Analysis and Design

Part 1: What have you learned from the analysis? What are you planning to do with it?

The client meeting allowed me to fully understand the content coverage needed in order for the students to be ready to go when she returns from her leave.  However, as I began to analyze the notes and take into consideration her concerns, I noticed that the analysis offered insight into how the instructor wanted to shift her teaching focus overall.  The content was not difficult to grasp, I have taught her class before and understood the scope and sequence as a whole. The materials and activities were easy to work through since the items were readily available and the students were familiar with the routines we discussed implementing.  

What began to take shape was an instructional design that the instructor could use as a template for when she returns to the classroom.  My ultimate goals from the beginning were to ease any fears she had about giving up control, maintain content integrity, and hopefully give her the confidence to continue blending her classroom.  The design covered all of the content she wanted to be covered; however, it also gave her the confidence and motivation to try it once she returned. Those both eased her nerves about not lecturing every class.  

Part 2: How are analysis and design related for you? Think about it in the context the articles and chapters we have read thus far. How closely should these two pieces of the model connect? How does the Information R/Evolution video affect each of these?

As Piskurich hinted in chapter 4, I am all analyzed out.  While I understand the importance of analysis, I was certainly ready to move past the sit-down, the interview, and contemplation.  I wanted to design the curriculum, plan lessons and activities, and focus on the blended learning aspect. However, with any good design, there must be proper analysis and research.  Investigating the problems and the requirements is a must do before a conceptual solution can be formed.

In my situation, design is the creation of a solution to a problem.  Here, the instructor will miss class so we’ve designed a solution. Analysis is the process of applying my knowledge of the resources, the students, and the content to answer the problem. One can happen without the other, but in order to maintain success, the two need to happen together.

In the Addie model, analysis and design occur one after the other, connected directly in the design process.  Not only does one come after the other, but after completing the design phase, the designer has the potential to revisit the analysis phase to make adjustments.  The analysis phase becomes the foundation for every other phase; however, the design phase utilizes the products generated from the analysis phase. This relationship needs to be closely connected.  While each remaining phase will connect to the one before it, the analysis and design refer back to each other throughout the formation of the entire design.