Discussion Activity 1 – A granite boat?
I know very little about the history of boats, but will presume the first were made of wood, and I will also presume that the boat builder had already worked out that wood floats. Had this analysis not taken place before the boat building began, the consequences of the granite boat would have been rather dire for Mr. Boat Builder. So as I contemplate my boat, a basketball training program for grade 6-8 boys, it seems there is a lot more to consider than just wood or granite.
The course notes and suggested readings all confirm that the analysis stage must examine the learner, learning context, learner needs, instructional goals and learning outcomes. According to Clark (1995), it is the building block of a training program and provides the basis for the who, what, where and when of the training.
In my context, careful analysis of these factors is vital as the entire program will be based on what skills and abilities the learners bring to the program. Hopkins (in Daigre, n.d.) reinforces that the key to instructional design is to work around the participants rather than the content and this is especially true in my context.
I do not have a supervisor insisting on specific outcomes. Clark (1995) suggests the purpose of an analysis is determining the performance gap, the difference between the way things are and the way they should be. In my context, the “way things should be” is not a predetermined point. The way things “should be” will be determined by carefully evaluating the knowledge, skills and attitudes of the learners at the start of the program, what time is available, and other external factors such as the nature of the competition they play in and the climate. This analysis stage will also need to identify exactly what the ‘other external factors’ are.
As mentioned previously, the analysis will need to take into account the knowledge, skills and attitudes of the learners. What do they know about the game of basketball? The rules? Team strategies? What skills do they have in actually playing the game? Can they complete a lay-up? Do they know how to complete a lay-up? And why have they joined the team? What do they wish to achieve during the season? By asking these questions of the learners, they have an opportunity to be involved in the design of the program, which Clark (1995) universally advises all clients of a proposed program should be.
In the process of this analysis I will be using a range of collection instruments as the realm of analysis encompasses physical abilities, knowledge and attitudes; areas that need to be evaluated through demonstration, discussion and questioning.
In the design of this basketball training program the analysis stage is of the utmost importance as it provides the foundation for the entire program. Every subsequent decision will be based on what is learned during this stage of the design process.
With careful consideration of all factors, I will be building my boat with wood.
References:
Clark, D. (1995, January 20, 2008). “Big Dog ISD Page.” Retrieved April 1, 2008, from http://www.nwlink.com/~donclark/hrd/sat2.html.
Daigre, R. M. et al (n.d). “Chapter 4 – Instructional Analysis: Analysing the Learners.” Retrieved April 1, 2008, from http://www.angelfire.com/la2/learners/learners.html.
