- a systematic set of procedures undertaken for the purpose of setting priorities and making decisions about program or organizational improvement and allocation of resources. The priorities are based on identified needs.
- A 'need' is generally considered to be a discrepancy or gap between 'what is' and 'what should be'. In other words, a need is the discrepancy between current and desired results or consequences.
Level 1 (primary) Service receivers: students, clients, patients, information users, commuters,
Level 2 (secondary) Service providers & policymakers: teachers, parents, social workers, caretakers, professionals, administrators, supervisors, managers
(have to teach the second level how to perform so they in turn can address the Level 1)
Level 3 (tertiary) Resources or solutions: buildings, facilities, equipment, supplies, technology programs, salaries and benefits, time allocation, working condition, etc.
(not within instructional design but need to be aware these issues exist)
Pre-assessment:
-The purpose of the pre-assessment is to investigate what is already known about the needs of the target group; to determine the focus and scope of the assessment; and to commitment for all states of the assessment.
- Two steps for pre-assessment:
- 1. Identify 'what is' and 'what should be'
- 2. Identify the needs and prioritize the needs
- The purpose is to document the status, the 'what is' of the issue, to compare the status with the vision of 'what should be', and to determine the magnitude of the needs and their causes.
- Use the output of pre-assessment as an input for formal assessment
- Post-assessment is crucial to the success of needs assessment. Its purpose is to plan to use the information in a practical way. In other words, it is the bridge from analysis to action. it answers important questions:
- 1. what needs are the most critical
- 2. why haven't they been resolved before this
- Cognitive style - refers to preferences for, or dominant modes of, information processing. Originated from personality research, it is adopted by cognitive psychologists who investigate individuals' typical modes of perceiving, thinking, remember, and problem solving.
- Learning style - refers to those conditions under which we best learn. For example, auditory, visual, kinesthetic, etc.
- Multiple intelligences - Howard Gardner.
- linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, interpersonal, naturalist, existential, intra personal.
- Messick (1970) Nine dimensions of cognitive styles
- Field dependent vs. field independent
- Reflective vs. impulsive
- Cognitively complex vs. simple
- Over generalization vs. over ...........
Make a powerpoint to present article. An instructional scenario must be used. Discuss facts, concepts, and procedures. We are the Merrill article group. He says things can be memorized, used or found. Give a concrete example to understand the abstract idea. The powerpoint says what the abstract article is about. It should be as long as it needs to be clear.
sladeljp@msn.com
Jill - Forward, Intro and end at performance categories
Jen - performance categories (pg. 287) ending at subject matter taxonomy
June - starting 296 at subject matter taxonomy and ending at presentation forms
Scott - presentation form and ends on performance consistency (pg. 311)
Rossi -performance consistency and ends on pg. 320 adequacy rules
Joanna - start on adequacy rules and end on learner control (327)
Leilani - learner control until ends of article
Do 2-3 slides on what it's about and examples for it. We will do this through Google docs; Jill will start and and try to flow/have consistency with her examples when entering your own slides. Put your name on the bottom of your slide so there isn't confusion in entering slides and putting them in the correct spots.
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