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When designing instruction, it is important to know your audience. Are you designing instruction for adult learners, 8th graders, or a group of corporate executives? The text refers to these learners as the target population or audience, and this group is representative of the “widest possible range of users” that will be using your instruction.
For this assignment, you will select “try-out” learners; individuals available to you and who are representative of your target population to analyze your audience. You will identify and interview at least 3 “try-out” learners in order to develop a learner analysis.
Use the Week 3 Worksheet download to analyze your target audience. The final product should include notes from your 3 interviews and a summary of the description of the target audience from the interviews.
It is not only important to analyze the target audience, but the place in which the instruction will be delivered (learning environment) and the context in which the skills the audience has learned from your instruction will be used (performance setting).
Context analysis of the performance setting: If possible, visit the place in which the skills learned from your instruction will be put to use. Provide a description of the physical environment, the support system, and any factors that may help or hinder with the use of the new skills.
Main areas to focus upon are the 1) managerial/supervisor support; 2) physical aspects of the site; 3) social aspects of the site; 4) relevance of skills to the workplace.
Context analysis of the learning environment: If possible visit the place in which your instruction will be delivered; does it have the necessary equipment available? If you are creating a computer-based training piece of instruction, does your audience have access to computers? Do they have the software your instruction might be requiring?
Main areas to focus upon are the 1) compatibility of site with instructional requirements; 2) adaptability of site to simulate workplace; 3) adaptability for delivery approaches; and 4) learning-site constraints affecting design and delivery of instruction.
Write up your analysis of the learning environment in the Week 3 Worksheet download.
Developing Performance Objectives
The purpose of a performance objective is to provide the learner with a detailed description of what they should be able to do once they have completed the instruction. In the previous chapters, the book refers to the instructional goal as a statement that provides the learner with a description of what they should be able to do once they have completed the instruction; however, once your goal statement is converted to an objective, it if referred to as your terminal objective. Your subordinate skills that you identified in your skills analysis will become subordinate objectives.
All objectives include:
Audience: The who. “The student/learner will be able to…”
Behavior: What the learner is expected to be able to do; the skill to be performed
Condition: The conditions under which the skill is to be performed
Degree: The criteria by which the learner will be assessed (evaluated).
This assignment is two-fold (*the websites and videos provided are very helpful in writing objectives):

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