(EDTECH-503) WEEK-4 ASSIGNMENT DESCRIPTION
CONTEXT ANALYSIS
In the previous module you read about needs and learner analysis. As you are aware, learners and
their learning needs never exist in isolation; all are intimately connected to what we call "context."
Another way to think of this is the total environment of learning. Just as if one were looking at a
landscape, the details of the scene - at first glance - are easy to discern: field, river, buildings, hills,
trees, etc. But if you then use different tools that allow for a close inspection, more and more can be
learned. The brass plate on the mounted field scope indicates that it was donated by the Audubon
Society and is located in the city of Eugene, Oregon. With those scant details, you know that you are
probably in or near a nature reserve of some kind. Given that it's in Oregon, you're likely to see a lot
of gaudily outfitted ducks. Other instruments to help learn about the context, or environment, might
allow you to learn about the water issues in the river to determine if there are pollutants, etc. One
can easily imagine the incredible amount of data that could be collected just at this one field site.
Think how much there is to collect when analyzing the context of a situation where learning
happens! The key, though, is sorting out what bits are relevant from what may not be. As you will
read in Streamlined ID, the authors recommend a five-step process for analyzing context. Each of
these is explained in greater detail in the chapter, where you will find tools that allow you to dig
deeper.
1. Identify and analyze the performance context (pp. 64 - 65)
2. Define the learning context and compare it to the performance context (pp. 66 - 72)
3. Analyze the culture and climate of both the performance and learning contexts (pp. 72 - 75)
4. Determine the assumptions about learning held by all key stakeholders (pp. 75 - 86)
5. Analyze the contextual relationships and compile recommendations (pp. 86 - 87)
I found a video on YouTube after a quick search about context analysis. At first, I thought,
"unrelated," but then I realized that even though the gentleman is not talking about instructional
design at all, what he describes is how data collection (contextual analysis) has the potential to save
businesses money. You can either watch it or not - it's short - but it's interesting to see the overlap.
video link
CONTENT ANALYSIS & PROJECT SCOPE
You will also read Chapter 5 in this unit, "Analyzing the Content and Project Scope." There is little
need for me to explain why it is so important to analyze content and scope. No matter your
background, you know that to teach anything well, one must understand the critical components of
what has been identified as the nebulous goal of learning. You also do not need to be told that it is
impossible to teaching *everything* there is to know ... limiting the amount of what gets designed as
part of the module or unit is necessarily limited by learner background, time available, costs, etc. As
you are learning (or as is being reiterated), good instructional design depends on excellent analysis
of all kinds - and each specific look is no more or less important than the other. Truly being able to
(EDTECH-503) WEEK-4 ASSIGNMENT DESCRIPTION
understand the content and scope is every bit as important as understanding needs, learners, and
context. This is not separate from other analyses, as I must remind you that when one designs
instruction, it is always happening from within a total system. Each part impacts the other. The
Streamlined ID book again describes a five-step process:
1. Gather and review the available content resources (pp. 96 - 97)
2. Identify and classify what the learner must DO, KNOW, and BELIEVE (i.e., "KSA") to achieve
each goal (pp. 97 - 102)
3. Isolate essential content and prioritize (pp. 102 - 108)
4. Identify and map content dependencies and prerequisites (pp. 108 - 111)
5. Verify the content and scope (pp. 111 - 113)
OVERVIEW OF ACTIVITIES
The activities in this module mirror those of the last module to some degree. I would like you to read
the Streamlined ID chapters first, then the two cases, and then create an initial posting to the each
board for the case analysis. There are a couple of things to note about due dates:
First, the ID Project #2 is due the week after the module ends. This will give you some more
time to do a thorough job.
Second, the readings and initial discussions have been due at the end of the first week, but I'm
giving you about 10 days to do this. You can post the case answers anytime before Wed., Oct.
9, but please make sure your initial post appears before then so that your fellow group
members get a chance to read and respond to them.
Activities Table
CHECK
IF
DONE
ACTIVITY DESCRIPTION
COMPLETE
BY
COMPLETION LOCATION
[ ]
Reading: Ch. 4 of
"Streamlined ID"
OCT 9
(book)
[ ]
Reading: Ch. 5 of
"Streamlined ID"
OCT 9
"
[ ]
Reading: Case # 2
OCT 9
"
[ ]
Reading: Case # 19
OCT 9
"
(EDTECH-503) WEEK-4 ASSIGNMENT DESCRIPTION
[ ]
Initial Post: Module 04
Forum 01
OCT 9
Link to Mod 04.01 Board
[ ]
Follow-up: Module 04
Forum 01
OCT 14
''
[ ]
Initial Post: Module 04
Forum 02
OCT 9
Link to Mod 04.02 Board
[ ]
Follow-up: Module 04
Forum 02
OCT 14
"
Link to Project #2 Description
[ ]
ID Project #2
OCT 21
Link to Project #2 Submission
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