Running head: IDD ANALYSIS WORKSHEET 1

IDD Analysis Worksheet

Filling out this worksheet should help you to organize your initial insights and analysis about
your individual instructional design (ID) topic.
As you fill in information in response to the prompts in this worksheet, you will be learning how
to do the analysis toward creating your final IDD.
Please keep the headings and instructions intact as you’re writing.
Note: For each section of this worksheet, be sure to refer to the 00 Support for Individual
Assignments document and the samples from former students to assist you.
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 much 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 Giovanna Rodriguez

Your IDD Topic Vocabulary Retention for Second Language Acquisition

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)
The envisioned product is an online training module of
one hour that teaches second language learners how to
acquire vocabulary efficiently
Defense Language Institute of Monterey in California
The primary target audience is Spanish Language
Students who possess different levels of Spanish.

Needs Assessment
Data Collection. Briefly describe how you collected data about your situation. Possible sources
and 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
The primary source for data collection will be the quizzes students take at the end of each

lesson and observations. These quizzes give an idea of how much can the students remember

after every unit.

Second Source
If possible, instructors’ interviews should be included.

Third Source (if Needed)

Not applicable

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

DLI would like all the students to acquire the target language assigned with a high degree

of accuracy in order to attain higher levels of performance (2+, 2+, 2). In achieving this goal,

students must master grammar and acquire large amounts of vocabulary by the end of their

language training.

Here’s Where We Are Instead

After nine months of second language instruction, students and instructors see that the

vocabulary once seemed as acquired, begins to vanish from the students’ repertoire. Students

remember more the vocabulary related to the latest lessons which is required for higher levels.

Being unable to remember the basics affects the range for performance as a whole. This

phenomenon has made students and instructors slow down the process by reviewing basic

vocabulary and grammar at the end of the course instead of devoting more time to the

development of critical thinking skills. Some of them achieve the goal (2+,2+, 2) and
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demonstrate a solid understanding of the language, but the rest still struggle to attain higher

standards.

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, or
attitudes (which are all about deciding to make good choices) is a cause that can be solved by
training (or some other learning solution).

Lack of Knowledge, Skills, and/or Attitudes

Due to the lack of experience in learning a second language, students experience many

difficulties in learning vocabulary at the beginning of the training. They feel overwhelmed trying

to memorize large amounts of words ineffectively. They also feel frustrated because they cannot

use the grammar correctly. They do not know what to do with all the information they receive

daily and end up prioritizing everything. Some students need more time than others to acquire

the second language. Many students continue to rely on techniques that are not suitable for their

profiles, like memorizing long vocabulary lists.

Lack of Motivation
Most of the students seem motivated. They know the importance of the role they will

play after their language training. However, there are isolated or personal circumstances that

affect students’ motivation, but those are not common in this particular setting. Lack of
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motivation due to language learning frustration is more likely to occur due to the demands of this

fast pace course.

Issue(s) in the Organization or Environment

Some students feel that they spend a lot of their time doing mandatory duties, not-related

to the study of the second language assigned. Nor do they have enough free time to reinforce the

language, and this is a major issue causing learners to spend less time studying or finding

opportunities outside of the classroom to immerse themselves in the second language and

culture.

Additionally, students receive culture, vocabulary, grammar, listening, reading and

speaking classes before the course begins to have a general knowledge of the language and

receive strategies to face the training challenges. However, a high percentage of the students do

not apply the techniques taught in these sessions. There is no follow up and the strategies are not

implemented or enforced.

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
Long-term language retention is the main goal of this training. If students are able to

acquire more vocabulary, they will not be forced to go back to the basics by the third semester

and more time will be allocated to master critical thinking skills. A joint effort is required in

order to help students acquire vocabulary more effectively. Students and instructors can achieve

the goal by adopting an easy-to-use and well-organized system, that will allow students and
IDD ANALYSIS WORKSHEET 5

instructors to have more control over the vocabulary and effectively enhance their critical

thinking skills. This system will combine a series of cognitive, metacognitive strategies and

technological tools that will be divided among the first, second and third semesters which require

a higher level of detail and accuracy as the course progresses.

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)

The nature of the challenges that DLI faces make performance standards go higher

continuously. For that reason, improving the performance of linguists is compulsory for the

mission. Well qualified linguists should be independent, committed and responsible with their

career learning. They should be able to function effectively over a wide range of situations.

DLI’s only goal is to train linguists able to face the challenges of today’s changing world with a

higher degree of proficiency.

Main Learner Goal(s)

Students will be able to identify the causes that make vocabulary retention difficult. They

will also become acquainted with a systematic set of strategies (cognitive and metacognitive)

that will help them master the vocabulary and will download applications from the internet

which will facilitate this process. Students will be required to use these strategies as part of their
IDD ANALYSIS WORKSHEET 6

homework. They will be able to continue applying strategies according to the level of difficulty

throughout the language course. Finally, they will be able to reflect on their own performance

and take control of their learning process.

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
The main sources are class observations: speaking activities and individual students’

interviews. Will DLI allow me to officially use my observations and comments on speaking

activities and scores for this project?

Second Source
Students’ profile. Will DLI allow me to use information from the students’ profile and

instructors’ insights regarding vocabulary retention for my project at CSUMB?

Third Source (if Needed)

No third sources are needed

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 use learning styles as a factor in your learner analysis. (These will not help you
to make design decisions.) Also, be extremely cautious about making assumptions about
generational differences. Some young people have no clue about technology. Some older folks
invented the technology that we use today.
IDD ANALYSIS WORKSHEET 7

What Work or Study They Are Doing Now

The target audience is currently receiving training to become linguists. There are different

levels of second language skills and learning preferences. They range from 18 to 45 years old.

