Difference between revisions of "Module 1 Needs Assessment of the Student"

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Return to: [[ETAP_623_Spring_2014]] | [[Donna Kiesel portfolio]] |[[Designing an Online Course]] | [[Module One Needs Assessment of the Student]]
 
Return to: [[ETAP_623_Spring_2014]] | [[Donna Kiesel portfolio]] |[[Designing an Online Course]] | [[Module One Needs Assessment of the Student]]
  
Module One: Needs Assessment
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Think about inviting a group of people over for dinner. If you were to just decide what to cook for them without making sure that not one of them has an allergy to what you are cooking, or whether one of them is just recovered from illness, then your dinner party will have problems with last minute arrangements and could produce smells or dishes that are offensive to the recently ill person or the one with the allergies. This would be highly inconsiderate. Many courses, training programs, and even public health projects fail because the target audience, the students, or the trainees  were not profiled for their actual particular needs.  The planning would then be missing the criteria for designing learning objectives in a manner that promotes students control of their learning.
  
This course focuses on the development of a more complex type of online course.  For content we consider creating a series of learning Modules with a few objectives per lesson. Examples of professional training are well-suited for complimentary online course access and also solely online courses.  However, the lessons will not be so wordy so that you have more room to contemplate the application of this wiki-course to suit your needs. And as you study this webpage, consider more questions which could ask to get a complete understanding of your students in relation to the course they will be taking.
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As you study this webpage, consider more questions, which you could ask to get a complete understanding of your students in relation to the course they will be taking.
  
Course: What subject is being taught and what does it require to master it?
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=== Course: What subject is being taught and what does it require to master it? ===
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:Here in reference to Needs Assessment an instructor needs to see the gap between what the courses requires and what the student is capable of learning.
  
We answered question to some extent during the course introduction. Here in reference to     Needs Assessment an instructor needs to see the gap between what the courses requires and        what the student is capable of learning.
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=== Teacher: What do teachers need to know about how the students can master the subject? ===
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:Different ages, profession, cultures all have an effect on how we learn. So when analyzing the students profiles, it is good to get a clear idea about character, gender, age and as some open-          ended questions to get an idea about their individual concerns about starting the course.
  
Teacher: What do teachers need to know about how the students can master the subject?
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=== Student: What kinds of learner abilities are required? ===
  
Different ages, profession, cultures all have an effect on how we learn. So when analyzing the students profiles, it is good to get a clear idea about character, gender, age and as some open-          ended questions to get an idea about their individual concerns about starting the course.
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:Particular physical capabilities
  
Student: What kinds of learner abilities are required?
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:Require a certain level of intelligence to analyze information or to philosophize
  
Introduction to Needs Assessment
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:Require prior knowledge and work experience
  
Think about inviting a group of people over for dinner. If you were to just decide what to cook for them without making sure that not one of them has an allergy to what you are cooking, or whether one of them is just recovered from illness, then your dinner party will have problems with last minute arrangements and could produce smells that are offensive to the recently ill person or the one with the allergies. This would be highly inconsiderate. Many courses, training programs, and even public health projects fail because the target audience, the students, or the trainees who were not profiled for their actual particular needs.  The planning would then be missing the criteria for designing learning objectives in a manner that promotes students control of their learning.
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:Motivation to communicate and collaborate or join physical activities
  
Your course may require:
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=== Who are the students? ===
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:Your attempt to get a profile can help you identify learning preferences of your students as you consider the way that they share information with you.
  
Particular physical capabilities
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:Step 1: Define: Age, sex, matrimony, parents,
  
Require a certain level of intelligence to analyze information or to philosophize
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:Step 2: Describe the type of work / profession they do?
  
Require prior knowledge and work experience
 
 
Motivation to communicate and collaborate or join physical activities
 
 
How will the characteristics of the students, impact your instructional design?
 
 
Your attempt to get a profile can help you identify learning preferences of your students as you consider the types of professions they do or the way that they share information with you.
 
 
Who are the students? For example, a Course in Homeopathy:
 
 
Doctors, Nurses, Acupuncturists, Chiropractors, Message Therapists, Psychology              Therapists, Social Workers, and        Others from medical and Health Education professiona
 
 
What characteristics of students influence lesson activities?
 
 
Step 1:          Define: Age, sex, matrimony, parents,
 
 
Step 2:          Describe the type of work / profession they do?
 
