TARGET POPULATION & ENVIRONMENT

My design document and the survey results of a learner/content analysis demonstrate that I collected data, carefully analyzed the population’s characteristics, and made crucial design choices that impacted the design and delivery of the instructional materials, which is an essential process during the planning and analysis stage of instructional design. 

The humans participating in the learning experience are at the heart of every training. As a designer, it is imperative to understand the learners’ characteristics, backgrounds, preferences, and motivations to achieve learning and organizational goals. Therefore, before diving into my design for my EDCI 572 learning module, a leadership training on how to give feedback, I sent out a detailed survey to collect data about my learning population. As demonstrated in the “Learner/Content Analysis - Survey Results” document, I asked questions about their educational background, professional experience, professional context, and roles. Similarly, I asked questions about their prior knowledge, entry skills, attitudes, motivation, and learning preferences. I summarize the data in the “characteristics” columns on pages four through nine in my design document. 

The results of this survey significantly changed my approach to designing my learning module. Initially, I was going to focus more on emotional intelligence that will maintain positive relationships among teams. However, it was clear that many learners already had strong prior knowledge about this concept. To my surprise, they expressed concerns about stifling their team members’ creativity. As a result, I shifted my focus to feedback that nurtures relationships while encouraging creativity. To suit their learning preferences, I utilized instructional strategies they enjoy, which were hands-on, discussion-based learning in small groups.

From my professional experience as an educator, I know how important it is to understand the learning population. As a lead teacher who mentored other teachers, I encouraged them to invest ample time in getting to know their students personally and academically because it would result in more intentional, effective teaching practices. My grade level team would spend the first few weeks of the school year sending out surveys to families and students and making time in lessons to get to know each other. As I transition to instructional design, it is refreshing to know that this principle is valued in all curriculum development contexts, not just in traditional classrooms. 

This process reaffirmed the priority that instructional designers must put on an in-depth learner and content analysis before designing their learning experience. Using the knowledge I acquired from EDCI 577, I will improve my learning analysis surveys using careful wording in Likert scales that will convey my inquiry more precisely. To further develop this competency, I have enrolled in a free course through IDEO.org, a non-profit design studio whose mission is to use design to improve social problems worldwide. Their course is called “Introduction to Human-Centered Design.” It asserts that the human experience is the foundation of meaningful design. This course will further develop my design thinking to ensure that I am especially cognizant of my target population and their environment as I design a learning experience that meets these needs.