The Phase That Pays

The analysis phase within the design process for instructional design involves gathering and evaluating information about learners, context, and desired outcomes for informing an effective design of instructional materials and strategies. “In the analysis phase, instructional problems are clarified, the instructional goals and objectives are established and the learning environment and learner’s existing knowledge and skills are identified”, (Culatta, 2018).

Identifying Learner Needs

This phase aims to understand the needs of your learners by including analysis of prior knowledge, learning styles, motivations, and learning barriers. “It is used to determine who the audience is so that you can design instruction that takes into account the learner's experience and other factors”, (Berkeley Lab Training, n.d.). Through identifying these needs, instructional designers can adjust content and methods of delivery securely meeting learner requirements.

Defining Learning Objectives

Instructional designers must work on defining clear and measurable learning objectives that articulate what learners should be able to know and do by the end of the instruction. These objectives are based on analyzing the desired outcomes by considering what learners’ needs are, and aligning with broader goals of instruction. Learning objectives should provide a plan for designing effective instruction through material and activities.

Analysis of Context and Content

Analyzing the context involves taking a look at the instruction that will take place and possible limitations that could affect the design process, while content analysis breaks down more complex skills or tasks into something more manageable. Context analysis includes factors to take into account such as resources, time constraints, and tech infrastructure among other things. Thai will allow for finding more feasible solutions for instruction. On the other hand, content analysis will examine the subject matter and information that needs to be taught, which will help identify concepts and info that should be within the instruction.

Purpose of Analysis of a Learning Environment

Having the ability to evaluate and understand elements that contribute to learning experiences involves looking into a variety of aspects within the learning environment such as the physical, social, cultural, and technological aspects. “Learning outcomes are affected by many factors and, in a school setting, the learning environment is considered a crucial influencing factor”, (Cayubit, 2021). This allows for the ability to identify strengths and weaknesses, inform decision-making, enhance learning outcomes, support inclusion, and build continuous improvement. The purpose of learning environment analysis is to create conditions and experiences that build effective teaching and learning by creating maximal potential for growth. Through identifying the infrastructure, resources, and support systems for learning, educators will gain an understanding for helping determine learning environment strengths, as well as having the capability to enhance weaknesses. Educators will have the ability to make informed instructional strategies, allocations for resources, and develop curriculum based on this. The primary purpose for this is so that educators can strengthen learning outcomes by looking into technology integration, classroom layout, and understanding learning barriers for building inclusive environments for all learners. All of this becomes an ongoing process that supports continuous improvement.

References

Culatta, R. (2018). ADDIE Model. InstructionalDesign.org. https://www.instructionaldesign.org/models/addie/

Berkeley Lab Training. (n.d.). What is Instructional Design. Berkeley Lab; U.S. Department of Energy. Retrieved June 5, 2023, from https://training.lbl.gov/Resources/InstructionalDesign.html

Cayubit, R. F. O. (2021). Why learning environment matters? An analysis on how the learning environment influences the academic motivation, learning strategies and engagement of college students. Learning Environments Research, 25(25). https://doi.org/10.1007/s10984-021-09382-x