Abstract
The analysis phase is an important piece of the larger design puzzle. A recent study of instructional designers found that the analysis phase was rated as a high operational priority, both in terms of the frequency and diversity of comments (Ozdilek and Robeck, World Conference on Educational Sciences, Nicosia, North Cyprus, 4–7 February 2009, New Trends and Issues in Educational Sciences 1(1):2046–2050, 2009). In the analysis phase it is important to analyze the situation to determine if a problem exists and to explore possible solutions to those problems. An entire project can be undermined without proper attention to detail in the analysis phase. Common tasks undertaken in during the analysis phase include conducting a gap or needs analysis, identifying stakeholders, and defining the scope of the project (Morrison et al., Designing effective instruction, John Wiley & Sons, Hoboken, NJ, 2010; Richey et al., The instructional design knowledge base: Theory, research, and practice, Routledge, New York, NY, 2011). Investing time and effort in the analysis phase can help determine whether a community of practice for faculty teaching at a distance will help solve specific problems that individual institutions, departments, or faculty face. This chapter will explore mapping common analysis phase tasks with critical activities for developing a community of practice.
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Bond, M.A., Lockee, B.B. (2014). Analysis. In: Building Virtual Communities of Practice for Distance Educators. SpringerBriefs in Educational Communications and Technology. Springer, Cham. https://doi.org/10.1007/978-3-319-03626-7_2
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DOI: https://doi.org/10.1007/978-3-319-03626-7_2
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