Learner & Context Analysis
02 Target Audience
Demographics:
Gender: Male and female
Age: Adults 22-older
Education level: Bachelor degree or higher
Years of Experience: 1 to 25+
Field of Studies: General Education,
Special Populations, Curriculum
Instruction, Universal Design
Challenges:
Various levels of computer literacy
Allotted time frame
Lack of knowledge of web 2.0 tools
Goal Statement:
Upon the completion of the LMS course,
"Unboxed Learning" (module 1,2 and 3),
secondary educators teaching students
with a learning disability will establish the
ability to integrate the UDL framework
within an instructional lesson (e.g., direct,
online, blended) by applying and
incorporating accessibility features,
accommodations, and designated supports
through access to universal technologies.
Attitudes:
Redundancy to implementation of
UDL and additional technology
Organization and time-management
Positive real-life connections
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02 Description of Learner Interview

From the interviewees' pool, I selected two educators from different

backgrounds to understand the different perspectives and knowledge
level targeted design. Their personal information will remain
anonymous to refrain from any professional conflicts.
Teacher A: Special Education Teacher with ES, MS, HS
WHO Teacher B: General Education Teacher with HS & Multi-level
Instructional Tech Support

Teacher A has previous experience working directly with students

serviced through special education in the traditional model setting of
inclusion, resource, co-teacher, and self-contained settings. Teacher A
uses UDL in the current environment to individualize instruction and
experience utilizing technology-based accommodations. Teacher B has
experience in a high school setting where special education services
had shown effective due to a project-based learning model instead of
the traditional teaching model. Both teachers work within the same
WHY district to compare perspectives on similar instructional material and
technology-based formats.

Teacher A Teacher B
5 minutes to complete an 9 minutes to complete an
online survey online survey
25 minutes on the phone 37 minutes on the phone
for more thorough for more thorough
TIME responses responses

Interview survey developed Survey Monkey

with Survey Monkey and
Social Media
shared via social media to
attract a variety of educators
Capstone Project Interview
and receive various
educational roles to narrow
QUESTIONS down learning concepts.

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 02 Learner Interview Data &
Summary

Are you satisfied or This development with

dissatisfied with the overall computerizing assessments
quality of instruction at your addresses universal design
school provided to support the for learning (UDL) guidelines
students receiving special by adapting to optimize
education services? teaching and learning for all
students. How well does
your school consider the
individual needs of students?

The reform from paper and

Are you satisfied or pencil assessments to
dissatisfied with the training computerized arrangements was
you receive regarding how to revised to address policy changes
provide accommodations to across federal and state to meet
secondary students with an the Individuals with Disabilities
identified learning disability? Education Act and No Child Left
Behind Act requirements. How
easy is it to include the
embedded supports provided
through computer-based
platforms into your instruction?

There are advantages and challenges with

using technology-based formats for
secondary students requiring designated
supports, which are explored to consider
the array of instructional components
necessary to improve overall performance
on high-stakes assessments. How satisfied
are you with the online state assessment
tool used for secondary students who
require designated supports and features?

Teacher A found that the current online assessment tool is not user-friendly for the targeted
audience to use their designated support and accessible features. Teacher A is redundant to
attend district professional development as the instructional benefit is minimal and would instead
take training elsewhere if available at no cost. Teacher B shared similar feedback but included
server crashing requiring students to repeat assessment, resulting in invalid scores and student
performance measurement. Teacher B discuss the need for training of all teachers to build
competence with the district assessment tool used to familiarize students with the state online
platform interface.
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02 Learner Analysis

The training course's targeted audience will need to be familiar with

Entry Behaviors using the learning management system (LMS) or provide an
introduction video of how to navigate the system to improve the
chances of higher completion rates.

Most learners have experience with eLearning and basic computer

Prior Knowledge literacy skills necessary. Each learner can identify the types of
of the Topic Area accommodations or supports required to apply within a technology-
based format.