 
Example: Typical Configuration for a Course in Homeopathy
 
  
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=== What characteristics of students influence lesson activities? ===
 
Age can affect technical adeptness:  Age 35-50 - / / male and female students Men and women sometimes need different activities or different questions: usually more women than men in these courses
 
Age can affect technical adeptness:  Age 35-50 - / / male and female students Men and women sometimes need different activities or different questions: usually more women than men in these courses
  
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Step 2. Describe students who must meet those pre-requisites.
 
Step 2. Describe students who must meet those pre-requisites.
  
What kind of Pre-requisite courses or training is required of the students in Homeopathy Courses?
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=== What kind of Pre-requisite courses or training is required of the students in Homeopathy Courses? ===
 
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:All are required to have previous courses: Anatomy, Physiology, Pathology, and Psychology, for the most basic levels of courses.  In addition, zoology, botany, and mineral sciences are required by the second year of study. Many medical professionals do not have formal psychology courses.
All are required to have previous courses: Anatomy, Physiology, Pathology, and Psychology, for the most basic levels of courses.  In addition, zoology, botany, and mineral sciences are required by the second year of study. Many medical professionals do not have formal psychology courses.
 
  
 
A great website video lecture on design of needs assessment can be found at:
 
A great website video lecture on design of needs assessment can be found at:

Revision as of 17:31, 5 May 2014

Return to: ETAP_623_Spring_2014 | Donna Kiesel portfolio |Designing an Online Course | Module One Needs Assessment of the Student

Think about inviting a group of people over for dinner. If you were to just decide what to cook for them without making sure that not one of them has an allergy to what you are cooking, or whether one of them is just recovered from illness, then your dinner party will have problems with last minute arrangements and could produce smells or dishes that are offensive to the recently ill person or the one with the allergies. This would be highly inconsiderate. Many courses, training programs, and even public health projects fail because the target audience, the students, or the trainees were not profiled for their actual particular needs. The planning would then be missing the criteria for designing learning objectives in a manner that promotes students control of their learning.

As you study this webpage, consider more questions, which you could ask to get a complete understanding of your students in relation to the course they will be taking.

Course: What subject is being taught and what does it require to master it?

Here in reference to Needs Assessment an instructor needs to see the gap between what the courses requires and what the student is capable of learning.

Teacher: What do teachers need to know about how the students can master the subject?

Different ages, profession, cultures all have an effect on how we learn. So when analyzing the students profiles, it is good to get a clear idea about character, gender, age and as some open- ended questions to get an idea about their individual concerns about starting the course.

Student: What kinds of learner abilities are required?

Particular physical capabilities
Require a certain level of intelligence to analyze information or to philosophize
Require prior knowledge and work experience
Motivation to communicate and collaborate or join physical activities

Who are the students?

Your attempt to get a profile can help you identify learning preferences of your students as you consider the way that they share information with you.
Step 1: Define: Age, sex, matrimony, parents,
Step 2: Describe the type of work / profession they do?


What characteristics of students influence lesson activities?

Age can affect technical adeptness: Age 35-50 - / / male and female students Men and women sometimes need different activities or different questions: usually more women than men in these courses

Student body is often a mix of married, unmarried, divorced, and parents

Some students are doing research, running a clinic, or have a private office

What is the Educational Level of your course? In reference to that, who should be your students?

For example, a Course in Homeopathy:

Average education is often equivalent to Master or Doctorate level depending on actual education and experience. Some students have only a Bachelor’s Degree and work experience

What are the Pre-requisites for the Course?

Step 1. List the Pre-requisites for your course.

Step 2. Describe students who must meet those pre-requisites.

What kind of Pre-requisite courses or training is required of the students in Homeopathy Courses?

All are required to have previous courses: Anatomy, Physiology, Pathology, and Psychology, for the most basic levels of courses. In addition, zoology, botany, and mineral sciences are required by the second year of study. Many medical professionals do not have formal psychology courses.

A great website video lecture on design of needs assessment can be found at:

http://www.healthinformaticsforum.com/page/evaluation-learner-assessment-in-instructional-design?xg_source=activity

With Each Module their will be:

Readings

Book: Shambaugh, R., Magliaro, S. Mastering The Possibilities, A Process Approach to Instructional design

Videos

This is a brief introduction to David M. Merrill PhD thoughts about instructional design, which gives us much to think about in our fast media-driven world..

http://www.youtube.com/watch?v=i_TKaO2-jXA&list=PL783AE0EA10DDE507

Discussion Questions

What are the most important characteristics of the course that you want to teach?

Describe the students for your course.

What knowledge or skill are required prior to taking your course?

· Journaling / self-assessment Questions

Why do you want to teach this course?

What kind of people (students) would you be most comfortable with?