EvalWEB Instructional Design
Learner and Context Analysis
Learner Analysis
| Category | Data Source | Characteristic | Implication |
|---|---|---|---|
| Entry Behaviors / Prior Knowledge | prior teaching / observation | students can start up and shut down computers, use the GUI, run programs, open, save, and print files. | these skills, though necessary, will not have to be taught as part of this instruction |
| prior instruction / assessment / observation | students can use a world wide web browser to find and access web pages. | it can be assumed for this instruction that the students have mastered these skills. | |
| observation | many students cannot reliably determine the source of information they obtain online | the instruction will have to provide content on determining the source of online information | |
| Attitudes | conversations with students / class discussions | few students are indifferent about computers; most feel strongly about them, positive or negative | the teacher must emphasize the usefulness of the world wide web, and promote it as a potential research tool, while not discrediting traditional resources. |
| class discussions | most students view the internet as a medium primarily for social interaction | the teacher must focus on the academic, research uses of the web | |
| Motivation | observation | most students are highly motivated to use technology | extraordinary incentives are not necessary for these students; for the others, the use of entertaining web site examples may increase their interest in the instruction |
| Education / Ability | observation / student Individual Education Plans (IEPs) | students have a wide range of academic reading and critical thinking ability | the teacher must provide a way for all students to receive valuable instruction, while providing ways for all students to succeed. |
| student internet acceptable use policy forms | a few students do not have parental permission to use the internet in school | an alternative to the instruction must be made available to these students | |
| Learning Preferences | discussion with students / observation | students are hands-on learners, who achieve better by doing things instead of reading or hearing about them. | use hands-on, interactive computer instruction which provides feedback for the students |
| prior teaching experience, observation, student IEPs | some students need (and most students benefit from) multiple instructional sources, such as instructions given verbally, in writing, and written on the board | the teacher must provide instruction in more than one format | |
| Attitudes Toward School | conversations with students, teachers, and parents / observation | most students take school very seriously, grades are important | grades should provide sufficient motivation for the activity |
Context Analysis
| Category | Data Source | Characteristic | Implication |
|---|---|---|---|
| Performance | |||
| Support | conversations with students / observation | all students have internet access in all classrooms at school, in the school media center, and at the public library; many have access at home | the use of the world wide web as a resource for finding reliable information is a relevant one for these students |
| Social Aspects | observation / conversations with students | internet use is popular among students | the teacher need not encourage students to use the internet |
| observation / conversations with students and teachers | students believe school is important | the rationale of learning this skill to enable the students to do better academic work is one which can be effectively used | |
| Relevance | observation / class discussions / conversations with students | students use the internet outside computer class | evaluation of web resources is a valid skill students should possess |
| Learning | |||
| Simulate Workplace? | conversations with students | students use computers with different operating systems and web browsers | instruction must focus on concepts and skills, not the particular idiosyncrasies of a particular system |
| Adapt to Delivery Approaches | observation | computers with internet access for each student are available in the classroom | instruction can be provided which uses the world wide web, and students can all participate at the same time |
| observation | tables and chairs are available in the room | instruction can be provided in a traditional, pencil and paper format, without the computers being a distraction to students | |
| observation | classroom is small for the amount of equipment, furniture, and students | since students sit in close proximity to one another when not using computers, evaluations which are objective in nature should not be used unless they are computer-administered, because it is too easy for the students to cheat |
Return to the EvalWEB Instructional Design.
The finished project is located at http://www.hudson.edu/hms/comp/evalweb.