The legal requirement brings about the significant importance to

Attitudes Toward
meet the student's individual education plan (IEP). The learner may
Content &
show redundancy to incorporate using only technology, based on
Delivery System
personal proficiency levels and utilization of features on different
digital platforms.

Attention: The use of an eLearning course for individualized and

group interaction through discussion. The course content will offer
additional multi-media to support the learning process and tailored
instruction. Project-based assignment/task for practical development
of designated supports.
Relevance: Each learner will have an opportunity to make a real-life
Academic connection to their instructional strategies. They are building a
Motivation foundation of skills required to implement accommodations for
(ARCS) students identified as a special population.
Confidence: Building the level of complexity with each module to
increase the learner's motivation to implement with continuous
practice and development with the use of UDL guidelines.
Satisfaction: The increase in student performance on the technology-
based assessment means the designated supports may have reduced
the learning breakdown with the appropriate accommodations
necessary based on student's disabilities. Often this creates more
opportunities for student engagement leading to a positive social and
emotional learning environment.

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02 Learner Analysis

Teacher A and B currently have a bachelor's degree, but Teacher B is

enrolled and pursues a master's in education. As mentioned
Education and previously, the pool of surveys is intended for various educators from
Ability Levels administrators, leadership members, content specialists, teaching
assistants, general and special education teachers.

Teacher A and B had a similar response to the learning preference of

General Learning
eLearning with interactive or engagement content material. The
Preferences
convenience of online learning allows them flexibility with their work
schedule.

The learner shares frustration with current instructional practices

Attitudes Toward and looking for other ways to meet diverse students' learning needs.
Class, Group, or There is a lack of training and professional opportunities to receive
Organization without the current district.

As mentioned previously, the pool of surveys is intended for various

educators from administrators, leadership members, content
Group specialists, teaching assistants, general and special education
Characteristics teachers. The two teachers chosen for the interview portion are of
the same age and race but different political views. Once I've
compiled all completed surveys and analyzed the group
characteristics from further review. Each teacher is well-spoken and
able to navigate with ease on digital platforms as well as apply
effective classroom management.

The information obtained came from Survey Monkey interview

questions, a more thorough discussion via phone, and personal
Data Sources
experience working alongside Teacher A. The pool of educators are
ones I have either met and worked within an educational setting
previously.

The course will include at least one organized virtual session per
module for Q & A,discussion, and feedback. Weekly assignments and
discussion posting will be within pairs or groups for engaging in
Implications critical thinking. The learner will need to develop an end-of-course
project based on the instructional implementation of designated
supports.Collection of digital resources in a shared group or file to
create instructional "toolbox."
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02 Context Analysis

The majority of the learning will take place through an online

Compatibility of platform while accessing a variety of multimedia (youtube video,
Site with screencasting how-to, digital resources, etc.) The learners will engage
Instructional in group discussions through posting and online web camera
Requirements application.

The guidelines for UDL can meet the learning needs of all learners
Adaptability for
and applied to various settings. Accessible is crucial to ensure all
Delivery
students, staff, and employees have appropriate access to learning
Approaches
material.

Learning Site Ensuring all learners have access to a functioning computer with
Constraints
reliable internet and additional tools are available to check-up
Affecting
through the technology
Design and
department.
Delivery

The learner will learn how to support learners through divergent

thinking on education with best practices and instructional
Adaptability of strategies. Every educator will encounter a student who requires
Site to Simulate some designated support or accommodation. Unboxed learning
Workplace content is relevant to why and how we, as educators, can meet all
learners' needs in the 21st century. Technology and education are
changing rapidly, so using support features helps them access and
attain the knowledge necessary for long-term success.

Learning how to adapt learning material to become more accessible

Performance for all, including supporting our growth. Web-accessible is growth, and
Context tools are available now to help learners access material and content
that was previously limited based on the impact of one's disabilities.

Through the planning and design process, I'll continue to think of

ways to support the learner and make a real-world connection. It
shows the learner the importance of providing UDL instruction and
Implications
the benefits of overcoming learning breakdown with designated
support and accommodations. The course can open up discussions
for divergent thinking to improve the learning outcome for everyone.

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