EDTECH 503-4172 (SU09)Susan FerdonLearner AnalysisEntry BehaviorsDATA SOURCE:Survey: Learner (online)CHARACTERISTIC:The Deerfield group is comprised of six adult learners who are general music teachers.Three are comfortable with both PC and Mac and use a variety of technologies on aregular basis. Three have little or no experience with Macs and have not usedcomputers in their classrooms. All have prior experience with mouse and keyboardcontrols, data entry, opening/closing and moving files. All learners are able to operateon-screen controls in GarageBand.The online group is comprised of music teachers who are members of theMusicTechieTeacher Ning. 3% of survey participants (compared to 17% of Deerfieldgroup) indicated that they are not comfortable using computers, and 69% (compared to33%) are comfortable using software and online tools.IMPLICATION:Those learners with less experience will benefit from having information presentedusing a variety of formats (text, graphics, multimedia). Video tutorials will provide lessexperienced learners with a greater level of support than would be possible using printmaterials alone. Learners with more experience will benefit from print overviews thatcan be skimmed or used as a resource as needed.Prior Knowledge of Subject AreaDATA SOURCE:Observation and online Learner SurveyCHARACTERISTIC:All learners in the Deerfield group are Illinois teachers, and meet state requirements for“Highly Qualified” status, including a minimum of 30 hours of content-specific collegecoursework. Two learners are experienced GarageBand users, two are beginningusers, and two have never used GarageBand, or a Mac, before. In the online group14% are experienced GarageBand users, 54% are beginning users and 32% havenever used GarageBand before.
IMPLICATION:Though the Deerfield group of learners is small, their needs are diverse. Instructionalcomponents must include the basics, with user-friendly directions, for the lessexperiences users. Selection of instructional components should be such that alllearners have the opportunity to acquire new skills.Academic MotivationDATA SOURCE:Observation and online Learner SurveyCHARACTERISTIC:For those learners in the Deerfield group, the school district will be acquiringMacs/GarageBand and general music teachers will be required to use the software withtheir students for compositional tasks. Survey comments indicate that four of sixlearners in the Deerfield group are eager to participate in the instruction. Learners in theonline group will be accessing materials voluntarily for personal or professional use.IMPLICATION:For the Deerfield group instruction will be mandated, so learner attitudes may vary.While it may be assumed that learners in the online group are willing volunteers, theremay be some who are required to use GarageBand software and are seeking trainingopportunities. Creation of attractive, user-friendly instructional materials will help toestablish a positive learning environment for all.Educational and Ability LevelsDATA SOURCE:Document Research and online Learner SurveyCHARACTERISTIC:All learners are college graduates. In the Deerfield group, four have completed master’sdegrees and the other two are currently enrolled in masters programs. Whileeducational levels are advanced, experience and ability with technology varies greatly.IMPLICATION:Use of professional adult language is appropriate and should be reflective of thelearner’s understanding of musical concepts and demonstration of productive workhabits. Software-specific language should be geared towards those with the no priorGarageBand experience.
General Learning PreferencesDATA SOURCE:Survey: Learner (online)CHARACTERISTIC:Most learners in the Deerfield group (5 of 6) prefer instruction in a class or workshopsetting with an instructor present. Three of those five (50% of total) indicated that theywould like self-paced instructional materials as a continuation of initial face-to-faceinstruction. The Deerfield learner with the greatest comfort-level with computers ingeneral, and the most experience with GarageBand in particular, was the only one whoprefers to figure out new software on her own.In the online group, 43% of learners (compared to 17% of Deerfield group) prefer tofigure out new software by themselves and will, as a last resort, read the manual. 39%(compared to 83%) prefer instruction in a class or workshop setting, with an instructorpresent. 18% (compared to 50%) prefer self-paced materials completed on their own.IMPLICATION:While face-to-face instruction is not within project guidelines, offering suggestions foradapting use of materials should be included. In Deerfield, the possibility of usingmaterials in conjunction with in-district professional development is worth investigatingand would address the strong preferences of those learners. Many learners in the onlinegroup prefer to figure things out on their own and may choose to use materials as asupplement their own learning processes. Accordingly, materials should be organized insuch a way that learner can easily access portions of interest. Learners accessingmaterials online, who prefer face-to-face instruction, may benefit from working throughmaterials with a colleague.Attitudes towards Person(s) or Organizations ProvidingTraining or EducationDATA SOURCE:Deerfield Group - ObservationCHARACTERISTIC:Historically, professional development in the Deerfield Public Schools has been plannedand delivered by district administrators, with outside speakers and experts sometimesincluded. General music teachers have been permitted to plan and deliver staffdevelopment within their small department, once or twice each year, for the last severalyears. Music teachers are extremely pleased with how directly these staff developmentopportunities have applied to their teaching positions. The Deerfield teachers surveyedare among the group that recently revised the district’s General Music Curriculum.IMPLICATION:For this instruction, Deerfield learners will likely view the General Music Department –
themselves – as the organization providing instruction. Because they wrote thecurriculum that necessitates learning this software, attitudes are expected to be positive.Since online learners are accessing materials voluntarily, attitudes are expected to bepositive as well. However, learners from either group may have previous experienceswith online instructional materials that may color their attitudes.Group CharacteristicsDATA SOURCE:Survey: Learner (online)CHARACTERISTIC:All learners are English language proficient music teachers. 96% of those surveyedteach in vocal music, general music, and instrumental music settings in K-12 publicschools. Most of the 34 teachers surveyed have 10 or fewer years of teachingexperience. The learners in the Deerfield group teach in neighboring schools, are wellknown to each other, and maintain communication throughout the school year. Learnersin the online group may or may not have personal contact with someone who is familiarwith GarageBand.IMPLICATION:Designing instruction to meet the needs of those with the least access to technicalsupport will help ensure that instruction will meet needs of a more diverse group oflearners. It will be possible to observe the Deerfield group using the materials soinformal usability testing will be possible. Based on that information, instructionalmaterials can be revised.
Context Analysis: School EnvironmentsPERFORMANCECONTEXTSupport NETS for Teachers: 1. Facilitate and Inspire Student Learning and Creativity Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers: a. promote, support, and model creative and innovative thinking and inventiveness. b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources. 2. Design and Develop Digital-Age Learning Experiences and Assessments Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S.Teachers: a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity. 3. Model Digital-Age Work and Learning Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers: a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.Physical Aspects Learners will access instructional materials online using a Mac computer. Physical aspects of the learning environment will be dependent upon the location the learner chooses for completing the instructional tasks.Social Aspects Learners are expected to complete instruction independently. The Deerfield group is a close-knit network and those in the online group communicate via the MusicTechieTeacher blog.Relevance Instruction is being provided to the Deerfield group so they can use the software for professional use and with students. Learners in the online group will be able to use GarageBand software for personal use, professional use, and/or with their students.
LEARNINGCONTEXTCompatibility Learners using personal computers may configure the learning environment in any way they choose. Learners using employer-owned equipment may have the ability to set up the room to suit their needs. If a shared space is used, learners are advised to use headphones instead of speakers.Adaptability for No changes to the physical environment are needed.simulation Conditions for assessment are the same as for instruction and practice.Delivery Instructional materials will be accessed online. Materialsaccommodations may be downloaded, so Internet access is required only at the onset of instruction. Members of the Deerfield group will be able to access materials via the Internet, a shared network folder, and/or a district Sharepoint siteLearning-site Availability of electricity and Internet connectivity atconstraints individual learning-site locations may impact the learner’s ability to access instructional materials..