Performance & Learning Context Analyses

Performance Context Analysis: Participants will be in the teaching profession from classroom teacher to super intendent. They generally will have
PowerPoint experience, use it for their job, and will continue to use it for presenting concepts and as the medium which their clientele can submit
work to them. They’ll apply the skills taught in the course to maximize effectiveness and satisfaction when delivering presentations and pass on the
experience and resources to their subordinates who will learn from creating and giving presentations.
Info Categories Data Source(s) Learner Characteristics Implication(s) for Instruction
1. Managerial The YouTube video Most already know Save the few who need keystroke by keystroke instruction most will
Support screencast and how to use be receiving tips for better aesthetics and faster workflow. I will
enclosed tools in .pptx PowerPoint, Word, and disseminate my major goals subskills and entry skills table so they
file which will be saved copy-paste from their may choose how detailed of instructions they need at each step.
to school’s one drive. curriculum scopes Also communication via e-mail should be reliable.
Also e-mail to me and while some may need
to supervisors who will keystroke by keystroke
periodically check their instruction. Some may
products attached to need help adhering to
the lesson plans they pedagogical guidelines
submit. and educational
objectives.
2. Physical Aspects of They will be using the Learners may not be as I can ask a technology person to setup the computer lab to work
Site school-assigned proficient on all with their laptop. Also a educational technologist could be present
laptops or desktops machines they’ll get on for tech support to help teacher manage their class.
when performing the during the work day
work-related tasks. when creating their
slides or passing the
PowerPoint tips on to
students in a computer
lab.
3. Social Aspects of Normal Co-Worker They tend to think I will give suggestions how to share and divide up work for creation
Site interaction, e-mail, positively about or of slildes and/or instructing students how to use slides (for the
YouTube, Microsoft behave civilly amongst regular classroom teacher teaching/assigning PowerPoint driven
Teams colleagues assignments)
4. Relevance of the Normal Co-Worker They tend to agree I will depending on the type of teacher include novel examples
Skills to Workplace interaction, e-mail, creating striking visuals which can apply to their subject area
YouTube, Microsoft is a worthy endeavor
Teams
 Performance & Learning Context Analyses

Learning Context Analysis: Learning experience was designed for online and in-person; the online with a screencast for those who would rather move
at their own pace and work on their own time, which includes how and what to take screenshots of for each major goal step in the process. The in-
person version, made for those who prefer an in-person PD, uses an abridged form of the screencast, mostly to serve as a job-aid when I pause the
screen and as a ‘perfected’ demo as keystroke sequences are faster, more efficient demonstrations with scrolling and keying mistakes edited out. Both
ways involve collaborative aspects with Microsoft Teams online and with peer-communication in the computer lab.
Info Categories Data Source(s) Learner Characteristics Implication(s) for Instruction
1. Compatability of Completely online via From home should be simple Everything can be done online granted teachers have a
site with e-mail, Microsoft for learners who are mostly reliable computer but I must make myself available and
instructional Teams, or In-Person at familiar with PowerPoint but create channels on Teams which they can help each other
requirements. Computer Lab more difficult for others who or collaborate on slides.
may need to receive real-time
feedback. In-person version In-person might involve asking an IT person to come and
might have student-machines sign in to many computers so that they’re started up and
w/ long startup times when ready upon the participants’ arrival
teachers log in.
2. Adaptability of site Completely online via Work will be done as lesson I will design printable job aids which they can keep with
to simulate e-mail, Microsoft prep w/out students present, them just in case the on-screen job aids or screencast are
workplace. Teams, or In-Person at no need to simulate the not accessible due to logged in user/guest constraints, this
Computer Lab workplace other than accessing way they can view instructions no matter which machine
resources from different they use.
machines
3. Adaptability for Completely online via Student may use other smart In-Person class would not need to make screenshots
delivery e-mail, Microsoft devices to view the screencast.
approaches Teams, or In-Person at Screencast can be chunked and
Computer Lab each step can be done over a
longer period of time.
4. Learning site Completely online via Online may not get feedback or I will, include novel examples which can apply to a wide
constraints e-mail, Microsoft questions answered as quickly variety of subject matter.
affecting design Teams, or In-Person at as they’d like, in-person class
and delivery Computer Lab may not have their choice of
computer