Project B Reflective Analysis
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Project B Reflective Analysis
Alexandria A. Preissinger
University of North Texas
Project B Reflective Analysis
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Project B Reflective Analysis
Client
Name: Amanda Doyle
Title: Associate Chair--Student Support
Company: Grantham University
Reflective Analysis
Tools Used
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Interview
Note taking
Check list
Mapping out learning environment
Analysis
In the analysis phase, I interviewed my client to identify the problem. During the interview,
Amanda and I discussed how students enrolled in Grantham University’s CS263 Programming in
C course struggle in completing their assignments. Many students drop out of the course or do
poorly. The instructors for the course and university tutors cannot meet the demand of one-onone help for all the students who need it. The problem is the current course design is not effective
in teaching students the skills they need to complete the programming in C assignments.
Throughout the analysis phase, Amanda and I documented what we knew about the students,
current course design, and learning environment. During our interview, I took notes on
everything we discussed. Together, we created a checklist of the problems we were trying to
solve and why the situation came about. We mapped out all the issues the students were faced
with.
As Amanda and I talked, we outlined key information about the current course situation. The
CS263 Programming in C at Grantham University is an online distance-learning course. It is a
beginning level computer science course and usually one of the first programming courses
students in the computer science program take. The course mainly consists of a text with
readings assigned from the text each week, as well as a discussion question and programming
exercise from the text. All the instructors for the course are adjuncts. Students report minimal
interaction from the instructors and it takes a while to get a response to a question sent via email.
Instructors are unwilling or unable to meet the students’ need for additional help. Grantham
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provides one-on-one tutoring for students who request it. However, there are not enough tutors to
meet the demand of students who need additional help. Interaction with other students only takes
place while answering the weekly discussion questions. Overall, many students are not able to
learn the concepts required to complete the assignments in the current course model.
Amanda let me know the course will be revised completely in the future. However, that is not an
option at this time and it will be at least 6 months before the revisions are done. In the meantime,
she is looking for a supplement to the course to provide students the knowledge in a different
format than the text. Furthermore, we discussed the current course does not emphasis the need of
students to install an Integrated Development Environment (IDE) or how to utilize one. The
students have to complete their programming assignments in an IDE. Additionally, we talked
about how the students would benefit from an instructor modeling how to complete C programs
similar to the course assignments in an IDE. We discussed the course supplement must be
delivered in an online distance learning format and be available to students who cannot attend at
a particular time.
The analysis phase went well. Since I am already familiar with the problem, student, and course,
Amanda and I had an informative discussion combining both of our knowledge about the issue.
In working through my analysis with Amanda, we established a supplemental portion of the
course is needed to reinforce the concepts in the text and teach students how to program in C
through modeling examples similar to the assignments. All the information I gathered from the
analysis phase is outlined and organized below.
Topic
CS263 Programming in C Supplemental Instruction
Audience
The learners are students of Grantham University enrolled in CS263 Programming in C. They
have varying levels of computer and programming skills. However, the majority of the students
have beginning level computer skills and have taken, at most, one programming class previous to
this one. Grantham University’s students are mostly working adults with a large majority being
active duty military. Most of the students have busy and varying schedules. In general, the
students are varied in their backgrounds, current situation, and skills.
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Problem/Purpose
The current course model for CS263 Programming in C is not meeting the needs of the majority
of students enrolled in the course. Many students are unable to complete the assignments
successfully. A large amount of students drop out of the course. University instructors and tutors
cannot meet the demand for one-on-one help students require for the course. The current course
materials and instructional strategies are limited and appear to be ineffective in meeting the
learning objectives of the course. Grantham University needs to meet the needs of its students
enrolled in CS263.
Revising the entire course is not an option at this time. It has been determined students may
benefit from a supplement to the course. The supplement needs to reinforce the information
given in the text in a different format to meet the needs of more learning styles. Additionally,
students need more guidance on how to complete the programming assignments. Also, the
instruction must include information on how to install and utilize an IDE. Overall, the instruction
needs to complement the existing Programming in C course.
Format
The instruction must take place in an online distance-learning format. The university has an
existing account with GoToMeeting. The instruction will take place using GoToMeeting to
screen-share, lecture, and demonstrate. Since students have varying schedules and may not be
able to attend, the instruction will be recorded for students who cannot attend. Additionally, a
course overview document will be created to provide additional resources for independent
learning.
Project B Reflective Analysis
Needs
Learner Needs
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Computer
o Must be able to download software to the computer or already have an IDE
installed
Internet access
GoToMeeting plug-in
Current student enrolled in CS263 Programming in C at Grantham University
Basic computer literacy skills
Course text – C Programming for Scientists and Engineers with Applications
Preferred: headset
o Can use microphone and speakers
o Can call in to the meeting with phone for audio
Quiet environment where student can talk
Instructor Needs
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Computer
o Must be able to download software to computer or already have an IDE
installed
Internet access
GoToMeeting plug-in
Intermediate to advanced knowledge of programming concepts
Intermediate to advanced knowledge of C programming language
Advanced computer literacy skills
Intermediate knowledge on utilizing GoToMeeting as presenter
Familiarity with CS263 programming in C course
Course text – C Programming for Scientists and Engineers with Applications
Instructional materials (to be determined)
Preferred: headset
o Can use microphone and speakers
Preferred: instructor of current CS263 course section
Employee or contractor for Grantham University
Quiet environment where instructor can talk
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Environment Resources
The training will take place in an online distance-learning format with students and instructors
geographically separated. GoToMeeting webinar software will be utilized to conduct the
training. The instructor needs to be in a quiet room with the ability to speak out loud to students
via a microphone. The students need to be in a quiet room with the ability to speak, as well. The
GoToMeeting needs to be scheduled ahead of time by the instructor. Students need to register for
the meeting to receive a link to attend.
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GoToMeeting plug-in installed
GoToMeeting scheduled – instructor
Registered for GoToMeeting -- students
Computer
Internet connection
Audio device
o Instructor:
 Headset preferred
 Speaker and microphone okay
o Students:
 Headset preferred
 Speaker and microphone okay
 Phone can be used to call into the meeting
Instructor: instructional materials
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Timeline
Lesson Component
Time
Initial Schedule and set-up GoToMeeting Sessions
30 min
Part 1 Setup – prep and start GoToMeeting;
15 min
Part 1: Week 1 & 2 Material/Concepts
2 hour
Part 1 Wrap Up – send out recording links & documents
15 min
Part 2 Setup – prep and start GoToMeeting;
15 min
Part 2: Week 3 & 4 Material/Concepts
2 hour
Part 2 Wrap Up – send out recording links & documents
15 min
Part 3 Setup – prep and start GoToMeeting;
15 min
Part 3: Week 5 & 6 Material/Concepts
2 hour
Part 3 Wrap Up – send out recording links & documents
15 min
Part 4 Setup – prep and start GoToMeeting;
15 min
Part 4: Week 7 Material/Concepts & Review
2 hour
Part 4 Wrap Up – send out recording links & documents
15 min