Learner+Analysis

Paula Feb 10: Good to go with this doc as is, very thorough, recommend brad finalize and go (take out highlight/edit as appropriate). Annette - Brad, you're right, it's OPM Education...and I'm fine with all the changes you've suggested in Yellow and the deletions in red. Thanks again for the good work. I'll be thrilled to have you working for me one day ;)

Created as discussed in skype conference 26 Jan 2011 13:30

This version is the APA style version.



[BRAD - the Learner Chars v2 looks like we can complete the narrative now. I recommend removing the one comment that portrays incoming TDOs as having some teaching experience. I do not believe this is true. If so, change "teaching" for "instructing".]

(AC Writes) To start us off, let's remember specifically what Ellen has tasked us with; //As you think about the learner analysis for your own ID project, keep in mind that there are other formats besides the two B&G mention--the chart and the fictitious profile. In fact, the most common, in my experience, is just a prose description of the target audience (something like the extended example).// //The best place to begin is by brainstorming the kinds of things you would need to know about your target audience. Then choose a format that you feel will allow you to communicate those things most effectively.// //(Note that, for your small-group project, __all I'm asking you to do is brainstorm the kinds of things you'd want to know and then to discuss how you might go about collecting the desired info__.)//

Like Brad, I liked the Outline of Learner Characteristics that Ellen provided in Crse Content/ Session 4. I split it for us to consider the 'kinds of things we'd want to know' as she mentions above and then the characteristics that I know our specific BQC TDO students would have. Since it's a table, I posted the file. Perhaps just add bullet points to the main page and I will adjust the main file. I'm sure I forgot a lot of stuff that we would need to know from future BQC students. How would this change the course design? For me, we had Molly as a commandant, and she wanted to turn out strong writers. We did 2 or 3 service papers. I DID NOT HAVE THIS AS A PRE-REQ SKILL! Since TDO's take in UTPMNCM's, perhaps this needs to be considered?

Food for thought for tomorrow's SKYPE discussion

A

Hey all - I looked at Annette's - Great WORK so far. I altered the file by adding my own comments (from the one I sent but in the wrong format - sorry!) but for some reason I cannot upload tonight. I am sending it via email (external). Annette, if you can upload the one wi th your comments and mine (that I am sending) then Paula can add to both. BRAD [ BRAD Hey - Got it to work. Here (UNDER ANNETTE'S fine work) are my additions.....]

(the Original)

[The table below has comments from all three of us - Paula has indicated agreement for most of Annette's comments]

{PAULA}

The {ficticious} profile: The TDO BQC candidate should be an individual who sees themselves as one who would enjoy today's CF training environment from a TDO perspective, specifically:

a) The candidate enjoys approaching work that lends itself to systematic processes and cycles of training. This could be at "schoolhouse level" (running with CAP for PT trg, AF jet maintainers, naval seamanship and navigation), HQ level (managing national training calendar for the Army) or a CF strategic level. b) The candidate enjoys finding effiiencies in how we do things as well as creating, implementing, and innovating c) The candidate should be a strong leader and willing to influence training decisions when necessary, to effect solid instructional design and optimum learner outcomes d) The candidate is strong in analyzing and synthesizing information and applying learning theory to training situations in any environment.... [Brad - I like paragraph above. Covers the basics off well and it has all the "ideals". I think to be complete we could add some "should" statements about literacies (computer, technological)] {PAULA} Agree, go for it man [Brad – I disagree. I think the average level is plain average. As for academics the only requirement is for a degree – any degree] (P): average or higher academics and performance || (P): average or higher academics and performance || marks (transcript) PERS or CV || -dependant on previous work history/ environmental experience of Navy/ Army/ Air [Brad's info Capable of Bach degree therefore, average oral and written comms, basic to mid computer capabilities] ||  || Interview (Oral) Written (sample) || [Brad – I chose mid- to high-level merely for having gone through university] ||  || BAB for Captain french profile (CF) || [Brad – Sorry! I actually put no stake whatsoever in learning styles. Our learners are the ones who have to deal with this amongst a wide group of people for which they will design trg. Therefore, I want to disregard their styles so that they may learn to become self-reliant in adapting to many styles. I also add the guys like Gardner and Kolb all warn against putting too much emphasis in their work – BUT – I will go with the flow on this] || Pre-Course interview? Establish during the initial studies of learning styles?
 * //** Learner Characteristic **// || //** Our BQC learner probably has… **// || //** We would like to know if they have… **// || //** How will we find out? **// ||
 * Cognitive characteristics ||
 * General characteristics ||  ||   ||   ||
 * General aptitudes || -Average to higher academics and performeance (based on our selection criteria)
 * Specific aptitudes || Higher than average communication skills (oral and written). (or do we just WANT them to have these?)
 * Developmental level || Bach degree ||  || Diploma ||
 * Language development level || Has a language profile of some level
 * Reading level || Delete ||  ||   ||
 * Level of visual literacy || Delete ||  ||   ||
 * Learning styles ||  || YES!

