Learner+analysis+&+Performance+gap+analysis+(D1)

//Learner analysis & Performance gap analysis (D1) //

 * //Learner Analysis:// **

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. The article I found 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 in identifying key factors of computer skills and how presentations are composed iwith 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, and surround themselves with a social and environment and take part in social activities and friendship. 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 with the complexity of tasks, increases the decline while aging increases.

@http://www.ics.heacademy.ac.uk/italics/vol5iss4/geddes.pdf

This article 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, that illustrates the possibilities of engagement and motivating older adults to learn computer skills, as well as to extend their social network.

@http://www.eeraonline.org/journal/files/v20/JRE_v20n2_Article_1_Wang_and_Burton.pdf


 * //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, and 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. 