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Instructional Design Activity: Needs Analysis

 

Overall Instructor Rating: Satisfactory

Ratings explanation:

  • Exemplary - A model answer in almost every way (this is given out very rarely).
  • Satisfactory - Very well done; you've met the expectations of the assignment. There are some minor problems, so read my feedback well.
  • Marginal Pass - You pass, but there are lots of issues to consider. Read my feedback very carefully and be sure you understand the points/issues I raise.
  • Not satisfactory, redo and resubmit - The assignment was not completed appropriately. I am concerned that you do not understand the process well enough yet. To get credit for the assignment, you need to redo it, most probably on another topic. Read and consider my feedback very carefully before redoing.

Instructor's Overall Feedback:

Hi Kyle, your work is very good! You really seem to understand the goals, purpose, and outcome of needs assessment. Your description of the needs was correctly written as performance gaps. Your problem statement was well written and correctly used the context (system of interest) as the subject of the statement, thereby appropriately identifying the organization or group responsible for solving the problem. Your explanation for the reason of the order of priority of the needs is somewhat simplistic, but it is plausible. A typo: “to small” should be “too small” in your 5a. Your instructional goals are somewhat vague. I agree, though, that your first instructional goal is the most important and it is also the clearest of the three. I didn't understand goal 3.

 

1. Preliminary: Describe the context within which this potential instructional problem takes place. This will pinpoint where the problem is located. If instruction is deemed necessary, this will be the place where it will be designed and implemented.

a. List the context, also known as the "system of interest".

Your final response:

Senior Citizen Recreation Center Board Game Club

b. Describe or show how the context relates to the bigger environment. Show how this context relates to other levels of the system within which it works.

Your final response:

The board game class is offered within the community recreation center of Peachtree City, Georgia, which is run by the Peachtree City local government. Within the center there are meeting rooms for socializing and gaming (tables, chairs, games, televisions). However, there is only one computer available, volunteer instructors, and participants interested in learning and playing new boardgames for an increase in quality of life.

The instructor's feedback to step 1:

No specific feedback given on this step.

2. Symptoms of a problem. Write a brief description of some symptoms that make you stop and wonder if something is wrong.

Your final response:

Participants in board game class are unable to understand newer boardgames with unusual, or unique design structures. They express the desire to play the games, but are often unable to read the directions (small print) or find partners to play their desired game with. They also are frustrated by the tiresome playing of the same boardgames over and over again. That is to say, they enjoy playing board games but would like to find new and variegated board games to play.

Using the evidence cited above, describe why you believe that these symptoms signal a problem. Keeping these questions in mind, describe the reasons for identifying these symptoms as problematic.

Your final response:

The inability to find new board games to play indicates a lack of research skills. The inability to read the small print of board game rules indicates a need for better board game instructional materials. The inability to find board game partners for certain games indicates a lack of communication skills within the board game class.

The instructor's feedback to step 2:

No specific feedback given on this step.

3. Preliminary Problem Statement. Based on 1 and 2, write a preliminary draft problem statement. Your context should be the subject of the statement. This is just the initial pass -- the statement will be revised in subsequent steps.

Your final response:

The Peachtree City recreation center board game class is failing to provide appropriate instructional materials, communication skills, and research skills to participants in board game class.

The instructor's feedback to step 3:

No specific feedback given on this step.

4. Verify the problem and determine specific needs. Two things will now happen concurrently. First, you need a systematic procedure to identify and collect data in order to verify that a problem exists. Second, you must identify information that the data sources may help uncover.

 

Data sources (who, what)

Information gathered

What did you find? (Needs)*

Example: Interview participants in course; administer class survey; administer test of understanding.

Example: Participant opinions on IDAs and course; Participant score on test.

Example: Participants believe there is too much jargon (felt need); Participants don't understand ID vocabulary as compared to other classes (comparative need); Participants don't score above national average (comparative need); Participants don't/couldn't see the relation between their work and the ID process)

Your final response:

Interview old and new participants of the board game class. Administer a searching test to see if participants are able to research and locate boardgames they are interested in playing. Administer a reading test to participants to see if they are able to easily read board game instructions.

Your final response:

Participants gave their opinion on the board game course. Participants take a test to locate new board games they might be interested in playing. Participants attempt to read lengthy board game instructions.

Your final response:

Participants are unable to read lengthy instructional materials because the print is to small. Participants were unable to locate appropriate resources in order to gather information about boardgames and locate boardgames they might like to play. Participants complained they were unable to locate fellow players in order to play certain games.

*Note: You are not required to gather data; you can draw on your experience or imagination to list the data you might gather.

The instructor's feedback to step 4:

No specific feedback given on this step.

5. Prioritize your list of needs.Which are most important? Why are they most important?

Prioritized needs

Reasons/evidence for priority

Your final response:

1. Participants are unable to read lengthy instructional materials because the print is to small. 2. Participants were unable to locate appropriate resources in order to gather information about boardgames and locate boardgames they might like to play. 3. Participants complained they were unable to locate fellow players in order to play certain games.

Your final response:

1. This is due to the inadequate board game instructional materials. 2. This is due to the lack of instruction for participants to research new boardgames. 3. This is due to the lack of a matching system to pair people in board game groups based on similar interests.

The instructor's feedback to step 5:

No specific feedback given on this step.

6. Rewrite your problem statement. Take a moment to look carefully at the initial problem statement that you wrote. Revisit your prioritized needs and check if your problem statement is still accurate and appropriate.

Rewrite the problem statement here:

Your final response:

The Peachtree City recreational center board game class is not providing adequate instructional materials for participants, adequate research skills to participants, and an adequate system for matching players.

The instructor's feedback to step 6:

No specific feedback given on this step.

7. Identify the instructional goals. The last step in Needs Assessment is to list a few goals of instruction. Remember, not all goals can be solved through instruction. The instructional goals you identify will be the starting information for the next steps in the instructional design process. List the instructional goals in order of priority.

 

Instructional goals by priority

Reasons for importance

Your final response:

1. Board game class participants will be able to use board game instructions that match their needs. 2. They will also use internet resources to research new board games. 3. Finally, they will use a new system for matching players based on board game interests.

 

Your final response:

Goal one is most important because it inhibits the ability for participants to play board games, the very reason the class meets in the first place. Goal 2 is important because participants want to play new board games.

The instructor's feedback to step 7:

No specific feedback given on this step.