Also, the students come from different cultural identities, ages and academic

backgrounds that range from high school to master’s degrees. Young students are flexible and

open to new activities, but some do not have time management skills or study habits, nor

effective strategies and techniques to approach the second language learning challenges. Most

mature students are organized and committed to their studies, but some are too analytical and

less open to language ambiguities which slow down their fluency. This diverse environment

comes with challenges of a different nature that requires an effective and systematic approach, in

order to help each individual, achieve the target level of language proficiency required by DLI.

Prior Knowledge About This Topic

The students who will take this training, have already spent a week receiving listening,

reading and speaking classes as well as English grammar, Spanish culture, and vocabulary

language acquisition strategies.

Tool Skills
Students for this training are committed to achieving high standard goals. They are

willing to go through a long trial and error process that will build confidence.

Expected Ease or Difficulties in Learning

One challenge can be the buy-in by students and instructors. If instructors are not

convinced that the rates of vocabulary acquisition can increase through this training, it will never
IDD ANALYSIS WORKSHEET 8

be implemented. Students need to be supported by instructors who see this training can decrease

the gap.

Another difficulty that could affect this training is the lack of commitment from the

students. Learning a language demands continuous effort and time. As this training proposes the

systematic use of strategies, it is expected that students spend quality time using them through

the course.

Motivation for Learning About This Topic

The motivation to take this training comes from the need of improving vocabulary

acquisition and retention by having a more solid system, which will help them to be successful as

a linguist and become lifelong learners. Students know what is expected from them by the end of

their language training; they have intrinsic and extrinsic motivation. Most of them recognize the

importance of knowing a second language not only in the military but in their civilian life.

Other General Characteristics That May Impact Their Instructional Experience

No other characteristics are required.

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)
This training will be designed for all levels of language learners from beginners to

advanced. Previous courses are not required.

Entry Requirements (Everything Else)

Participants know how to search the internet and download apps.
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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
DLI has a qualified group of SMEs, that support the language training. Students have

military and civilian support. A selected group of human resources such as faculty, Diagnostic

Assessment Specialists and technology technicians help learners cope with the demands of such

a challenging training. Observation is the primary source to collect information about the

context.

Second Source
Not required

Third Source (if needed)

Not required

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

Number of People in Your Target Audience

The number of participants can vary from 8 to 16 students.

Location(s) of People in Your Target Audience

The target audience will be located at the Defense Language Institute in Monterey, CA.

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

Classroom Instruction Considerations (If Applicable)

This training will require either computers or cell phones, apps and smartboards in the

classroom.
IDD ANALYSIS WORKSHEET 10

Online Instruction Considerations (If Applicable)

To give learners more accessibility to the materials, students will need access to the

internet outside of the classroom along with computers, cell phones or tablets and also access to

the institution LMS.

Content (Task) Analysis

Data Collection. Write a sentence or two to describe how you collected information about the
content for your learning solution. Possible methods include: interviews with subject-matter
experts (SMEs), documentation, observation of master performers (or others), existing courses,
and articles, video tutorials, etc. You may include questions or other details in an appendix.

First Source
Discussions with SME located at DLI initiated conversations about content solutions.

Also, language acquisition and vocabulary retention literature have been read to help select the

right content. The entire content has not been determined yet.

Second Source
Research on apps and their popularity among language learning users will be required.

Third Source (if needed)

Not applicable

Content to Include. Describe the main tasks, content, or procedures that you intend to include in
your module. Your earlier analyses should help you to decide the level and depth of these tasks.
Include citations for your content descriptions if you consulted written sources. Include general
statements about how well your learners should be able to master the content.

Main Tasks to Master (Overview of the Content)

By giving students cognitive, metacognitive strategies in combination with technological

tools, students will be able to implement the strategies successfully in order to retain more

vocabulary and increase accuracy in their performance. This toolkit will be organized according
IDD ANALYSIS WORKSHEET 11

to the level of difficulty of the course. These strategies can be included as a requirement for

homework so that instructors can track students’ implementation and success. According to

Keeps and Stolovitch, 2012 “if learners lack the metacognitive skills – the ability to skillfully

and strategically handle what we provide –our effectiveness – our success decreases”. These are

tools that can be used after language training and for life.

Due to the accessibility of technological tools, students will be able to use the strategies

outside the classroom setting. Many of these tools have already been given thought to the way

we learn. “Learning new content should happen at “about-to-forget” moments, with spaces

between practice sessions increasing as you approach mastery. This learning process is called

spaced repetition and can help us avoid the inefficiencies and risks of ad hoc memorization

methods like cramming” (Wilson, 2012). Therefore, spaced repetition apps can be included in

the toolkit.

Essential Declarative Knowledge (Things People Should Be Able to Talk or Write About)
Learners will be able to talk about the strategies that best fit their learning profile and

reflect on their previous experiences.

Essential Procedural Knowledge (Things People Should Be Able to Do)

Learners will be able to apply a systematic set of strategies that will help them retrieve

vocabulary and use it properly in context with the purpose of enhancing critical thinking skills.
IDD ANALYSIS WORKSHEET 12

References

Keeps, Erica J. & Stolovitch, Harold D. (2012). Telling Ain’t Training. Updated, Expanded,

Enhanced. Auburn Hills, MI: Data Productions.

Wilson, H. James. (2012, Dec 11th). Here’s a better way to remember things. Harvard Business

Review. Retrieved from https://hbr.org/2012/12/heres-a-better-way-to-remember