Front End Analysis

Contextual Analysis


Orienting Context

  • Learners’ goal for taking this course will be to learn how to ask for what they want without seeming too hard nor too soft.
  • Learners will find this instruction useful to advance their careers, kill the anxiety, and get what they want.
  • Since enrollment in this course is voluntary, learners level of accountability will likely be high.
  • A potential misconception by learners is that by attending their course they will master assertive communication without the need to practice to develop the skill.


 Instructional Context

  • Learners may be able to take this course on their own schedule and at their own pace.
  • It will be up to them to select (or create) an environment conducive to learning.


Technology Inventory

  • Learners will require access to a computer with a reliable internet connection.


 Transfer Context

  • The case studies, examples, and exercises included in the course in order to make abstract concepts easier to understand, to illustrate concepts, and to keep the audience engaged through storytelling will be highly practical and will allow learners to transfer the knowledge acquired to situations they may encounter at home or at work.
  • As for support, the elarning platform provides tools for learners to communicate with trainers and get a timely answer to their questions and concerns.


Instructional Impact Based Upon Learner Characteristics


 Application of Learning Theories

To address the needs of adult learners,

  • This program will be systematically structured, and objectives will be clearly specified.
  • The material presented will be practical, relevant, and the benefits to the learner will be stressed all along.
  • The materials presented will include no fluff. Just what learners need to know. Instruction will aim at using learners time effectively.
  • Information presented will be supported by cutting-edge research to demonstrate subject matter expertise.
  • Since training will be asynchronous, learners will not be able to participate in decision making or program design. However, opportunities for feedback will be provided, and relevant suggestions will be implemented in future versions.


 Application of Motivational Theories

This course will implement research-based strategies for motivating students to learn [1]:

  • This course will set realistic performance goals and help students achieve them by encouraging them to set their own reasonable goals.
  • Exercises and assignments will be designed to be appropriately challenging.
  • The presenter will behave as a role model for student interest.
  • Presentations will be delivered with energy and enthusiasm.  As a display of the presenter’s motivation, her passion will motivate students. She will make the course personal and show why the material has been important for her personal development, as will be for the development of students.
  • The course will use examples freely.
  • Since many students want to be shown why a concept or technique is useful before they want to study it further, this course will specifically state how the information provided will prepare learners for future opportunities.
  • The course will use a variety of student-active teaching activities.
  • At the end of each module, there will be opportunities for students to apply their knowledge to personal challenges. These activities will directly engage students in the material and give them opportunities to achieve a level of mastery.
  • Some of the material will be taught by discovery.
  • The quizzes at the end of each module will provide students with opportunities to find as satisfying as reasoning through a problem and discovering the underlying principle on their own.
  • The presenter will emphasize the appeal of the subject.
  • To encourage learners to find the subject matter interesting, the presenter will use cues to show them the appeal of the subject matter, such as the following [2]:


 Appeal              Examples of Cues

Novelty            “I think that is really neat—I haven’t seen anything quite the same.”

Utility                “This next topic is something that we’ll use again and again.  It contains valuable ideas that we’ll use throughout the later sections of the course.”

Applicability    “As you work through the next section, I think that you’ll be pleasantly surprised how relevant it is.”

Anticipation     “As you read through, ask yourself what this section of work is hinting at as the next logical step.”

Surprise           “We’ve used X in a lot of different ways.  If you thought you’d seen them all, just wait for the next assignment.”

Challenge         “Who’s up for a challenge?  I think that you’ll find the next piece of work very interesting.”

Feedback         “When you try this, you’ll find out whether you really understood the previous lesson.”

Closure            “A lot of you have asked me about X.  Well, finally we’re going to find out why that’s so.”


  • The presenter will be free with praise and constructive in criticism.
  • Since the learning platform used is asynchronous, exercises and assignments will be self-graded, but there will be feedback provided by the presenter. This feedback will be nonjudgmental, constructive, and will stress opportunities to improve.
  • The learning platform will provide students full control over their own education.
  • Students will be able to learn at their own pace and to watch videos in any order they want, as many times as they choose to.


 Impact of a Diverse Audience on Instruction
This training is aimed at members of mainstream U. S. American culture.  Therefore, the strategies and techniques presented will be those effective and culture-appropriate for mainstream U.S. American organizations, and consistent with U. S. American business etiquette. There will be no adaptations to other cultures.

 
References
[1] Vanderbilt University, Center for Teaching. Strategies for Motivating Students, in Motivating Students to Learn. Retrieved on 10/1/2016 from https://cft.vanderbilt.edu/guides-sub-pages/motivating-students/#strategies

[2] DeLong, M. & Winter, D. (2002). Learning to Teach and Teaching to Learn Mathematics: Resources for Professional Development. Mathematical Association of America. pp.168.

Just for Women

Difficult Conversations                                    e-learning Course