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IDD Analysis Worksheet

Filling out this worksheet should help you to organize your initial insights and analysis about
your Instructional Design Document (IDD) topic.
As you fill in information in response to the prompts in this worksheet, you will be working
toward creating your final IDD.
Note: For each section of this worksheet, be sure to refer to the IDD Outline, Section II,
subsections A, B, and C, for more information about what will be required in the final IDD.
Note: Except for the first table, and for any notes about information that does not apply to your
specific project, I’m expecting to see sentences and paragraphs.
Note: Be sure to turn in your worksheet in MS Word. This makes it about 10 times easier to
provide feedback on your assignment.

Brief Introductory Info

Provide information in this table to give the briefest idea about your topic.
Your Name Nina Gill

Your IDD Topic Advantages and disadvantages of using UCAT

Organization (Where the learning
solution will be implemented)
Learners (Target Audience—it’s
possible that you’ll have both a
primary audience and a secondary
audience)
(Universal Curriculum Assessment Tool) in the
classroom.
Defense Language Institute (DLI) in Monterey
California.
Target audience will be faculty members in Multi
language school.

Needs Assessment
Data Collection. Briefly describe how you collected data about your situation. Possible methods
include: interviews, observation, surveys, reviewing work products or reports. You may include
questions and raw data in an appendix.
Note: I’ve set up the paragraphs after the worksheet prompts to be in normal APA Style (1/2-
inch indent for the first line and double-spaced lines). This will make it easier for you to cut and
paste paragraphs into your final IDD document, which will be in APA Style. This also makes it
easier for your professor to read your document, so please do not alter the paragraph settings.
(Be kind to your professor.)
IDD ANALYSIS WORKSHEET 2

First Source
Twenty instructors will be interviewed and will be asked whether they are using UCAT

in classroom instruction. The instructors will also talk about some advantages and disadvantages

in using UCAT and what are some factors limiting the use of this tool in classroom instruction.

Followed by a survey via email addressing the same points as mentioned above.

Second Source

Third Source
Problem or Opportunity. Based on the data you collected, describe the issue you want to
improve, whether solving a problem or taking advantage of an opportunity.

Here’s Where We’d Like to Be

The Multi Language School at Defense Language Institute would like to use UCAT in

the classrooms for language learning to make language learning more interactive and

meaningful. Defense Language Institute is promoting the use of technology for military

linguists’ DLI wide in every language school. The main focus is implementing the usage of

UCAT by instructors in class so students can learn vocabulary, grammar, transcription, listening

and reading comprehension by using a variety of interactive activities.

Here’s Where We Are Instead

Currently students are using UCAT to preview vocabulary and grammar and this is given

as homework by most instructors. Instructors feel that UCAT is time consuming and tedious to

use in the classroom, so they prefer to follow the traditional curriculum. Defense Language

Institute has invested a large amount of tax payers’ dollars and manpower in developing this tool

which is not being used to its entirety.

IDD ANALYSIS WORKSHEET 3

This Is the Gap We’d Like to Fill (The Difference Between What Should Be and What Is)
Cause(s) of the Gap. Explain what’s causing the gap. You may not have all three of the major
causes shown below. If not, indicate which ones don’t apply to your project. For those that apply,
write a few sentences to describe the cause.
Note: A lack of training is not a cause for a performance gap. A lack of knowledge & skills is a
cause that can be solved by training (or some other learning solution).

Lack of Knowledge and/or Skills

Some faculty members are still struggling to use their new MacBook issued by DLI

management. Most of them are not familiar with the apps Handbrake and GIMP which are used

to develop activities in various modules. The training initially given to the instructors was more

of familiarization with the tool and teachers felt that it was rushed.

Lack of Motivation
Lack of motivation is certainly there, instructors don’t see the benefit of using technology

in language learning and avoid using it.

Issue(s) in the Organization or Environment

Initial Solution(s). Briefly describe your initial ideas for removing the gap. We’re studying how
to do instructional design in IST522, so we’re hoping that there’s a gap in knowledge and/or
skills that you will want to close with a learning-oriented solution. Many times, there are other
gaps that you should consider (or point out to someone in your organization), even if you will not
try to conquer them with your IDD project.

Learning Solution
The instructors need to be motivated by making them aware of the fact that students, who

are the end users of this technological tool are the millennials, and are spending most of their

time using technology. It would be an excellent idea to introduce something which is a big part

of their lives into their classrooms and get them excited to learn. Instructors also need to let go of

their traditional teacher centered class room teaching and adopt new methodology to promote

learner centered interactive classroom teaching.

