Learning Group Analysis Paper

An analysis of the learning group for the proposed instruction is a key component in determining the content, structure, and material. The target learner group are professional ASL EI’s whose entry-level skills include: knowledge and fluent usage of ASL and English (see Appendix A, step 8.1); background or training in interpreting (i.e. native language user of ASL and/or college degree from an endorsed Interpreter Training Program) (see Appendix A, step 8.2); and knowledge of interpreter processing (see Appendix A, step 8.3) and Dean and Pollards (2013) DC-S (see Appendix A, step 8.4). Additionally, the learner possesses a basic knowledge of child and language development (see Appendix A, step 2.1) and is familiar with the public educational

Many of the EI practitioners possess some form of a college degree with a range of between Associates to Masters. A high majority of these individuals attended various interpreting training programs housed within their college of choice. However, EI’s in the profession are not trained in these programs to interpret in the educational setting, which is a level of knowledge the learning group often learns in the classroom with DHHS. Therefore, gaining knowledge of the standards used to assess education, learning the educational systems perspective and purpose of the CAS, and practice the application of preparation is an area of learning this group significantly needs. Given the instruction will be online, this is a new approach to offering this group of learners opportunities to earn credits and gain knowledge. Their learning experience historically has been through attending conferences, workshops, and seminars hosted by various state and national interpreting organizations. Most often these types of learning experiences are seminar style or lecture-based

Thus, there will be a potential learning curve in this regard as the group learns the content, but also how to navigate the learning platform where they will engage in discussions, shared learning through group sharing of information, and opportunities to participate in a comparative analysis of interpreting work. Furthermore, since the instructional designer and instructor is not familiar with the learning group, it is important to engage the group in participating in a learning assessment such as VARK – Visual, Aural, Read\write, Kinesthetic (VARK Learn Limited, 2017). So the instructor and learners may utilize the information to adjust, approach, and learn more efficiently when learning and presenting content. In this manner, a level of fluidity occurs on the part of the instructor as learning styles, preferences, knowledge level of learners, and personality is among the groups are