Sub-Badge 2: Target population and environment

Challenge 1: Determine characteristics of a target population and/or environment that may impact the design and delivery of instruction

Criteria for successful completion of this challenge: Evidence of assessing, testing, or surveying a population or environment in part of a learner or content analysis. Evidence must show data collection methods (such as survey, interview, observation, research or other data).  Reflection must address: How you collected your data, determined the characteristics of your target population, and how these characteristics impacted your design choices (cultural and educational background, learner skills, organizational performance factors, environmental characteristics, etc.).  

Examples: Conducting a learner or content analysis by survey, observation, inspection, study, interview, EDCI 572 Design Documents, Artifacts from EDCI 573 Practicum, Project Plan (EDCI 569 if taken in Spring 2021 or later), evidence based on the above criteria (design, performance, workplace, educational, other). 

Reflection

I present an artifact, a design document I created in 2022 while completing coursework in EDCI 572. This design document follows the Dick & Carey method of systematic design of instruction, with an emphasis on performing a detailed front-end analysis. The artifact aligns with the performance objective of this challenge, specifically in the design document sections labeled “Learner Analysis” and “Learning Context”.

The course I developed during this term was a technical course that instructed learners on the proper usage of an electrical test instrument. I collected data on these by reviewing their previous academic transcripts to determine that they had completed a prior course in direct current theory and alternating current theory. I used an observational process to gauge the participant’s level of competency in electrical theory by sampling several students and having a brief discussion concerning their level of knowledge in alternating current electrical systems. I also interviewed some of my colleagues that had previously instructed the target learner group to assess the entry-level skills the learners should possess. I assessed the learning context by inspecting a training classroom. The training environment did not contain equipment that reflected a real-world application. Based on this discovery, I built six training stations using Siemens electrical panels. This pre-instruction evaluation of the learning content turned out to be a critical step, as learners reflected upon completion of the course that the newly built training panels were particularly impactful on their understanding of the learning objectives.  

As I reflect on my prior experience and perceived competency in developing instructional materials, I believe that certain parts of my “process” were solidly based on research-based learning theory. However, the coursework I completed in EDCI 572 realigned my view of curriculum design with a model that is systematic, purposeful, and thorough. As the course matured, I found significant gaps in my understanding of how to create instructional materials that consider multiple factors of the learning environment. My previous approach to curriculum design focused on the assessment of learning and neglected to consider the audience, environment, and organizational performance factors that affect learning in adult education.

After fully contemplating where I started and where I have progressed, I believe I have room for continual growth in this skill set. I intend to develop pre-course assessment tools to assist my front-end data collection process. Additionally, I plan to review recent literature to gain a better understanding of how both culturally and generationally diverse groups of adult learners can impact the design of effective training materials.

Artifact - Design Document