Power Up!

Herd Records Made Easy!

Front End Analysis


Results from Needs Survey:

The survey indicates the following about the small sample size of respondents:

  • Most have a high comfort level using a computer, but less on the other technology items surveyed.
  • Most have more than 5 years of experience with managing a larger herd of goats numbering between 21 and 100.
  • All (100%) have computer and internet access.
  • Some (60%) have a gmail account, so this will need to be addressed in the instruction.
  • Most (90%) use a smartphone.
  • Most (80%) are interested in learning about the process.

​It can be stated that this instruction will be valuable to the proposed audience based on the responses in the survey.

 


Learning Environment Constraints and Characteristics:

This is a one hour instructional session which intends to distribute a lot of information in a short period of time. This means that participants will be unable to practice the skills learned to a sufficient level to achieve mastery. To alleviate this gap, the initial instruction will be fast paced, but additional web-based resources will be provided to the learners so that they can review, practice, and master the concepts after the initial class.



Learner Characteristics:

Characteristics of the learners in this public audience include:

  • Various ages and developmental stages.
  • Various levels of academic completion, reading level, and performance.
  • Various levels of technology literacy.
  • Experience with content area - own or care for goats and use some form of record keeping.
  • Interest in livestock. 
  • Physical or mental impairments are undefined.
  • English as the primary language in the region.
  • ​Cultural background can vary, but the common element is livestock interest.


(Roblyer, 2015, p.50)



Next Steps:

Instructional analysis will be performed.

Management strategy will be created.

Materials will be prepared and presented to the audience.

  • Presentation
  • Sample Google tools accessed via website or QR code for audience participation
  • Web-based tutorials about each step in the process

Effectiveness of the instruction will be assessed by formative and summative evaluation techniques.



Needs Assessment Analysis and Documentation:

This training need was identified by the attendants and board of directors at Kikofest 2016 and a session to address this need was scheduled for 2017. 

A Google survey was employed to determine basic information about the needs of the audience who will be receiving the instruction. Email addresses were collected so that follow up information can be sent after the class. Basic regional and demographic data is collected to determine the scope of what the audience is handling on a day to day basis on their farms. Specific questions were asked that will help to determine entry skills and at which point instruction will need to begin.  

This Google survey tool feeds data into a spreadsheet that will be used to analyze the current and desired state of concept mastery.

The survey was sent to goat owners via email and social media. The type of farm, breed, or goat is unimportant in this survey since this procedure could effectively be used for any kind of goat (or in fact, any type of animal).

​This analysis is appropriate because this situation is one that has a clear and defined knowledge or skills gap that can be addressed through instruction. Thus, a model 2 instructional needs analysis is used to determine the next steps for instruction (Roblyer, 2015, p. 28).

 


Ayra Sundbom is an instructional designer and goat farm co-owner. A need has been identified by the International Kiko Goat Association (IKGA) for a herd record management system lesson that herd managers can implement in which they can collect and organize data. In discussions at Kikofest 2016, this subject was discussed at length and the IKGA Board requested a session for 2017.

The learning environment is a classroom setting at the Kikofest event in Crossville, TN on Friday afternoon on October 13th at 3:15 p.m. Follow up instruction will be provided on the Bearadise Farm website.



Learning Context & Content:

The learning context is that farm managers need to learn a process in which they can collect and organize data. The designer has both the time and expertise to address the analysis and content delivery. The environment and schedule are both predetermined. Available instructional resources include printing capability, access to a webpage and design program, portable wall projector, and laptop computer. Organizational support for further instructional development and delivery is available. It is undetermined whether the learners will implement the learning immediately or sometime in the future, so follow-up web-based content will be provided on demand.​

Since the learning involves cognitive skills, a hierarchical or learning-task analysis will be performed.

(Roblyer, 2015, p.49-50)


References

​Reiser, R.A., & Dempsey, J.V. (2012).  Trends and Issues in Instructional Design and Technology (3rd ed.).  Upper Saddle River, NJ: Pearson Prentice-Hall.

Roblyer, M. D. (2015). Introduction to systematic instructional design for traditional, online, and blended environments. Upper Saddle River, NJ: Pearson Education, Inc.



Instructional Goal and Type of Learning:

100% of participants in the Power Up course will demonstrate the procedure for creating a Google form, access and navigate the linked data repository, and create a pivot table to analyze information.   

​The type of learning is classified as cognitive procedural intellectual skills in Bloom's taxonomy. (Roblyer, 2015, p. 55).