The Format Of This Week's Assignment Is A Narrated Presentat

The Format Of This Weeks Assignment Is A Narrated Presentation In Whi

The format of this week’s assignment is a narrated presentation in which you share your analysis of the learners and contexts. The audience for your presentation are stakeholders such as colleagues, clients, district personnel, etc. depending on your particular learning scenario from last week. You will create your narrated presentation using the tool embedded within NCUOne; instructions for using this tool are available in this week’s resources.

Analyze Learners

In the first part of the assignment for this week, you will analyze the target learners of the design project you have been developing. What do you know about the learners? What do you need to know about the learners? How will any of this information influence the design of the instruction or training? Those are the types of questions you will address in your brief analysis. To complete the assignment, you will:

• Review the lists of learner characteristics provided in the week’s introduction.
• Select at least five characteristics that you think would have the most influence on the design of the instructional or training solution in your scenario.
• Offer the information you have about any of those five characteristics of the learners in your scenario.
• Identify what else you need to know about the learners (e.g., information about one or more of the five characteristics identified above).
• Discuss ways you could obtain the additional information you needed, such as professional organizations or characteristics from O*Net powered by the U.S. Department of Labor (see Week 1).
• Suggest how the presence or absence of diversity among the target learners or any ethical, legal, and political considerations might influence the analysis or subsequent design.

Analyze Contexts

Recall that effective design requires analysis of both the learning and performance contexts. In this second part of the assignment, you will analyze both contexts for the same learning scenario. Be sure to:

• Describe the physical environment in which the learners will participate in training and instruction. Will students be learning in a shared space, like a classroom, or remotely, such as in their own homes or libraries? What does the physical space look like in terms of walls, windows, furniture, lights?
• What technology is available in terms of computers, projectors, speakers, broadband Internet access? Is the space located in an area with frequent distractions such as a window on a busy street, children playing at recess, people walking around, telephones ringing, or lights humming? Are there any aspects of the space that might affect accessibility, including considerations beyond physical disabilities (e.g., is the facility located on a public transportation route if learners do not have private transportation)?
• Describe the physical environment in which the learners will use or perform what they have learned. Similar to the learning environment, be sure to note any aspects of the space that might affect accessibility.
• Explain how the descriptions of each context might influence the design of the training or instruction. In other words, what is the implication of the information for the design? Yet another way to think about implication is the “so what?” factor. So, what that the facility is rural? (Potential implication: low-speed internet means video files may take too long to play and impact the learner experience).

Length: 6-8 slides, excluding title and reference slides

References: Include a minimum of 3 credible resources

The completed assignment should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. The content should reflect scholarly writing and current APA standards and should adhere to Northcentral University's Academic Integrity Policy.

Paper For Above instruction

The design and development of effective training and instructional programs depend significantly on a thorough understanding of both the learners and the contexts in which learning occurs. This assignment requires the creation of a narrated presentation that analyzes the target learners and their learning environments, providing insight into how these factors influence instructional design choices.

Analyzing Learners

Understanding learners is foundational to tailoring instructional experiences that are relevant, engaging, and effective. In preparing the presentation, I will first review a list of characteristics that influence learning. These include age, prior knowledge, learning preferences, motivation levels, and cultural backgrounds. Selecting five of these characteristics—such as learning preferences, motivation, prior knowledge, cultural backgrounds, and technological proficiency—offers a focused lens to examine how the learners in my scenario might interact with the training.

For example, assuming the learners are adult professionals seeking to upgrade their skills, they may exhibit varied prior knowledge levels, with some being well-versed in the subject while others are beginners. Their motivation may be driven by career advancement, which suggests the importance of aligning the training’s relevance to their professional goals. Their technological proficiency will influence whether the instruction should be primarily digital or include traditional methods. Cultural backgrounds can impact how material is perceived and interpreted, necessitating culturally sensitive content design.

However, to deepen this analysis, additional information is needed about the learners’ age ranges, specific prior experiences, language proficiencies, and access to technology. This data can be collected through surveys, interviews, or consulting professional organizations such as industry-specific associations. O*Net, maintained by the U.S. Department of Labor, can also provide insights into typical skills and occupational characteristics relevant to the learners’ industry, informing the design process.

Moreover, considerations of diversity, including cultural, racial, or socioeconomic differences, are critical. Recognizing and integrating diversity can enhance engagement and learning outcomes, while neglecting it could lead to misaligned content or accessibility issues. Ethical, legal, and political factors—such as ensuring inclusivity and avoiding bias—must also shape the learner analysis, fostering equitable training environments.

Analyzing Contexts

The physical environment where learning takes place profoundly impacts instructional effectiveness. In this scenario, I will describe both the training environment and the space where learners will perform their tasks post-training. For instance, if training occurs in a shared classroom, factors such as furniture arrangement, lighting, and noise levels are significant. If remote learning is involved, the individual learner’s home environment, including internet connectivity and interruptions, will be considered.

Available technology in these spaces influences instructional strategies. Access to computers, reliable internet, projectors, and audio systems determines whether multimedia resources, live demonstrations, or interactive activities are feasible. Distractions present in the physical space—such as street noise or household interruptions—must be accounted for, as they can hinder concentration and engagement.

Accessibility considerations extend beyond physical disabilities. For remote learners, factors like Wi-Fi strength, device compatibility, and physical environment stability (e.g., quiet space, appropriate lighting) are crucial. In rural or underserved areas, low bandwidth may impair the ability to access high-quality multimedia content, affecting instructional choices. Being aware of these environmental factors allows me to adapt the design—perhaps incorporating downloadable materials, asynchronous modules, or simplified media—to ensure accessibility and effectiveness.

The implications of the context analysis inform decisions about instructional methods, content chunking, multimedia use, and assessment strategies. For example, in environments with limited technology, emphasis might shift to offline activities and printed materials. Conversely, in tech-rich settings, interactive simulations and real-time collaboration can enhance learning.

In sum, detailed analysis of learners and their contexts ensures that training is tailored to real-world conditions, maximizing engagement, accessibility, and ultimately, learning outcomes.

References

• Gagne, R. M., Wager, W. W., Golas, K. C., & Brain, P. (2005). Principles of instructional design (5th ed.). Wadsworth/Thomson Learning.
• Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
• Merriam, S. B., & Bierema, L. L. (2014). Learning in adulthood: A comprehensive guide. Jossey-Bass.
• U.S. Department of Labor, O*Net Online. (n.d.). Occupation profiles. https://www.onetonline.org/
• Piskurich, G. M. (2012). Rapid instructional design. John Wiley & Sons.
• Schunk, D. H. (2012). Motivation in education: Theory, research, and practice (4th ed.). Pearson.
• Smith, P. L., & Ragan, T. J. (2005). Instructional design (3rd ed.). John Wiley & Sons.
• Spector, J. M., Merrill, M. D., Elen, J., & Bishop, M. J. (2014). Handbook of research on educational communications and technology (4th ed.). Springer.
• Van Wyk, T. (2010). Instructional design: A systems approach. Juta and Company Ltd.