Learner and Context Analysis
General Description
Because writing for the Collegiate Times is voluntary and unpaid, the learners are likely self-motivated by their interest in journalism. Therefore, they are also likely to be eager to undergo training, so that they may quickly be able to participate as a staff writer. As individuals interested in pursuing journalistic endeavors, they may have a preference towards independent learning practices, information displayed visually, and/or discussion based learning. Writers for the Collegiate Times typically work individually, and then submit their articles to their Section Editor. Although there is managerial oversight for the articles that will be published, there is not necessarily constant managerial support for the writers while composing and developing their articles. With that said, new writers may partner with a veteran staff writer or section editor until they feel comfortable working on their own.
All assignments are done on the writers’ own time, and thus there is no consistency to the physical setting in which writers will be expected to perform. As students of Virginia Tech, it is possible that the writers will share the university campus environment, but not a necessity as there are multiple university campuses and distance-education students.
The skills identified by the needs assessment are relevant to the staff writers’ successful participation with the Collegiate Times, particularly: AP style and ethical journalistic practices.
Strengths
Weaknesses
Potential Areas of Difficulty
We do not expect the learners to have difficulty with this particular context or content. The instruction leverages the training system already in place at the Collegiate Times, along with individual review time, in order to create an overview of interviewing procedures, AP style and writing considerations, and journalistic ethics. Because the learning material is not intended to be comprehensive or stand alone outside of a collegiate newspaper environment, we do not envision (nor encountered in the formative evaluation) any areas of difficulty.
Strategies
Because writing for the Collegiate Times is voluntary and unpaid, the learners are likely self-motivated by their interest in journalism. Therefore, they are also likely to be eager to undergo training, so that they may quickly be able to participate as a staff writer. As individuals interested in pursuing journalistic endeavors, they may have a preference towards independent learning practices, information displayed visually, and/or discussion based learning. Writers for the Collegiate Times typically work individually, and then submit their articles to their Section Editor. Although there is managerial oversight for the articles that will be published, there is not necessarily constant managerial support for the writers while composing and developing their articles. With that said, new writers may partner with a veteran staff writer or section editor until they feel comfortable working on their own.
All assignments are done on the writers’ own time, and thus there is no consistency to the physical setting in which writers will be expected to perform. As students of Virginia Tech, it is possible that the writers will share the university campus environment, but not a necessity as there are multiple university campuses and distance-education students.
The skills identified by the needs assessment are relevant to the staff writers’ successful participation with the Collegiate Times, particularly: AP style and ethical journalistic practices.
Strengths
- Learners are self-motivated
- Learners may prefer independent or self-guided learning practices, visual information, and discussion based learning
Weaknesses
- No constant managerial assistance while writing
- Not necessarily a consistent physical setting
Potential Areas of Difficulty
We do not expect the learners to have difficulty with this particular context or content. The instruction leverages the training system already in place at the Collegiate Times, along with individual review time, in order to create an overview of interviewing procedures, AP style and writing considerations, and journalistic ethics. Because the learning material is not intended to be comprehensive or stand alone outside of a collegiate newspaper environment, we do not envision (nor encountered in the formative evaluation) any areas of difficulty.
Strategies
- Take advantage of self-motivation and a preference independent/ self-guided learning by providing materials for the new writers to work with outside of an instructor coordinator led session. This will also allow the instruction to be completed regardless of the physical setting of the new writer. Additionally, it will provide materials for the new writers to continue to reference throughout their time with the newspaper.
- Take advantage of the current training situation and discussion based learning to allow an instructor coordinator to assess the new writer's understanding of interview procedures, AP style and writing considerations, and journalistic ethics. By making this a discussion based process between the new writers and instructional coordinator, following the independent review of the instructional materials, the instructional coordinator will be able to assess where the new writers are in their understanding, provide real-time feedback, and tailor the hour long discussion session to focus on the areas that need the greatest support for each individual new writer.