve the performance problem which have been derived after a review of the task analysis prior.

a) Articulation b) Performs a coordinated activity in an efficient and coordinated manner. c) After a brief discussion of a software program process, you allow the learner to practice using the software and ask questions.
 * What does the learner do //(//****//psychomotor domain that encompasses those skills requiring the use and coordination of skeletal muscles, as in the physical activities of performing, manipulating, and constructing)?//**
 * The learner demonstrates the best practices for non-tech savvy adults.

a) Knowledge b) Comprehension c) Application d) A nalysis e) Synthesis f) Evaluation
 * What does the learner need to know to do (complete) this step (****//cognitive domain that is the intellectual aspect of learning)?//**
 * Ability to create tailored instruction given a case study.

a) R eceiving b) Responding c) Valuing d) Organizing e) Characterizing by a value complex
 * What cues inform the learner that there is a problem, the step is done, or a different step is needed ( ****//affective domain that involves objectives concerning attitudes, appreciation, values, and emotions such as enjoying, conserving, and respecting; form a continuum for attitudinal behavior, from simple awareness and acceptance to internalization, as attitudes become part of an individual’s practicing value system.//**** )? **
 * Demonstrates appreciation for challenges of learning for non tech savvy adults.

Some subject-matter experts (SME’s) are able to verbalize the direction an instruction should take early after the task analysis, others may take some time in the design process of instructional objectives (Morrison, Ross, Kalman, & Kemp, 2011). Flexibility is the key to writing instructional objectives as they begin with a broad definition that later gets modified and becomes refined as the design progresses.
 * The final question to ask with regard to instructional objectives is, has the need for instruction been satisfied? **


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Bartlett, A. & Sherry, A. (2004). Non-technology-savvy preservice teachers' perceptions of electronic teaching portfolios. //Contemporary Issues in Technology and Teacher Education // [Online serial], //4 //(2). Available from:[] Cordes, S. (2009). Adult Learners: How IT can support “New” students. Retrieved January 18, 2012 from [] Instructional Design Knowledge Base (IDKB) 2012. Instructional Technology Program – Graduate School of Education – George Mason University Retrieved January 2012 from [] Morrison, G.R., Ross, S.M., Kalman, H. K., & Kemp, J.E., 2011. Designing Effective Instruction, 6th Ed. Hoboken, NJ: John Wiley & Sons, Inc. National Centre for Education Statistics. (2007). Participation in Adult Education (Indicator 10-2007). Retrieved January 18, 2012 from []
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