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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:

Very well done! I've tried to give you some specific advice below.

 

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:

The EDIT 2000 course (Introduction to Computers for Teachers)

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 EDIT 2000 course is offered within the Department of Instructional Technology in the College of Education at the University of Georgia, which is part of the University System of Georgia comprising 34 institutions of higher learning. Within the EDIT 2000 course there is a split computer lab (Mac & PC)accommodating 20 students and one instructor, specific software tools (e.g., Appleworks, Dreamweaver, Photoshop), one instructor, and participants who are undergraduate Education majors.

The instructor's feedback to step 1:

Right on target. (Fortunately, your context closely matches that of the example!)

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 the EDIT 2000 class are unacquainted with video editing programs.

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:

Although the official course objectives include general statements about learning technology, nothing specific is required regarding digitized video. However, I believe I can make a case for including this set of skills in the curriculum of the course. This is as much an opportunity as a problem. I have observed teachers using this technology as a powerful teaching tool.

The instructor's feedback to step 2:

OK, but this doesn't indicate any problem to me. A hypothetical example would be that lots of students come to class asking about when video is going to be covered, or teachers you know indicating how important video has become in their classrooms. Another hypothetical example would be informal conversations with Gretchen that video is being valued by K-12 administrators.

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 existing EDIT 2000 course, as taught by others in the department, does not have a digital video unit built in to the course.

The instructor's feedback to step 3:

OK. But I would write it like this: "The existing EDIT 2000 course, as taught by others in the department, does not adequately prepare students to use digital video."

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 participants in the course. Conduct pretest of participants to verify existing skill levels. Interview practicing teachers. Interview Department of Instructional Technology faculty.

Your final response:

Participant opinions about the relative importance of these skills. Indications of existing skill levels of participants. Practicing teacher opinions and observations about using computer video production as a teaching tool. Faculty opinions and observations about using computer video production as a teaching tool.

Your final response:

Participants are fascinated enough about the possibilities of working with video that they are not questioning the need to learn these skills. Most participants (85%) have never worked with digitized video. Those students who have some experience describe it as limited experience. All skills associated with basic video production are needed. Most practicing teachers do not use this technology as a teaching tool. However, among those teachers who have the necessary equipment available to them, about 50% have engaged their students in video production projects. Faculty interviewed supported the idea of video production as a "cognitive tool" teachers should become acquainted with.

*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:

Good! I recommend characterizing the needs according to the types discussed in class (e.g. normative, comparative, felt, expressed).

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

Prioritized needs

Reasons/evidence for priority

Your final response:

Participants need to know how to plan an authentic learning activity using video production as the "cognitive tool" for their students. Participants need to know how to produce a finished video product using original footage shot with a digital video camera. Participants need to produce a finished video product using footage imported from other sources.

Your final response:

Teachers need to acquire a concept for using this tool in teaching before they acquire the technical skills. Because of the simplicity of it, as well as possible copyright concerns, teachers will more likely have their students shoot and use original footage than import existing footage. Even though original footage is more likely, eventually teachers will have the need arise to import footage from existing videotapes.

The instructor's feedback to step 5:

These are very good. Note, though, that you should have stated these needs in step 4. This step is simple reordering the needs according to their relative importance/priority.

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 existing EDIT 2000 course, as taught by others in the department, does not have a digital video unit built in to the course.

The instructor's feedback to step 6:

I agree that there is no reason to change the problem statement based on your needs assessment, but again, I would state it like this: "The existing EDIT 2000 course, as taught by others in the department, does not adequately prepare studnets to use digital video."

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:

Students will learn how to plan an authentic learning activity using video production as the "cognitive tool" for their students. Students will learn how to produce a finished video product using original footage shot with a digital video camera. Students will learn how to to produce a finished video product using footage imported from other sources.

 

Your final response:

[same as # 5 above] Teachers need to acquire a concept for using this tool in teaching before they acquire the technical skills. Because of the simplicity of it, as well as possible copyright concerns, teachers will more likely have their students shoot and use original footage than import existing footage. Even though original footage is more likely, eventually teachers will have the need arise to import footage from existing videotapes.

The instructor's feedback to step 7:

Excellent! (These are still written in a 'fuzzy' way -- i.e. 'learn' -- but that's OK for now. These goals will get clarified as you proceed with the process.)