ELearning/Course design/Learning requirements - Revision history

Thomas.Eyre: 3 revisions imported

2025-01-07T20:39:51Z

3 revisions imported

← Older revision		Revision as of 20:39, 7 January 2025
(No difference)

en>Thomas Eyre: Fixed links

2018-06-19T01:08:10Z

Fixed links

← Older revision		Revision as of 01:08, 19 June 2018
Line 5:		Line 5:
	Identifying and describing the desired student learning outcomes, and also the conditions and context that must be accounted for in the design so that the course will actually achieve the desired outcomes.		Identifying and describing the desired student learning outcomes, and also the conditions and context that must be accounted for in the design so that the course will actually achieve the desired outcomes.

	==[[Front-end analysis]]==		==[[ELearning/Course_design/Front-end_analysis \| Front-end analysis]]==

	Front-end analysis identifies gaps in knowledge and performance, whether those gaps are worth addressing, and how to address them. Many refer to this undertaking as needs analysis, but we prefer the more encompassing term and include needs analysis, content analysis, and task analysis within it.		Front-end analysis identifies gaps in knowledge and performance, whether those gaps are worth addressing, and how to address them. Many refer to this undertaking as needs analysis, but we prefer the more encompassing term and include needs analysis, content analysis, and task analysis within it.

	==[[Context]]==		==[[ELearning/Course_design/Context \| Context]]==

	Circumstances surrounding the course can greatly affect the nature of learning. Certainly the online environment is one. Allotted time, accounting for holidays and such, is another especially imposing context. Content area and goals of instruction may also force restrictions or specific criteria that must be considered.		Circumstances surrounding the course can greatly affect the nature of learning. Certainly the online environment is one. Allotted time, accounting for holidays and such, is another especially imposing context. Content area and goals of instruction may also force restrictions or specific criteria that must be considered.

	==[[Learner characteristics]]==		==[[ELearning/Course_design/Learner_characteristics \| Learner characteristics]]==
	Describing the attitudes, learning styles, previous learning, diversity, and other characteristics relevant to the learning task. Descriptions will derive from your experience and multiple ways of viewing learners.		Describing the attitudes, learning styles, previous learning, diversity, and other characteristics relevant to the learning task. Descriptions will derive from your experience and multiple ways of viewing learners.

	==[[Goals of instruction]]==		==[[ELearning/Course_design/Goals_of_instruction \| Goals of instruction]]==

	Describing the larger goals you wish for students to accomplish in the course, and then specifying measurable learning objectives that together build toward and contribute to the accomplishment of overall goals.		Describing the larger goals you wish for students to accomplish in the course, and then specifying measurable learning objectives that together build toward and contribute to the accomplishment of overall goals.

	==[[~~Prerequisites and priorities~~ \|Prerequisites & priorities]]==		==[[ELearning/Course_design/Prerequisites_and_priorities \| Prerequisites & priorities]]==

	When we are cognizant of the prerequisites and priorities, we are essentially establishing the floor and ceiling for course objectives and content. When context, especially time, imposes itself we must respond by following our priorities and either make lesser priority material optional, supplemental, or eliminate it.		When we are cognizant of the prerequisites and priorities, we are essentially establishing the floor and ceiling for course objectives and content. When context, especially time, imposes itself we must respond by following our priorities and either make lesser priority material optional, supplemental, or eliminate it.
Line 42:		Line 42:
	----		----

	&uArr; [[Course design \| Up to Course design]]		&uArr; [[ELearning/Course design \| Up to Course design]]

	&uArr; &uArr; [[Course development \| Up to Course development]]		&uArr; &uArr; [[ELearning/Course development \| Up to Course development]]

	&uArr; &uArr; &uArr; [[~~Home~~ \| Up to Home]]		&uArr; &uArr; &uArr; [[ELearning \| Up to Home]]

en>Thomas Eyre: 1 revision imported

2018-06-18T19:09:15Z

1 revision imported

← Older revision		Revision as of 19:09, 18 June 2018
(No difference)

en>Klwilcoxon at 21:13, 22 February 2017

2017-02-22T21:13:48Z

New page

<seo title="eLearning wiki: Learning requirements" titlemode="append" keywords="front-end analysis, context, learner characteristics, goals of instruction, prerequisites, priorities" description="Learning requirements home page"></seo>
__NOTOC__
<div class="mwbs-color-darker">

Identifying and describing the desired student learning outcomes, and also the conditions and context that must be accounted for in the design so that the course will actually achieve the desired outcomes.

==[[Front-end analysis]]==

Front-end analysis identifies gaps in knowledge and performance, whether those gaps are worth addressing, and how to address them. Many refer to this undertaking as needs analysis, but we prefer the more encompassing term and include needs analysis, content analysis, and task analysis within it.

==[[Context]]==

Circumstances surrounding the course can greatly affect the nature of learning. Certainly the online environment is one. Allotted time, accounting for holidays and such, is another especially imposing context. Content area and goals of instruction may also force restrictions or specific criteria that must be considered.

==[[Learner characteristics]]==
Describing the attitudes, learning styles, previous learning, diversity, and other characteristics relevant to the learning task. Descriptions will derive from your experience and multiple ways of viewing learners.

==[[Goals of instruction]]==

Describing the larger goals you wish for students to accomplish in the course, and then specifying measurable learning objectives that together build toward and contribute to the accomplishment of overall goals.

==[[Prerequisites and priorities |Prerequisites & priorities]]==

When we are cognizant of the prerequisites and priorities, we are essentially establishing the floor and ceiling for course objectives and content. When context, especially time, imposes itself we must respond by following our priorities and either make lesser priority material optional, supplemental, or eliminate it.

==<div id="Output1">Output: Requirements summary</div>==
When you have established the learning requirements, you will end with the following outputs:
<ol>
<li> Front-end anlalysis, consisting of one or more of the following</li>
<ul>
<li> Needs analysis for organizational performance issues</li>
<li> Job and task analysis for established jobs, tasks, or procedures to train new hires</li>
<li> Job and task analysis for new jobs, tasks, or procedures to train all relevant employees</li>
<li> Content analysis for knowledge acquisition</li>
</ul>
<li> Context including learning environment, application environment, and development environment</li>
<li> Learner characteristics relevant to the design of instruction</li>
<li> Instructional goals and a prioritized draft list of learning objectives</li>
<li> Prerequisite knowledge, skills, and attitudes</li>
</ol>

----

&uArr; [[Course design | Up to Course design]]

&uArr; &uArr; [[Course development | Up to Course development]]

&uArr; &uArr; &uArr; [[Home | Up to Home]]