Module 3
A Prism of Perspectives

Introduction

Background for Initial Analysis

Initial analysis of problems and opportunities is part of what is often called the “front-end” analysis. The "front-end" refers to the early stages of analysis when the focus is on identification of the general performance problems and determination of the goals for the project.

Instructional Needs

Ask yourself which of the items below are the best examples of instructional needs.

• worksheets

• more internet connections

• school-to-work programs

• lack of music skills

• computers

• videotapes

Of course, it depends on what we mean by instructional needs. Yet we could easily argue that most of the items on this list are actually solutions to problems rather than "needs."  

The only item on this list that is actually expressed as an instructional opportunity or problem is lack of music skills, because it describes knowledge the learner might develop as a result of some educational or instructional intervention. Everything else on this list is probably better described as a method or strategy. Questions to ask about this list that will help us discover the instructional needs include:

• Why are we using textbooks?

• What problem would be solved by using more Internet lines?

• What is the purpose of the school-to-work programs?

• How would the computers enhance learning?

• What are we trying to accomplish by using the method of problem-based learning?

Why is it useful to define desired results (goals) before considering solutions? Because there might be many different ways to achieve a desired result and if we start by thinking about preferred solutions, we may never consider the full range of possible solutions. We may end up using a solution strategy that isn't appropriate to the circumstances--what we want rather than what we need.  

Problems vs. Opportunities (gaps vs. directions)

While considering instructional needs, it is important to think about problems and opportunities. One way of thinking about a problem or a need is to use Kaufman's "GAP" paradigm.  Roger Kaufman suggests we need to think of a problem or a need as an entity made of two parts or components.

Here, for example, is the beginning of SDSU's Mission Statement:

The mission of San Diego State University is to provide well-balanced, high quality education for undergraduate and graduate students and to contribute to knowledge and the solution of problems through excellence and distinction in teaching, research, and service. (more)  

This mission is broad and continuing with no end in sight. Members of the university community pursue many goals that are consistent with this mission: establishing a new doctoral program, constructing a new building, retraining defense workers. 

Thinking about opportunities is a little different than thinking about problems, because thinking about problems requires a response to the current situation. Thinking about problems demands a consideration of how the problem is related to the desired situation or some future situation. This type of thinking essentially encourages us to develop a reactive posture to respond to the situation. Whereas looking at situations as opportunities involves thinking ahead to what the overall mission is, even if it has not been expressed as a specific goal. Thinking about opportunities causes the examination of available means, possibilities, or capabilities and how these may relate to the mission.

There is an old saying that if you are a hammer, everything looks like a nail. This reminds us that thinking about capabilities first without thinking about needs can lead us astray. Hammers certainly facilitate nailing. But the question that we want to ask is why are we nailing? What are we nailing? What outcomes do we want as a result of the nailing? 

Prism of Data Sources

Whom shall we consult to learn more about instructional problems and opportunities and what kind of information can we or should we obtain?  People see situations through their own lenses and perspectives, like the optimists and pessimists who see a glass of water as either half-empty or half-full.

Designers must strive to see situations from multiple perspectives and must integrate these perspectives if they are to create designs that satisfy multidimensional needs. Understanding instructional problems and opportunities is a bit like viewing the world through a kaleidoscope or a multi-faceted prism.

The Prism of Data Sources reflects the roles that people play regarding some domain of human endeavor, for example: the "subject matter knowledge" such as mathematics, literacy, healthcare, combat, nutrition, or astronomy. The Prism defines each role by the way it:

• structures a person's understanding of the domain;
• allows a person to accumulate information and experience related to learning and performance in that domain;
• helps a person to contribute to the process of identifying instructional problems and opportunities.

Direct Knowledge

The black line on the Prism of Data Sources diagram below divides roles based on direct knowledge from those based on indirect knowledge. We can think of those roles above the black dividing line as roles that bring people into direct contact with the processes of learning and performance in the domain. For example: deliverers (trainers, teachers, coaches, tutors, etc)  have direct knowledge about the trainee learning process; the student as learner is directly aware of some aspects of his/her own learning.  

Indirect Knowledge

The sources below the dividing line also accumulate knowledge about learning and performance, but their knowledge is often more more indirect and synthetic--based perhaps on statistics, reports, discussions, and other indirect data. These are roles that don't necessarily bring people into direct and sustained contact with instructional activities. 

People "above the line" often see learning and performance in very concrete and local terms.  People "below the line" often think in terms of larger patterns and generalizations and more global concerns. 

Prism of Data Sources