Education Theories

Critical Read questions listed. Reply showing evidence of critical analysis with questions to. Include enough detail to substantiate your thinking as well as your position on the questions or comments. Included Proper in-text citation. Reply to each separately.

In your own words, comment on Keith Miller and Latina Morris attached reply discussions. Your response should address the DB questions listed and move the conversation forward. Provide quality of your postings, including mastery of the concept as well as critical thinking. If asked for your opinion, do not simply state that it is a good or bad idea; elaborate on your reasons and argument. Include enough detail to substantiate your thinking as well as your position on the questions or comments.  . Reply to each separately. Part I. Question 1. What do you think are the differences between analyzing the instructional needs of a learner in a traditional K€“12 school versus analyzing the instructional needs of a working adult in a corporate or higher education setting? Question2. What areas of needs analysis might be similar?

Part I
What do you think are the differences between analyzing the instructional needs of a learner in a traditional K€“12 school versus analyzing the instructional needs of a working adult in a corporate or higher education setting? What areas of needs analysis might be similar?

Discussion Board Unit 2
Latina Morris
AIU

Part I
What do you think are the differences between analyzing the instructional needs of a learner in a traditional K€“12 school versus analyzing the instructional needs of a working adult in a corporate or higher education setting? What areas of needs analysis might be similar?

The difference of analyzing the instructional needs of a k-12 type learner versus a working adult or higher learner  is, in a k-12 environment  teachers can use instructional design to outline and guide pupils into establishing and categorizing their thoughts, ideas, and the information they learn into categories or levels of importance. Teachers are also modeling through lectures and instructions what and how the pupils should be learning.  Teachers are preparing and molding the learners to organize their thoughts and objectives through  instructional design.
Adult learners or persons in a higher educational setting are usually lifelong learners and can voluntary choose what way the learn and how the learn. They are more of constructive learners and they are usually building upon or expanding knowledge they have already learned in their primary education.

References
Adult learning. (n.d.). Retrieved from http://adulted.about.com/od/intro/Adult_Learning.htm

EDU604 Unit 2 Part 1
Keith Miller
AIU

An important aspect for initiating the instructional design process is to know your audience. Knowing your audience identifies who we are designing the training for and the desired learning outcome. Many instructional principles and methods exist, with the most appropriate method being dependent on the type of information or skills to be learned (Knowles, & Suh, 2005). The information acquired while analyzing the instructional needs for a particular audience will identify the differences needed in the instructional design for the desired learning outcome. There are many unique characteristics to consider t ensure the instructional design program matches the needs of learners. Keeping in mind the type of audience may have the learning objective in common and require different strategies within the program design to achieve those objectives effectively. A few things you need to keep in mind while analyzing the instructional needs are the target groups characteristics, pedagogical considerations, delivery style, learning constraints, and desired learning objectives.

A classroom’s environmental, emotional, sociological, and physical features can influence student attitude about learning and learning itself (Logan, 2011). Analyzing the instructional need for traditional school students can obtain as many different factors as instructional needs for adult learners due to diversities in the learners’ environment. To distinguish instructional needs between traditional students and adult learners in general can be as complex as distinguishing between traditional students who have different cultures and back grounds. Prior experience the learner has obtained along with what motivates or stimulates their desire to learn can be a little more easily defined between traditional students and adult learners. It is naturally assumed that adult learners will possess greater amounts of experience and their motivation and stimulus factors will be apparently different. Because their learning outcome or objectives to be learned can be similar the instructional needs may also have common similarities with modifications in delivery methods

During the analysis for instructional needs of the traditional student and adult learners it would be beneficial to construct and design a program with broad parameters focused on the differences that are most apparent such as age, previous experience, and motivation. Using the ADDIE Model will assist in revising or modifying the program for effectiveness and efficiency as you observe behavior and conduct the final phase of Evaluation. Over thinking of the instructional needs for the learner will not only cause the educator more time and effort in the overall design, but could also focus the design towards a particular group that is a minority of the target group as a whole.

References

Knowles, M. P., & Suh, S. (2005). Performance systems analysis: Learning by doing. Performance Improvement, 44(4), 35-            42. Retrieved from http://search.proquest.com/docview/237233203?accountid=144459

Logan, B. (2011). Examining differentiated instruction: Teachers respond. Research in Higher Education Journal, 13, 1-14.
Retrieved from http://search.proquest.com/docview/889136509?accountid=144459