For the instructional problem, the factors are considered in learner and context analysis, and considers guidelines provided in the Reference Guide for Instructional Design and Development (IEEE, 2002).
Entry behaviors are analyzed to determine whether learners have mastered entry behaviors prior to instruction. For the English as a Second Language (ESL) course, entry requirements include: age of between 13 to 25 years old, at least high school level and has attended English instruction as part of the formal education process. Information on cultural background and current occupation will also be checked.
Analysis of prior knowledge, and educational and ability levels involves investigation of the range and nature of prior knowledge, education and abilities related to the training topic and learning in general. For the ESL course this involves a pre-test of listening, speaking, reading and writing skills in English to help determine the range and nature of prior knowledge. It also involves a form of IQ test to determine learning abilities. Information on attendance in similar ESL courses will also be checked.
Attitudes towards content and delivery system, and general learning preferences will also be analyzed. The ESL course is intended to be delivered as web/computer-based training. The content includes instruction and activities to develop literacy skills and help participants adjust to their new cultural environment, whether as high school or college students or young working individuals.
Analysis of academic motivation defines what content is relevant to the learner. The ESL course aims to develop the ability to use English for daily needs, develop basic conversation skills and vocabulary, and use simple sentence patterns. Course activities for developing fluency and accuracy in oral communication, using English in socially appropriate ways and developing appreciation for information from media sources, increasing reading comprehension, developing vocabulary and research skills, and developing accuracy in written information through simple compositions and accomplishing forms are all aimed at making the participants feel confident and satisfied with the course, thereby making them attentive to learn.
To check participants' attitudes towards the training organization, part of learner analysis will include questions about how they have come to learn about the training and the reason for wanting to participate in the training.
Although there is a certain degree of heterogeneity to the target group for training due to the age range targeted, there is also homogeneity in that they are all deemed to be young adults, either of high school/college age or young workers/professionals.
Web/Computer-Based Training Worksheet
Visual Link Spanish (http://www.learnspanishtoday.com)
DEMO COURSE: Sentence Building - Basic Needs
Mindleaders (http://www.mindleaders.com )
DEMO COURSE: Excel 2007
What did you like about the courses
I tried the demo course "Sentence Building - Basic Needs" from Visual Link Spanish and the demo course "Excel 2007" from Mindleaders.
For a U.S. English-speaking beginner learning Spanish, the demo course from Visual Link was quite impressive. The animated lesson was visually entertaining and very easy to follow. Humorous moving graphics were used which helped me to be attentive to the entire demo which