Learning Strategies and Material for Computer-Based Training Selection - Assignment Example

Running Head: LEARNER ANALYSIS AND W/CBT SELECTION Learner Analysis and Web/Computer-Based Training Selection Learner and Context Analysis Various factors have to be considered in conducting Learner Analysis. For the instructional problem of learning English as a second language, learners have to be analyzed to determine who the learners are and the environment where learning will take place. The results of the analysis are inputs to the design of learning strategies and materials that can be customized to the intended audience (Nicholson, 2004). Dick et al (2005) list several factors that have to be considered as learner and context analysis is conducted. For the instructional problem, the factors are considered in learner and context analysis, and considers guidelines provided in the Reference Guide for Instructional Design and Development (IEEE, 2002). Entry behaviors are analyzed to determine whether learners have mastered entry behaviors prior to instruction. For the English as a Second Language (ESL) course, entry requirements include: age of between 13 to 25 years old, at least high school level and has attended English instruction as part of the formal education process. Information on cultural background and current occupation will also be checked. Analysis of prior knowledge, and educational and ability levels involves investigation of the range and nature of prior knowledge, education and abilities related to the training topic and learning in general. For the ESL course this involves a pre-test of listening, speaking, reading and writing skills in English to help determine the range and nature of prior knowledge. It also involves a form of IQ test to determine learning abilities. Information on attendance in similar ESL courses will also be checked. Attitudes towards content and delivery system, and general learning preferences will also be analyzed. The ESL course is intended to be delivered as web/computer-based training. The content includes instruction and activities to develop literacy skills and help participants adjust to their new cultural environment, whether as high school or college students or young working individuals. Analysis of academic motivation defines what content is relevant to the learner. The ESL course aims to develop the ability to use English for daily needs, develop basic conversation skills and vocabulary, and use simple sentence patterns. Course activities for developing fluency and accuracy in oral communication, using English in socially appropriate ways and developing appreciation for information from media sources, increasing reading comprehension, developing vocabulary and research skills, and developing accuracy in written information through simple compositions and accomplishing forms are all aimed at making the participants feel confident and satisfied with the course, thereby making them attentive to learn. To check participants' attitudes towards the training organization, part of learner analysis will include questions about how they have come to learn about the training and the reason for wanting to participate in the training. Although there is a certain degree of heterogeneity to the target group for training due to the age range targeted, there is also homogeneity in that they are all deemed to be young adults, either of high school/college age or young workers/professionals. Web/Computer-Based Training Worksheet Visual Link Spanish (http://www.learnspanishtoday.com) DEMO COURSE: Sentence Building - Basic Needs Mindleaders (http://www.mindleaders.com ) DEMO COURSE: Excel 2007 What did you like about the courses I tried the demo course "Sentence Building - Basic Needs" from Visual Link Spanish and the demo course "Excel 2007" from Mindleaders. For a U.S. English-speaking beginner learning Spanish, the demo course from Visual Link was quite impressive. The animated lesson was visually entertaining and very easy to follow. Humorous moving graphics were used which helped me to be attentive to the entire demo which lasted almost 13 minutes. On my DSL connection, the audio was very clear both for the English and Spanish instructors and were completely in synch with the visuals. The English instructor also gave pronunciation tips while the lesson on sentence building was going on. As the module title was "Basic Needs", the lesson centered on sentence construction for "I want to go", "I need to go" and the converse "I don't". The choice of places to go to seemed to me also excellent as they were everyday places that one may want or need to go to. Immediately, a vocabulary of almost 20 Spanish words was built with the first 13 minutes of the lesson. After the audio demonstration, there was a quiz wherein the English instructor would say the sentence in English and the student would have to say the same thing in Spanish. By clicking the "check" button, the student would know if he has done correctly. I am already familiar with an earlier version of Excel. The demo course for Excel 2007 was quite informative to me because it showed me the new features that have been introduced for that version which simplifies work using spreadsheets. However, the demo course seemed to have been designed for first time Excel users, so it was quite boring. I would imagine though that it would be a very good course for first timers. The audio was very clear, the examples were also very well presented. What did these demonstration classes have in common How did they differ Both demo courses started with a description of the course about to be presented and the objectives set for the student undergoing the course. Both demo courses also had a quiz at the end of the course which allowed the student to check the level of learning that has been attained. The demo course for Excel 2007 had a pre-test which the Spanish course did not have. I like the feature of the pre-test for Excel 2007 because it allows the student to check if the course needs to be taken or not, or to establish a benchmark for the post-test, whether skills have improved or not. What