Stephanie A.

Barbee
DETT 607
Assignment 1: Context Analysis
June 15, 2014
Word Count: 1874
Virtual Oklahoma: Elective Variety for 12
th
Grade Students
Introduction
A recent evaluation uncovered differences in the amount and variety of elective courses
offered by Virtual Oklahoma (VOk) compared to face-to-face schools. In order to compete with
state-wide school districts, VOk decided to hire an instructional design company to begin work
on a three year project to develop and incorporate new courses into the school curriculum. This
document outlines a strategy to develop VOks newest elective course. The University of
Oklahomas Meteorology Department partnered with VOk to provide the funding and expertise
needed to develop and launch a severe weather course for twelfth-grade students. If successful,
this and future courses will introduce students to a diverse set of disciplines expanding their
knowledge of several fields of study. Specifically, this course will be developed with a focus on
inter-student interaction as they explore many types of severe weather experienced in the state of
Oklahoma and around the world.
Organizational Content
VOk provides K-12 students an online alternative to primary and secondary schooling in
an online setting. VOk is a program within the Oklahoma Department of Education, and offers
Advanced Placement (AP), world language, core academic, and elective courses to students
enrolled in Oklahoma school districts. Serving a student body of over 800, VOk provides high-
quality, challenging courses that meet the diverse schedules of todays students. The primary
mission of VOk is to provide urban, rural, disabled, and underserved students with instruction
that meets their needs. VOk is committed to ensure graduating students are fluent in all subjects,
with an emphasis on mathematics, technology, and sciences.
Problem Analysis
There are a few issues that can be resolved by increasing the diversity and number of
elective courses offered by VOk. There is a demand to add science courses offered by schools
nationwide. Three quarters of high school seniors are unaware of the full range of employment
options within scientific disciplines. Even more lack information and knowledge about pursuing
higher education or careers in science (Anderson, 2006). By increasing the number of science
courses available to students, hopefully the interest in science-related subject will grow.
The most recent evaluation completed by VOk revealed a nearly fifteen percent
difference in the number of elective courses offered by VOk compared to traditional schools
statewide. Within the evaluation students were offered the chance to provide feedback relating
to courses, faculty, and overall school improvement. The results indicated that nearly sixty
percent wanted a broader spectrum of elective courses to choose from. Unfortunately, the
enrollment numbers for the current year, compared to the previous year, indicated a definite
plateau. Providing students a diverse selection of elective courses may encourage a spike in
enrollment in the upcoming years.
Students often enter college without an idea of what is needed to pursue future goals.
According to Wei-Cheng J. Mau (2004), career indecision is emerging as one of the most
important constructs in framing and understanding factors contributing to the career development
of young adults. Lack of knowledge and limited exposure to a variety of disciplines is
exacerbating this issue (2004). By offering a diverse selection of courses, students are better
equipped to choose a major prior to entering college or a university.
According to E. Rambo (2011), electives help reveal untapped skill-sets that may not be
developed by taking common core courses. These courses help to foster their strengths and
expose students to opportunities outside standard courses. Students are ultimately drawn to
elective courses that interest them, and M. Sarnak (2013) reports that several studies show that
students are more likely to get a degree in a course they took as an elective. Sarnak also states
that schools across the country are dropping elective courses due to financial and staffing
shortfalls. However, VOk believes there are worthwhile benefits to offering a diverse volume of
courses to choose from. VOks severe weather course will serve as a test-course, and if
successful will result in the development of many other courses that offer more specialized
content within the core subjects.
Audience/ Target Population Analysis
The intended learners for this proposal are high school seniors enrolled in the online
learning program at VOk. These learners are computer literate and comfortable in an online
educational settings. Preparing for college, they are seeking electives to introduce them to more
specific disciplines within core subjects. For the severe weather course in particular, students
must have completed the following prerequisite courses: ALG 210 (Algebra), PHS 101
(physical science), and ERS 101 (earth science). Students who enroll in this course will learn
about the types of severe weather, storm evolution, and their impact on planet Earth.
