Instructional+Material+Implications+&+Client+Perception

=//Instructional Material Implications & Client Perception// =

Objective: Through a series of proposals, the Designer will m// atch materials to what the client both wants and needs.

**Determine whom client perceives as learners.** // So who are the learners according to the client? In marketing, the clien t  perceives the consumer to possess measurable behaviors in their consumption of products and goods. This is a definition that is clear in the world of products and services, but in education defining the learner becomes a challenge. So what are some approaches to gaining a clear understanding of the client's preferences and needs? S urveys and interviews gather both quantitative and qualitative data . The chapter “Outcomes and Assessments” focuses mainly on assessing data to evaluate the effectiveness of a design. Gathering data during the design phase and continuing to openly communicate with the client provide clarification and insight into what goals the client  expects for the model to achieve. **Describe audience and implications for instructional materials in project proposal. ** <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 150%;">Once the designer shares the <span style="color: #ff0000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 150%;">client’s <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 150%;"> perception of the learner or audience (confirmed through pre-assessment tools), the next step is to give the learning context a “physical shape." Here, we’re moving into the development phase of the design process. How will the learner achieve the goals mandated by the design? What does the learner need to access, practice, and apply skills? How will the learner apply pre-skills and knowledge of the learning context? The <span style="color: #ff0000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 150%;">application context <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 150%;"> is the environment in which the learner applies his knowledge and skills prescribed by the design model. Instructional materials facilitate the learner's progress at each stage. Factors such as the room, handouts, presentations, supplies, audio/visual equipment, lighting, and furniture play an important role in the design process. These factors should be described and possibly modeled for the client in the proposal. Mock-ups and diagrams can clarify ideas between the designer and the client. Also, the cost of these items and facilities should be carefully estimated and presented in the proposal.

A teacher explains in the following video how bringing in stakeholders to meet art design students inspired community-based projects that motivated the students to utilize their talents in ways that were most meaningful for them. The Instructional Designer has to assess needs and learner characteristics, then incorporate materials (including other people who can aid in the learning process) and environment to achieve the greatest potential for success.

media type="youtube" key="Zw2KaMj3D-s" height="385" width="480"

<span style="color: black; font-family: Verdana,sans-serif; font-size: 10pt; line-height: 150%;">__References__
<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 150%;"><span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;">Kcasto. (2008, October 28). Community in the classroom. [Video file]. Retrieved from http://www.youtube.com/watch?v=Zw2KaMj3D-s.

Recklies, Dagmar. (2006). Understanding and managing customer perception. IFCAI University Press.

Page designed by ZSM Top == Need Analysis & Assessment / Learner Analysis / ​​Data and Characteristics / Client Perception / Project Proposal ==

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