INSTRUCTIONS The format of this week’s assignment is a narrated presentation in which you share your analysis of the learners and contexts. The audience for your presentation are stakeholders such as colleagues, clients, district personnel, etc. depending on your particular learning scenario from last week.  Create 8 powerpoint slides, Slides are visual aids and should not include large amounts of text. Use bullet points with short phrases and relevant graphics. Also, each slide should have a notes section where most of the comments should be done. 3 Credible References on a separate reference slide. 4 slides Analyze Learners In the first part of the assignment for this week, you will analyze the target learners of the design project you have been developing. What do you know about the learners? What do you need to know about the learners? How will any of this information influence the design of the instruction or training? Those are the types of questions you will address in your brief analysis. To complete the assignment, you will: ·         Review the lists of learner characteristics provided in the week’s introduction. ·         Select at least five characteristics that you think would have the most influence on the design of the instructional or training solution in your scenario. ·         Offer the information you have about any of those five characteristics of the learners in your scenario. ·         Identify what else you need to know about the learners (e.g., information about one or more of the five characteristics identified above). ·         Discuss ways you could obtain the additional information you needed, such as professional organizations or characteristics from O*Net powered by the U.S. Department of Labor (see Week 1). ·         Suggest how the presence or absence of diversity among the target learners or any ethical, legal, and political considerations might influence the analysis or subsequent design.   4 slides Analyze Contexts Recall that effective design requires analysis of both the learning and performance contexts. In this second part of the assignment, you will analyze both contexts for the same learning scenario. Be sure to: ·         Describe the physical environment in which the learners will participate in training and instruction. o    Will students are learning in a shared space, like a classroom, or remotely, such as in their own homes or libraries? o    What does the physical space look like in terms of walls, windows, furniture, lights? o    What technology is available in terms of computers, projectors, speakers, broadband Internet access? o    Is the space located in an area with frequent distractions such as a window on a busy street, children playing at recess, people walking around, telephones ringing or lights humming? o    Are there any aspects of the space that might affect accessibility, including considerations beyond physical disabilities (e.g., is the facility located on a public transportation route if learners do not have private transportation)? ·         Describe the physical environment in which the learners will use or perform what they have learned. Similar to the learning environment, be sure to note any aspects of the space that might affect accessibility. ·         Explain how the descriptions of each context might influence the design of the training or instruction. In other words, what is the implication of the information for the design? Yet another way to think about implication is the “so what?” factor. So, what that the facility is rural? (Potential implication: low-speed internet means video files may take too long to play and impact the learner experience).   Use Last weeks assignment to help you write this   USE THE BELOW RESOURCES References Brown, A. H., & Green, T. D. (2015). The essentials of instructional design: Connecting fundamental principles with process and practice (3rd ed.). New York, NY: Routledge. Dick, W., & Carey, L. (1990). The systematic design of instruction (3rd ed.). New York, NY: Harper Collins. Gagné, R., Wager, W. W., Golas, K. C., & Keller, J. M. (2005). Principles of instructional design (5th ed.). Belmont, CA: Wadsworth. Heinich, R., Molenda, M., Russell, J., & Smaldino, S. (2002). Instructional media and technologies for learning (7th ed.). Englewood Cliffs, NJ: Prentice-Hall. Mager, R. F. (1997). Making instruction work - Or skillbloomers: A step-by-step guide to designing and developing instruction that works (2nd ed.). Atlanta, GA: Center for Effective Performance. Morrison, G. R., Moss, S. M., Kemp, J. E. (2004). Designing effective instruction (4th ed.). Hoboken, NJ: Wiley & Sons. Smith, P. L., & Ragan, T. J. (2005). Instructional design (3rd ed.). Hoboken, NJ: Wiley & Sons. Young, P. A. (2009). Instructional design frameworks and intercultural models. Hershey, PA: Information Science Reference.   USE THESE AS YOUR REFERENCES ·         Streamlined ID by Miriam B. Larson; Barbara B. Lockee ISBN: 9781351258715 Publication Date: 2019-12-09 Lockee, B. B. (2019). Streamlined ID: A practical guide to instructional design. New York, NY: Routledge. Read Chapters 3 and 4 (pp. 49-92). Pay particular attention to Table 3.1, which offers examples of potential implications for certain characteristics. In other words, how do the learner characteristics inform the design? ·         Instructional Design Frameworks and Intercultural Models by Patricia A. Young ISBN: 9781605664262 Publication Date: 2009 Offers practical applications for the construction of user interfaces, products, services, and other online environments useful in the development of culture-based designs. ·         The Essentials of Instructional Design: Connecting Fundamental Principles with Process and Practice by Abbie H. Brown; Timothy D. Green ISBN: 9781315757438 Publication Date: 2015-06-26 Brown, A. H., & Green, T. D. (2015). The essentials of instructional design: Connecting fundamental principles with process and practice (3rd ed.). New York, NY: Routledge. Read Chapter 4: Needs Analysis (pp. 41-58) and pay particular attention to Figure 3.1, which is a flow chart for conducting a needs analysis for a performance problem. ·         Mastering the Instructional Design Process: A Systematic Approach by William J. Rothwell; Bud Benscoter; Marsha King; Stephen B. King ISBN: 9781118947159 Publication Date: 2015-12-17 Ten Key Assumptions Rothwell, W. J., Kazanas, H. C., Benscoter, B., King, M., & King, S. B. (2016). Mastering the instructional design process: A systematic approach (5th ed.). Hoboken, NJ: Wiley & Sons. Examine the ten key assumptions in Exhibit 1.1 on Page 4. These assumptions relate to ID and ID competencies.