Exercise A:
1. Three reasons why my ID "model" should consider any of the notions presented under the general heading of Front End Analysis.
a) This is a tailored program, so in order to know how to tailor the instruction or learning experience, I need to identify what the student knows and what they don't know, as well as what they need to know. (content)
b) Given the amount of time we have to work with the student, the student's existing knowledge base and aptitude, and the amount of new information that will be need to be presented, we can prioritize what information will be presented. (priority)
c) Can't think of a third reason.
2. what can we take from Chapter 6 to inform our model development?
That a multi-level needs analysis is needed to develop a multi-pronged implementation strategy and solution. I can see Quadrant 1 and 2 applying in my model.
Exercise B:
1. For the purposes of this exercise (at least), identify "needs" from your context.
Current
-- What is the current knowledge of the learner in each of the subject areas?
-- What is the learner's aptitude toward learning new languages?
-- What additional subjects of interest are important to the learner? (e.g., this is Marketing professional interested in banking services)
Required
-- The learner needs to understand a core set of information in each topic area.
-- The learner needs to understand specific information in the their area of interest. (e.g. the Marketing professional of banking services needs to understand chinese marketing and banking oriented language and protocol)
2. Prioritize the Need
a. What does it cost to meet the need?
Depending on the size of the gap between Current and Required, the cost of meeting the need can vary.
b. What does it cost not to meet the need?
The student is less prepared to do her/his job in China
3. Now from the perspective of Front End Analysis, what other factors should you consider?
a) Is the student enrolled in the program by volition or requirement?
b) How much time does the student have to devote to his studies?
c) How much money is the student or his company willing to spend on training?
d) Is this individual instruction or small class instruction?
e) What other barriers to successful learning can be identified?
Subscribe to:
Post Comments (Atom)
4 comments:
Dear Stacey,
It was nice to meet you this past week. You have a great concept or Context for your model, which should make this project much easier, and the fact that you already have the Model you like to use (Front end Model) shows you've already thought much of this project through. I'm still at the preliminary stages and at this point I have only identified the context and problem.
You do have difficult constraints with this model. Assessing prior student knowledge and then designing instruction for a diverse group would seem to be a little more challenging.
Good luck with you model.
Dick
Good Morning Stacey,
You are Looking good! I think your thrid reason will come as you being to look at "content" analysis.
The rest Looks Good!
Hopefully, I will have my couygh tamed.
Does this include cultural education as well? Should that not be included in your gap analysis and possibly your prioritized needs?
One of my colleagues went to Beijing this past week to open an office and she was scrambling around like mad to learn just what she would need to do. She was nervous about accidentally offending people while there and I think this goes hand-in-hand with learning the language.
Micah,
Etiquette includes cultural information. In fact, I think I will start to refer to this as culture instead of etiquette.
Stacey
Post a Comment