D299 - task 1 - Creating the e-
Learning Experience
Learning Experience Design Lab
(Western Governors University)
, Creating the e-Learning Experience
Part 1: Target Audience and Instructional Problem
A. Target audience description
• knowledge/skills variations: Students have huge variations in prior knowledge and skills.
For example, some students come from bilingual backgrounds and know Spanish,
Portuguese, Arabic, Vietnamese, or Somali. Of these bilingual students, they know English
to varying degrees. For example, there are five students who are in their first year living in
America and haven’t spoken English before moving to the USA. These students may be
familiar with literature concepts, such as plot, but they do not speak English fluently and
may struggle with grammar, writing, and reading to a more inhibiting extent. Students
also have variations in their technology skills backgrounds. This depends a lot on their
access to technology at home, which varies student to student.
• ages: Students range from 12 to 13 years old.
• interests: Students have a variety of interests in this class. There are four students on
the boys’ school soccer team and one girl on the school soccer team. A few other
students play soccer recreationally besides that. There are other students who are on
the cross country team and enjoy running. Students in the class have other interests
besides sports, including seven students who are in the school musical and three
students who are in the school band or orchestra.
• levels of education: Students have completed elementary school. Students entered
junior high in 6th grade and have been in junior high school for an entire year before
entering 7th grade, where this class begins. Some students participated in preschool
curriculums whereas others did not.
• motivation: Students have various motivations for learning the course material.
Primarily, many students want to improve their reading and writing abilities. Some of this
motivation is an intrinsic desire to improve this skill for their own personal goals. Other
students are motivated by their household expectations of good grades or learning or
school participation.
• other characteristics: There are several students in the class with 504 or IEP needs.
Some students have ADHD which impacts how they learn and what they need to learn.
Some students have a history of bad blood with other students in the room, whereas
some students are really good friends or teammates with students in the room.
Describe an e-Learning Module that Addresses this Problem
An instructional problem this class has is that students are not understanding theme at a
grade appropriate level. Theme needs to be a concept that is better scaffolded and taught at
a more basic level at the beginning of the school year so students at all levels can
understand and keep up. There are students who are barely learning English and there are
students who excel at reading above grade level. All of these students need to be able to
understand the theme.
Learning The learning goal is to have students practice theme and have the concept
Goals scaffolded in a way that is easy for students to understand. The ultimate
goal is for students to be able to identify a theme from a classic short story.
This module is situated within a larger course. While this specific learning
Organization goal focuses on themes, there are different activities that are scaffolded at a
within the basic level, working their way up to a more complex understanding of
course theme.
Learning Experience
Learning Experience Design Lab
(Western Governors University)
, Creating the e-Learning Experience
Part 1: Target Audience and Instructional Problem
A. Target audience description
• knowledge/skills variations: Students have huge variations in prior knowledge and skills.
For example, some students come from bilingual backgrounds and know Spanish,
Portuguese, Arabic, Vietnamese, or Somali. Of these bilingual students, they know English
to varying degrees. For example, there are five students who are in their first year living in
America and haven’t spoken English before moving to the USA. These students may be
familiar with literature concepts, such as plot, but they do not speak English fluently and
may struggle with grammar, writing, and reading to a more inhibiting extent. Students
also have variations in their technology skills backgrounds. This depends a lot on their
access to technology at home, which varies student to student.
• ages: Students range from 12 to 13 years old.
• interests: Students have a variety of interests in this class. There are four students on
the boys’ school soccer team and one girl on the school soccer team. A few other
students play soccer recreationally besides that. There are other students who are on
the cross country team and enjoy running. Students in the class have other interests
besides sports, including seven students who are in the school musical and three
students who are in the school band or orchestra.
• levels of education: Students have completed elementary school. Students entered
junior high in 6th grade and have been in junior high school for an entire year before
entering 7th grade, where this class begins. Some students participated in preschool
curriculums whereas others did not.
• motivation: Students have various motivations for learning the course material.
Primarily, many students want to improve their reading and writing abilities. Some of this
motivation is an intrinsic desire to improve this skill for their own personal goals. Other
students are motivated by their household expectations of good grades or learning or
school participation.
• other characteristics: There are several students in the class with 504 or IEP needs.
Some students have ADHD which impacts how they learn and what they need to learn.
Some students have a history of bad blood with other students in the room, whereas
some students are really good friends or teammates with students in the room.
Describe an e-Learning Module that Addresses this Problem
An instructional problem this class has is that students are not understanding theme at a
grade appropriate level. Theme needs to be a concept that is better scaffolded and taught at
a more basic level at the beginning of the school year so students at all levels can
understand and keep up. There are students who are barely learning English and there are
students who excel at reading above grade level. All of these students need to be able to
understand the theme.
Learning The learning goal is to have students practice theme and have the concept
Goals scaffolded in a way that is easy for students to understand. The ultimate
goal is for students to be able to identify a theme from a classic short story.
This module is situated within a larger course. While this specific learning
Organization goal focuses on themes, there are different activities that are scaffolded at a
within the basic level, working their way up to a more complex understanding of
course theme.
