EDT 500 Session 03

SESSION OVERVIEW Share your Audience homework Audience Analysis Activity Case study activity Presentation fundamentals Share initial ideas for presentation assignment –Topic, lesson content Preview next session

AUDIENCE One paragraph description Posted on website Share / discuss You were asked to:

AUDIENCE ANALYSIS Conducted relevant to the problem

AUDIENCE ANALYSIS Understand audience so instruction/materials are meaningful Learn prerequisite skills, knowledge so instruction address level, starting point Match level of instruction, verbal, math, to learner Identify learning style, strengths Incorporate learning styles with activities Why:

AUDIENCE ANALYSIS Depending on the problem: What are some attributes of the audience the instructor would want to know?

AUDIENCE ANALYSIS Depending on the problem: Demographic variables like age, gender, culture Academic skills like reading, writing, mathematics Cognitive skills like processing, memory, problem- solving, reasoning Motor skills like fine, gross Sensory skills like hearing, vision, attention Preferences like how learn best

AUDIENCE ANALYSIS ACTIVITY Problem: I want to hike Mt. Katahdin Audience: me Develop series of questions and procedures to conduct the audience analysis –How can you receive the necessary info? –What questions would you ask?

AUDIENCE ANALYSIS ACTIVITY Identify a hobby of yours –Something teachable i.e., gardening, playing a sport, music, dance, travelling, software expertise, Identify an instructional problem Understand the rest of the class is the audience Develop series of questions and procedures to conduct the audience analysis –How can you receive the necessary info? –What questions would you ask?

CASE STUDY ACTIVITY Change direction slightly toward project management, ID in larger scope Read the Case Study Prepare responses for questions 1-5 We’ll discuss

PRESENTATION FUNDAMENTALS Mashable.com article

PRESENTATION FUNDAMENTALS Cognitive multimedia learning theory (Mayer) People process visual and verbal info separately People can focus on small amount of info at a time Memory enhanced when relevant info integrated with prior knowledge

PRESENTATION FUNDAMENTALS People process visual and verbal info separately –Written text is processed as verbal –Using corresponding images and text enhances recall –Image selection is key –Speaker calls attention to image contents

PRESENTATION FUNDAMENTALS People can focus on small amount of info at a time –Forgetting increases with too much –Input from speaker and too much on-screen text can overwhelm verbal memory –Small, manageable chunks facilitates recall

PRESENTATION FUNDAMENTALS Memory enhanced when relevant info integrated with prior knowledge –Combined use of visual and auditory pathways in brain improves identification of relevant info –Engaging audience with questions, follow-up activities on topics, case studies, storytelling support long term storage

PUZZLE EXPERIMENT Named “Petals Around the Rose” Used with hundreds of CCSU students Observed similar pattern –Typically in rolls 1-5 a few students will answer correctly –In rolls 6-12 a few more –In rolls 12+ requires prompts Integrated a verbal/visual aid to see if it changes the pattern

PRESENTATION –Share initial ideas for presentation assignment Topic, lesson content You were asked to:

NEXT SESSION Readings : –Read Making It Happen book Prepare to discuss in general Pretend you are providing feedback to author –Read Content Analysis link Fairly brief Covers both Task and Content Analysis –Read Task Analysis link Yola Postings: –General reactions to Making It Happen for use as springboard for discussion –Homework on Task/Content Analysis Paragraph description of tasks learners will engage in during instructional design requirement Paragraph description of the content and types of content (facts, concepts, procedures). Include references to state standards where appropriate