Assessment will be an important part of the learning process in this web-based course.
According to Wang and Gearhart (2006), assessment is an essential component in ensuring the
effectiveness of any instruction, but is difficult compared to assessment in face-to-face courses
(p. 25). Unfortunately, learner authenticity is difficult to discern in an online setting. Subject
matter experts (SME) and instructional designers must develop a method to ensure students are
meeting goals and objectives of the course. This course implements authentic and performance
assessments in the form of a student project, a collaborative assignment, a written assignment,
and a student portfolio. While difficult to grade, these methods of assessment prove successful
for learners, as they are based on authentic learning tasks that the learner has encountered or will
encounter in the real world (Merrill, 1992). In addition, Wang and Gearhart agree that this form
of assessment is perceived as meaningful and valuable to learners (p. 26).
Proposed Solution- Course Overview
Web-based courses, regardless of the content, require a strong team effort. The course
development team serves as an integral part of the learning process. According to Merrill
(1992), the SME and instructional designer are responsible for providing access to learning tools
that students can use to better understand or construct knowledge related to the content being
presented (p. 109). The severe weather course will consist of the following team members:
a qualified and knowledgeable faculty member from the University of Oklahoma
Meteorology Department to serve as the SME
a knowledgeable assistant instructor
an expert writing advisor
electronic library services
an instructional designer
technology and web-design expert
The severe weather course will improve the students understanding of the world around
them, and introduce them to a specialized discipline within the world of science. This course
focuses on the causes and impacts of various types of extreme weather, including the physical
processes important in the formation of unusual weather phenomena. In addition, this course
will cover the relationship between atmospheric processes and how they affect our physical
environment. The final weeks of the course will be spent discussing some of the planets most
devastating natural disasters, and the societal cost that resulted. The instructional design team
will be responsible for developing a course that includes the following modules:
Weather Basics
Wind Storms & High Winds
Hurricanes
Winter Storms
Floods
Thunderstorms, Lightning and Hail
Tornadoes
Utilizing a constructivist approach, students will be able find interconnections among
concepts and ideas, and navigate learning paths relevant to personal experiences (Wang &
Gearhart, 2006, p. 21). The course will include individual and collaborative learning activities
that challenge and inspire students through synchronous and asynchronous interaction. In this
course, students will be given considerable freedom with regard to learning the material. There
is a strong emphasis on group work, discussion, and application of learning to the students
personal context (Bates & Poole, 2003, p. 160). This style of learning allows students to develop
critical thinking skills and to construct new knowledge through conversation. Assignments are
designed to allow students to draw upon their personal or work experiences. Ultimately, a sense
of community is developed and the separation between students and instructors is less of an
issue.
Course Goals and Objectives
According to Bates and Poole (2003), it is difficult if not impossible to design effective
teaching with technology without having clear learning outcomes in mind (p. 164). Upon
completion of this course, students understand the fundamentals of various severe weather
systems that impact planet Earth. Students will be able to:
assess pre-storm environments for potential storm development; anticipate major weather
events; understand the importance of forecasting and early warning systems
define the elements that make up each type of severe weather phenomena and the general
locale for each system; apply knowledge to a wide range of complex, familiar, and
unfamiliar situations using effective organizational and presentational skills
develop an appreciation of the interactions between land-surface circumstances and
atmospheric conditions
explain the impact each type of severe weather phenomena has on planet Earth; identify
historical severe weather systems and the impact on society/environment
utilize critical thinking, logical thinking and research skills within a scientific
community; discuss and analyze content using prior knowledge and personal experiences
demonstrate facility with computer literacy and computer applications to general
atmospheric problems relating to severe weather
Delivery Media Analysis
Emphasizing both synchronous and asynchronous e-learning methods, students will
benefit from the Desire2Learn learning management system (LMS) that VOk uses for online
courses. This course includes various types of multimedia that address the following three types
of communication: content-related, planning of tasks, and social support. Stefan Hrastinski
(2008) states that these three types of communication are important for building and sustaining e-
learning communities, where students can ask questions, share information, plan tasks, and
produce products in a creative environment that fosters collaborative learning (p. 52).
