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).
Artifact
Reflection
Reflection on Determining Characteristics of the Target Population for the Island Sailing Club’s Sailing Workshop
For the competency “Determine characteristics of a target population and/or environment that may impact the design and delivery of instruction,” I have selected my learner analysis for the Island Sailing Club’s sailing workshop as my artifact. This project involved a comprehensive assessment of the target population to inform the design and delivery of a specialized sailing workshop tailored to their specific needs. Overall this was a very informative project!
Data Collection Methods
To accurately determine the characteristics of the target population, I employed multiple data collection methods:
- Interviews:
- With the Club Owner and Lead Instructor: I conducted in-depth interviews to gain insights into the learners’ existing skills, knowledge gaps, and common challenges faced by recent graduates of the ASA 101 sailing class.
- Key Insights: They highlighted that while learners possessed foundational sailing knowledge, they lacked confidence and practical experience in handling the unique conditions of the Columbia River.
- Surveys:
- Distributed to Workshop Participants: Prior to the workshop, I created and distributed surveys to all enrolled participants.
- Survey Content: Questions focused on their sailing experience, learning preferences, personal goals, and any concerns they had about sailing independently.
- Key Insights: Learners expressed a strong preference for hands-on, interactive learning and indicated a desire to focus on river-specific navigation skills.
- Observations:
- During Sailing Classes and Club Events: I observed learners’ behavior, skill execution, and interactions in real-time settings.
- Observation Focus: Assessed their practical sailing skills, confidence levels, response to feedback, and group dynamics.
- Key Insights: Noted that learners were enthusiastic but hesitant when faced with unfamiliar sailing conditions, and they benefited from immediate feedback and encouragement.
- Records Review:
- ASA 101 Certification Tests and Performance Evaluations: I analyzed their test results and performance records to understand their educational background and mastery of foundational sailing concepts.
- Key Insights: Identified specific areas where learners consistently struggled, such as interpreting navigation charts and executing docking maneuvers in challenging conditions.
Determining the Characteristics of the Target Population
Through the collected data, I identified several key characteristics of the target population:
- Educational Background:
- Learners had successfully completed the ASA 101 certification, indicating a foundational understanding of sailing principles.
- Varied educational levels, from high school graduates to individuals with advanced degrees, suggesting diverse cognitive abilities and learning styles.
- Learner Skills:
- Possessed basic sailing skills but lacked practical experience in the specific context of the Columbia River.
- Demonstrated proficiency in fundamental maneuvers but needed development in advanced skills like navigation, hazard identification, and situational decision-making.
- Motivation and Attitudes:
- Highly motivated to improve their sailing abilities, with personal goals of sailing independently and possibly pursuing advanced certifications.
- Positive attitudes toward the club and instructors, viewing the workshop as an opportunity for personal growth and skill enhancement.
- Learning Preferences:
- Strong preference for experiential, hands-on learning experiences over traditional lecture-based instruction.
- Valued interactive activities, visual aids, real-life examples, and opportunities for immediate practice and feedback.
- Environmental and Organizational Factors:
- The unique challenges of the Columbia River environment, including strong currents, commercial traffic, and specific local hazards, directly impacted the learners’ needs.
- The club’s mission to empower community members through accessible sailing education aligned with the learners’ aspirations.
Impact of Learner Characteristics on Design Choices
Understanding these characteristics significantly influenced my instructional design decisions:
- Cultural and Educational Background:
- Design Choice: Developed inclusive instructional materials that catered to a diverse audience, ensuring clarity and accessibility regardless of educational level.
- Implementation: Used plain language, avoided jargon when possible, and provided explanations for technical terms.
- Learner Skills and Knowledge Gaps:
- Design Choice: Focused the curriculum on bridging the gap between foundational knowledge and practical application in the local context.
- Implementation: Created modules specifically on river navigation, local hazard identification, and advanced maneuvering techniques.
- Learning Preferences:
- Design Choice: Emphasized hands-on, experiential learning activities.
- Implementation:
- Incorporated on-water practice sessions where learners could apply concepts in real-time.
- Utilized simulations and interactive exercises to replicate real-world scenarios.
- Provided visual aids such as charts, maps, and diagrams to support visual learners.
- Motivation and Attitudes:
- Design Choice: Aligned instructional goals with learners’ personal aspirations to increase engagement and relevance.
- Implementation:
- Set clear learning objectives that resonated with their desire for independence and confidence.
- Included goal-setting activities to personalize their learning journey.
- Environmental Characteristics:
- Design Choice: Tailored the instruction to address the specific challenges of the Columbia River environment.
- Implementation:
- Integrated environmental education about local weather patterns, currents, and commercial traffic protocols.
- Developed safety modules focusing on emergency procedures relevant to the local context.
- Organizational Performance Factors:
- Design Choice: Leveraged the club’s supportive learning environment and resources.
- Implementation:
- Scheduled small group sessions to ensure personalized attention.
- Encouraged collaborative learning and peer support among participants.
Reflections on the Design Process
The thorough analysis of the target population was instrumental in creating an effective and meaningful instructional design. By deeply understanding the learners, I was able to:
- Enhance Relevance: Ensured that the content was directly applicable to the learners’ needs and goals, increasing motivation and engagement.
- Improve Accessibility: Addressed diverse educational backgrounds by designing materials that were accessible and understandable to all participants.
- Increase Effectiveness: By focusing on practical application and hands-on experiences, learners could better retain information and develop confidence in their abilities.
- Foster a Supportive Environment: Recognized the importance of the club’s community-centric approach and integrated collaborative activities to build camaraderie among learners.
Conclusion
Conducting a comprehensive learner analysis allowed me to tailor the sailing workshop to meet the specific needs of the target population effectively. By collecting data through interviews, surveys, observations, and records review, I gained valuable insights into the learners’ characteristics. These insights directly impacted my design choices, ensuring that the instruction was relevant, engaging, and conducive to achieving the desired learning outcomes.
This experience reinforced the critical role of understanding the target population in instructional design. It highlighted how data-driven decisions can lead to more effective instruction and ultimately contribute to the learners’ success. Moving forward, I will continue to prioritize thorough learner analyses in my instructional design projects to create impactful and meaningful learning experiences.