Learner&ContextAnalysis

=Learner Context Analysis= 2. They have not had formal training for SSID so may not understand the funding consequences of incorrect SSID assignment.
 * Category ||  || Data Source || Characteristic || Implication(s) ||
 * || Entry Behaviors || Registration ||  ||   ||
 * || Prior Knowledge || Job title || 1. EMIS Coordinators are their district's SSID contact and know how to log into the SID site.

3. EMIS coordinators are familiar with basic computer terminology such as copy/paste; click; save. 4. This group is new to school "terminology" and data governance/definitions. || 1. Because they know how to log in, there is no need to cover log on procedure. 2. It will be important to cover specifics about lost funding from incorrect SSIDs. 3. Since they have competency with basic computer terminology there is no need to explain common computer terms. 4. It will be important to provide data governance guidance and definitions. 4.1 It will be important to refrain from using acronyms without adequate explanation. || 2. The Ohio Department of Education (ODE) is the authority on SSID acquisition, consequently EMIS coordinators have the tendency to question "is this per ODE?" || 1.The course will need to cover basic definitions and provide the learners with time to ask questions and clarify understanding. 2. Because the learners recognize ODE as the authority it is necessary to have the EMIS office at ODE approve of the course materials so that the instructor can state that this material has been approved by ODE. ||
 * || Attitudes || Registration || 1.Because this course is geared specifically to new EMIS coordinators, the learners will have high expectations that they will leave the course with a clear understanding of SSID acquisition.
 * || Motivation || Registration || Having offered previous workshops/courses to new EMIS coordinators, I know this group is highly motivated to learn. Their motivation comes from the knowledge that the work they do impacts their districts' funding and state report card.

Because EMIS coordinators often perform many tasks in their districts, they are motivated to reduce their workload wherever possible. || Because the motivation is high the course must be paced to cover all the necessary material.

It will be important to provide examples of how accurate SSID assignment reduces follow-up during EMIS reporting, therefore reducing workload. ||
 * || Education and Ability || OAEP Survey || Typically, new EMIS coordinators have either a college degree or some college experience. They have more technology experience than their more experienced EMIS coordinator peers.

This group is more likely to include learners who are more "digital native" than "digital immigrant". || Because the learners have a strong technology background it will be important to provide technical explanations for how the SSID system works.

As digital natives they will expect course materials to be available electronically. ||
 * || Learning Preferences || OAEP Survey || EMIS Coordinators have expressed the desire for professional development that is hands on and provides them with concrete examples.

These learners generally experience 'death by powerpoint' via the Ohio Department of Education at this conference and it bores them. || While the course cannot be hands-on at the conference due to space constraints - learners will be asked to bring examples. Time will be provided for them to work in groups on these examples.

Examples will also be provided that have been checked by ODE for accuracy.

To keep the lesson upbeat it will be important to include some games or activities that are fun & informative. ||
 * || Attitudes toward Organization || OAEP Survey || The new EMIS Coordinator is looking for a lifeline - often there is only one person in a district "doing EMIS". This means they do not have a peer in the district to model. They are new to OAEP and have yet to develop an opinion/attitude. || It will be important to instill a positive attitude toward OAEP and the professional development it offers. This will be of value to the new EMIS coordinator looking for a lifeline. ||
 * || Group Characteristics || OAEP Survey || EMIS Coordinators are generally women whose school district positions include multiple assignments. They might be an EMIS Coordinator AND - a superintendent's secretary; special education coordinator; guidance counselor; treasurer; payroll clerk; or even transportation supervisor. || It will be important to get the learners focused on this one task - so they do not veer off to other duties they may perform for their district. The use of a "parking lot" for questions that are off topic will be used to keep focus on SSID. ||
 * Context ||  ||   ||   ||   ||
 * > //Performance// || Support || Personal knowledge || District superintendents and treasurers expect the EMIS data to be accurate - therefore it is extremely important that the SSID is accurate. || Examples of the cost of inaccurate SSIDs will be included in the course material to emphasize the importance. ||
 * || Physical Aspects || Personal knowledge || Because EMIS coordinators have varied job descriptions, the SSID portion of the job can be done in a quiet private office, or a noisy school office or elsewhere. || Because of the varied physical locations this aspect can be acknowledged, but not adequately addressed in this course. ||
 * || Social Aspects || Personal knowledge || EMIS coordinators are often the only person in their district to perform this task. || Because these learners are new to this task it will be important to include information about how they should obtain help after the class is finished such as "help desk" ticket; contact information for the SSID site, etc. ||
 * || Relevance || Personal knowledge || As new EMIS coordinators they may not understand all the ramifications of inaccurate SSIDs. || The ODE provides an SID Validation report that indicates possible duplicate SSIDs reported by a district. This report will be used to stress the importance of accurate SSID assignment. ||
 * Learning || Compatibility with workplace || Personal knowledge || This course, offered at a conference, will not have the same characteristics and/or compatibility with the workplace environment. || Given these constraints I will create pre and post assessments that although are on paper - will mimic the screens seen on the SSID site. ||
 * || Ability to simulate workplace || Personal knowledge || It is not possible to simulate the workplace as every learner has a different set of circumstances (ie. hats) at his/her job. || While the workplace is not being simulated it will be important to acknowledge the fact that obtaining an SSID is just one more task in a busy day. Time will be allotted to discuss how the learners manage this task OTJ as an exercise in sharing ideas. ||
 * || Adapt to delivery approaches? || Personal knowledge ||  ||   ||
 * || Design and delivery constraints || Personal knowledge || This training will not be offered in a hands-on environment where learners can practice or use self-guided tutorials. || This will require a live demonstration be included so learners see the actual process unfold. ||