This course requires a course textbook that includes online supplemental content. The
supplemental material will include an online version of the textbook with interactive content,
flash cards, practice quizzes, and access to additional graphics, text, audio and video clips, and a
glossary of terms. The LMS contains a discussion board where students develop conversations
relating to course content. According to Hrastinski (2008), this media choice supports
asynchronous communication and increases a persons ability to process information in way that
the student will retain the information long-term (p. 53). Within the discussion board, an
immediate answer is neither expected nor required. Students are able to research the topic and
provide more thoughtful and thorough postings (Hrastinski, 2008, p. 53). Periodically, the
instructor will hold real-time discussion sessions in a synchronous manner, providing students
the chance to interact with each other face-to-face. Students will also have the opportunity to
contact faculty via email if a situation arises that requires a private conversation.
Conclusion
Enrolled students expressed the need for more elective courses at VOk. This information
led to the discovery of a sizable difference between the elective courses offered at VOk
compared to those offered at face-to-face school districts across the state. To address these
concerns, a course on severe weather would provide students with a chance to venture deeper
into the subject of science in hopes that this course may assist students as they prepare for
college. As this course is developed, the SME and instructional designer will pay special
attention to adhering to constructivist ideals in order to provide students with a proper online
learning experience. This course is going to be available in the following spring semester,
hopefully followed by the development of additional elective courses for twelfth grade students
to choose from. Overall, VOks mission is to provide a quality education to students of all
demographics, and this proposal is the start of offering students the chance to engage in a variety
of disciplines as they prepare for life after high school.







References
Anderson, I. K. (2006). The relevance of science education: As seen by pupils in junior
secondary schools. Rose Project. Retrieved from
http://roseproject.no/network/countries/ghana/gha-anderson-thesis.pdf
Bates, A. W. & Poole, G. (2003). Effective teaching with technology in higher education:
Foundations for success. San Francisco, CA: Jossey-Bass.
Hrastinski, S. (2008). Asynchronous & synchronous e-learning: A study of asynchronous and
synchronous e-learning methods discovered that each supports different purposes.
Educause Quarterly, 4(1), 51-55. Retrieved from
http://net.educause.edu/ir/library/pdf/eqm0848.pdf
Lebow, D. (1993). Constructivist values for instructional systems design: Five principles toward
a new mindset. Educational Technology Research and Development, 44(3), 4-16.
Mau, W. J. (2004). Cultural dimensions of career decision-making difficulties. The Career
Development Quarterly, 53(3), 67-79. Retrieved from
http://www.nsparc.msstate.edu/content/green/Factors%20Influencing%20Occupational%
20Choice/Career%20Development%20Quarterly-Wei-Cheng%20J.-
%20Cultural%20Dimensions%20of%20Career%20Decision-Making%20Difficulties.pdf
Merrill, D. M. (1992). Constructivism and instructional design. In T. Duffy & D. Jonassens
Constructivism and the Technology of Instruction: A Conversation, p. 99-114. Retrieved
from https://learn.umuc.edu/d2l/le/content/21969/viewContent/917263/View
Rambo, E. (2011). Why electives matter. Center for Teaching Quality- CTQ. Retrieved from
http://www.teachingquality.org/content/why-electives-matter
Reigeluth, C. M. (1983). Current trends in task analysis: The integration of task analysis and
instructional design. Journal of Instructional Development, 6(4), 24-31.
Sarnak, M. (2013). How electives are important in school. Viking Ventures: A designated public
forum for student expression. Retrieved from http://capevikingventures.com/student-
life/2013/06/17/how-electives-are-important-in-school/
Wang, H. & Gearhart, D. L. (2006). Designing and developing web-based instruction. Upper
Saddle River, NJ: Pearson/Merrill Prentice Hall.