assumptions are being made regarding the learner's motivation and entry-level skills and the need for feedback For both demo courses, no assumptions were explicitly defined regarding the learner's motivation or required entry-level skills. It could be gleaned though that both demo courses assumed computer literacy on the part of the learner in order to be able to go through the course. Both courses assumed that the learner knows how to use a computer, a mouse, a keyboard, what it means to double-click and other related computer literacy stuff. As earlier mentioned, both courses assumed that the learner is of "beginner" level. If appropriate, what strategies were used to address ill-structured learning objectives The Spanish course did not have a built in strategy for addressing ill-structured learning objectives. The Excel 2007 course had. First, there is the pre-test. One may think that from looking at the course objectives presented, that there is nothing new to learn from the course, especially for somebody like myself who is already familiar with Excel. But after taking the pre-test, I discovered that I have some problems with Excel terminologies and do not readily understand instructions. Moreover, since the layout of the Excel I was familiar with was different from that of Excel 2007, I realized that I had to go through the course if I wanted to work with the newer version. The other strategy used by the CBT is a comment button which allows the learner to express a comment about a particular test question, whether the question was clear and readily understandable or not. I believe this strategy which allows the learner to give feedback regarding the course will provide valuable input to the developer for improving the CBT. Learner Analysis and W/CBT Selection Report This section defines in detail, various aspects of the instructional problem: Learning English as a Second Language based on the instructional design methodologies presented by Driscoll (2002). Instructional Goal Upon completion of the course, participants in the "Learning English as a Second Language Course" shall be able: To gain basic English literacy skills which will help them adjust to their new cultural environment To use oral and written English for daily needs To use basic English conversation skills and vocabulary To construct and use simple English sentence patterns To use English in socially appropriate ways with fluency and accuracy To appreciate information from media sources To comprehend English readings, develop vocabulary and research skills To accurately write information in English through simple compositions and accomplishing forms Audience The "Learning English as a Second Language" course is intended for young adult participants between 13-25 years old, at least high school level, has attended English courses as part of formal education in a non-English speaking country, has basic computer literacy, and has at least a low-average score in an IQ test. Environment The Learning English as a Second language course is delivered as a web-based training course and requires internet access to the training organization's website. It is delivered to the learner's desk and may be taken at the learner's own pace and time. Physicality Due to the nature of the course which promotes development of learning and speaking skills, the web-based training requires audio capabilities on the learner's computer and internet access. Lessons are directed to the individual learner, and therefore may require the use of headsets if the learning environment is not private to the individual. The course does not require acoustics nor interaction with instructor and other learners. Social Interaction The course would be ideally taken in a focused manner for each 15-minute segment. Therefore, social interactions within the said segment is not advisable (i.e., telephone calls, human interactions, etc.) but are tolerable. Infrastructure Computer system requirements for web-based training need to be defined to preclude any possible disappointments form users of a web-delivered training (Wikipedia, 2008). This web-based training course requires at least the following: Operating System: Windows XP, Windows 2000, Windows ME or Windows 98 Processor Pentium IV - 1 GHz or higher Pentium III - 733 MHz Memory (RAM) 512 MB or higher 256 MB Internet Connection Broadband connection (Cable, T1, or DSL) 56k dial-up connection Web Browser Microsoft Internet Explorer 6 or higher Microsoft Internet Explorer 5.5 Flash Player Macromedia's Flash Player 6 or higher Sound Card Speakers or headphones are required Display SVGA Monitor, 1024 x 768 resolution SVGA Monitor, 800 x 600 resolution It must be noted that each workstation accessing the ESL course must meet the minimum system requirements. Before using the ESL course, it is recommended that the latest version of Flash Player from Adobe's website, be installed. Flash plug-in is required. Bandwidth of at least 256 kb is recommended and firewalls must be configured to allow access. Reference List Dick, W., Carey, L., & Carey, J. (2005). The systematic design of instruction (6th ed.). Boston, MA: Pearson, Allyn, and Bacon. Driscoll, M. (2002). Web-based training: designing e-learning experiences (2nd ed.). San Francisco: Jossey Bass/Pfeiffer. Institute of Electrical and Electronics Engineers (IEEE). (2002). Reference guide for instructional design and development. IEEE Online Web site. Retrieved 15 September 2008 from http://www.ieee.org/organizations/eab/tutorials/refguide/mms01.htm Mindleaders. (2008). Excel 2007. Retrieved 22 September 2008 from http://www.mindleaders.com/demos/demoform2.asp Nicholson, M.J. (2004). Learner analysis. Instructional design, a systematic approach. Retrieved 15 September 2008 from http://iit.bloomu.edu/Id/LearnersContext/LearnerAnalysis.htm Visual Link Spanish. (2007). Sentence building. Basic needs. Retrieved 15 September 2008 from http://www.learnspanishtoday.com/ms_vls/index.html Wikipedia. (2008). Computer-based training. Retrieved 15 September 2008 from http://en.wikipedia.org/wiki/Computer-based_training#Computer-based_training Read More