Module 3: Analysis (1/16-1/22)

Nearly every course design model begins with a process of analysis. What is the problem that needs to be solved? What change is being requested (e.g., learners pass the GED, learners become proficient in MS Excel, learners identify their assumptions around gender)? Who is requesting it? Why? How do learners' desired and current performance differ? Where will the solution or change take place?

There are several different types of analyses that course designers may undertake to better target their intervention to their learners and the needs of the organization that houses the learners.  The chapters in Brown and Green (2016) describe the many models for engaging this analysis.  You will design two analyses for your proposed course this quarter.  One will analyze the context (i.e., where the learning is taking place) and the second will analyze your learners.

Such information should drive and shape course design. It is another step toward understanding context and constructing a course that fits that context. 

Learning Outcomes

• Demonstrate online peer exchange processes that foster collaborative learning.
• Employ reflection as a learning tool.
• Develop a sample needs analysis process to enhance the design of a course. 

What to read/watch this week

• Brown & Green (2016): Ch 3-5
• Mager (2012): Ch 3-4

To do list for this week

• Discussion: Course planning (Where? Who? What?)
• Context and learning analysis
• Submit Assignment 3 by the end of the module