Online survey and sample lessons with associated Q's || [Brad – OK I have to stop disagreeing somewhere. Not all of us is well traveled and even those who are couldn't tell Abu Dhabi fro Abu Garcia. Some of us are swept up but some are not. On average I would say we are average] ||  || CF Knowledge : Yes || [Paula - Previous Operational Experience is or at least WAS, a big part of my intake and screening. I was screened in based on the fact that a. I have had 10 years at sea and can relate totally to military operations outsdie of the schoolhouse. b. I had time in the school house as a CF instructor and so I know what a QS and TP was, and Chaired a QSP.] || Written Synopsis of previous experience (use for above written assessment).....
 * General world knowledge || Well traveled, experienced in world affairs and current events.
 * Specific prior knowledge ||  ||   ||   ||
 * Specific prerequisites and entry-level skills already learned (from Mager p 60) || [Brad -There are some already required – but we need to find them?] || YES!

why is it important to understand the nature of CF operations? why is it important to know about CF Trg at school level?

Is it? || [B – tough one. I originally wrote 25-50 because we are now hiring older] ||  || What are the factors that are affected by age that concern our design? DL? Literacy? Accessability? || [PER from past] || [B - University degree experience; military trg mostly lecture/demo; some with operational trg experience (sim)] || YES || Pre-Course interview [prev course reports?] || [B - Generally consider themselves capable of academic work; achievement is not questioned] ||  || [BW -student bio in essay form - a self reflection so to speak] || [B – can be loners or team players in my experience – I've met some real home-body TDOs in my life] ||  || affective domain:?? || [B – I said deferential] ||  ||   || [B- Even loners in the group are capable of working with a team; competition is popular in military lifestyle so those who do not like it are familiar with it regardless]. ||  || [BW - student bio, bio form from past supervisors, previous PERs][BW - in fact, could we suggest that a TDO applicant profile be generated for each applicant? Something that is constructed in the manner of a merit board file (electronic) or a portfolio?] || [B - Pre-military life can be anything; post joining the CF they have mid-level pay and generally live comfortably in suburban neighbourhoods] || How similar? Not all are like what brad wrote....Paula || I say no || All #s from []
 * Physiological characteristics ||
 * Sensory perception || Delete ||  ||   ||
 * General health || Delete (selection process should clarify) ||  ||   ||
 * Age || Avg of 30?
 * Affective characteristics ||
 * Interests || Varied range of many hobbies ||  || written sample ||
 * Motivations to learn || [B = career advancement, geographical locations, academic/intellectual interest] || YES || Pre-Course interview/ incl in student bio
 * Motivations to learn || [B = career advancement, geographical locations, academic/intellectual interest] || YES || Pre-Course interview/ incl in student bio
 * Attitude toward the subject matter || [B - Open and positive; some come with lack of knowledge about trg development] || YES ||  ||
 * Perceptions of and experience with specific kinds of instruction || Most may have some type of teaching/ sch experience
 * Academic self-concept || ?
 * Anxiety level ||  || YES || Pre-Course interview ||
 * Beliefs || ? || NO I say (PAULA) ||  ||
 * Available Family/ Peer Support ||  ||   || Interview ||
 * Social characteristics ||
 * Relationship to peers || ?
 * Feelings toward authority || Delete
 * Tendencies toward cooperation or competition || Ohhhh yes
 * Socioeconomic background || All will be similar
 * Racial/ethnic background, affiliations || [B -

in 2008: RegF – 6.4% vis minority Res – 11.1% vis minority

Regf- men – 85.3% RegF – women – 14.7% Res – men – 79.2% Res – women – 20.8%] || YES || ?? ||
 * Role models ||  || Yes || ??Interview ||
 * Public speaking skills ||  || Yes || ?? interview (skit) ||
 * Previous advisory roles || [B – oddly, we do not require that. Some of us come from having no advisory/leadership roles at all] || I would love to add that in as a requirement || you advised annette. ever sort out a guy's pay etc? Paula ||