IDD ANALYSIS WORKSHEET 4

Instructors should also be provided more hands on and enough training time so they can

actually start developing their own activities, that would benefit and enhance language learning

for the students.

Other Possible Solutions

Goals for Your Project. Organizational goals often include things like saving money,
increasing customer satisfaction, improving quality, increasing the percentage of students
reading at grade level, decreasing the dropout rate, or providing personnel who have reached a
certain level of fluency in key languages. Learner goals are less formal and precise than learning
objectives. Often, they are not particularly measurable. For a learner goal, we’re looking for a
broad statement about what the learners will learn. See Piskurich, pages 130 to 131, for
definitions and examples.

Main Organizational Goal(s)

Usage of newer technology to make language learning more interactive so they can get to

their target level in listening, reading and speaking.

Main Learner Goal(s)

To acquire the technological skill set to develop interactive activities for language

learners, so they are totally engaged in classroom activities.

Learner Analysis
Data Collection. Write a sentence or two to describe how you collected data about your learners.
Possible methods include: observation, interviews, focus groups, surveys, and reviewing work
products or reports. (You might, at this point, have only one source, or you might have more than
three. The headings are there to provide structure for your answer.) You may include questions
and raw data in an appendix.

First Source
Survey will be given to instructors addressing the questions how well they can use the

MacBook, what are the factors that are limiting the usage of UCAT in classroom instruction.
IDD ANALYSIS WORKSHEET 5

Second Source

Third Source
Learner Profile. Describe your typical learners (they will often possess a range of knowledge,
skills, and other characteristics). Include additional information if you have a secondary audience
for your learning solution. Most important will be information about relevant experience, prior
knowledge (what they already know about your topic), tool skills, aptitudes, attitudes, and
motivation for learning what you want to teach them.
Note: Please do not make generalizations based on learning styles or generational differences
related to your audience. (These will not help you to make design decisions.)

What Work or Study They Are Doing Now

Teachers are currently teaching Urdu and Indonesian Language, mostly using old

traditional methods of teaching a language. `

Prior Knowledge About This Topic

They have prior knowledge of this topic and some of them have been given some training

about it.

Tool Skills
Teachers need to be comfortable in using computers especially MacBook and should

have some knowledge about how to use Handbrake and GIMP which are apps used for video

editing and Photoshop.

Expected Aptitude or Barriers to Learning

Most faculty at the Defense Language Institute are not comfortable using MacBook and

the different apps in it. This is the major barrier in implementing UCAT in the classroom.

Teachers are also not familiar with the apps Handbrake and GIMP which are used to develop

activities in UCAT. Another major problem is getting to the site, there are a numerous instances

when the server is down and teachers and students in class are unable to access the site.
IDD ANALYSIS WORKSHEET 6

Motivation for Learning About This Topic

The motivation for learning this topic is low, the reason being creating activities in

UCAT is very time consuming, and not all teachers are comfortable using the MacBook issued

by Defense Language Institute recently, to the entire faculty. Many faculty members who are

categorized as being laggards feel technology has no role in language learning.

Impact Their Instructional Experience

Prerequisites or Entry Requirements. If applicable, note any requirements that your learners
must meet before they are eligible to take the learning solution that you will offer. (If not
relevant, say so.)

Prerequisites (Courses)
Not relevant.

Entry Requirements (Everything Else)

Teachers should be able to use MacBook comfortably, should be familiar with Microsoft

word and apps like Handbrake and GIMP.

Context (Workplace/Environmental/Setting) Analysis

Data Collection. Write a sentence or two to describe how you collected information about the
context of your situation. Possible methods include: observation, interviews, surveys,
organization records. You may include questions and raw data in an appendix.

First Source
The first source for this is would be doing a survey that would be emailed to the teachers

regarding their equipment asking them for any technology issues with their MacBook and if they

have any difficulty in using it. Availability of internet and server issues will be also questioned in

the survey.
IDD ANALYSIS WORKSHEET 7

Second Source

Third Source
Numbers & Locations. How many people are in your target audience, and where are they?

Number of People in Your Target Audience

There will be no more than twenty teachers in the target audience.

Location(s) of People in Your Target Audience

They are all located in the Defense Language Institute Monterey California.

Work Setting Logistics, Resources, Constraints. This might include instructors, equipment,
classrooms, and technology availability.

Classroom Instruction Considerations (If Applicable)

Training will be done in the auditorium in Building 607.

Teachers will be required to bring their MacBook and charger.

Online Instruction Considerations (If Applicable)