LAO Phase 5 Performance Analysis

PURPOSE

The purpose of the performance analysis is to partner with our clients (The Hellen Kellar Institute for Human disAbilities at George Mason University, Department of Education, and Parent Education Advocacy Training Center (PEATC) ) in order to prioritize and achieve their goals (Rossett, 1999). To achieve this mission we will provide several perspectives, determine current drivers and barriers, and propose a solution system based on what we learned. This will enable us to understand current conditions and add value to the project. Also, this will allow us to provide a more vivid view of the situation to our client.

INTRODUCTION

The Immersion Team realizes the importance of working closely with our clients in order to achieve the mission of the project. In order to do this, we will collect valuable input as to the direction the project should take. We will begin by interpreting and analyzing data collected from recent users and the Research Advisory Panel experts to make recommendations to improve the content of Literary Explorer. Also, we will gather information on how to meet universal design standards (e.g., accessibility and usability) and improve access to the site for users with disabilities. Therefore, once the goals and objectives for Phase 5 are determined, the team will analyze the data and identify the following information:

  • drivers and barriers to success
  • current and optimal conditions
  • identify a variety of user and expert perspectives for improving LiteracyAccess Online
  • document users’ access to assitive technology tools
  • document possible improvements for the design of literacy activities to develop phonemic awareness
  • document research findings on text to speech software

METHODLOGY

As indicated in the data gathering section of the action plan the LAO Immersion Team did extensive data analysis. First, we reviewed Phases I – IV of the LAO Project to become familiar with the website and previous Immersion documentation. Using the Pre and Post-Survey data, we began to interpret the data to find trends of the users. Recommendations from experts of the Research Advisory panel were then compiled and compared to help establish goals and objectives. (Consult the Needs Analysis Plan for further details.)

Concurrently, we have been partnering with our client to confirm our project goals and objectives through conference calls and e-mail surveys. In particular, we are defining our role as instructional designers during Phase 5 of LAO. The team is also identifying drivers and barriers for our project based on our interview with the client. This will help us validate the extant data through usability testing.

SOURCES OF INFORMATION

Based on the goals and objectives and the target audience identified by our client, the LAO team will reach out to different users (e.g. the client, professionals, parents, siblings, and students in grades 4-8) to gather performance analysis information. Concurrently, the LAO team will review extant data such as the LAO Prototype from Phase 4, Phase I, II, III and IV project documentation and recommendations, input from Parent Education Advocacy Training Center (PEATC) and the Hellen Kellar Institute staff, and instructional design resources.

PRIORITIES AND RECOMMENDATIONS

The LAO Phase 5 team concurs with the following priorities obtained and confirmed during our phone conference with our clients:

GOAL 1: The LAO Immersion Team will create a site that is more engaging and interactive for the users.

Objective 1a: We will analyze Pre survey and Post survey data collected from users to confirm and/or validate findings from the Phase 4 LAO Performance and LAO Needs Assessment Documents.
Objective 1b: We will make suggestions to establish a clearer navigation of the site

GOAL 2: The LAO Immersion Team will ensure compliance with Section 508 Web Accessibility Standards.

Objective 2a: We will use WAVE guidelines as our model for improving the accessibility of the site.
Objective 2b: We will recommend that alt tags are included for all graphics.
Objective 2c: We will recommend a text to speech access package be included on the site.

GOAL 3: The LAO Immersion Team will improve the performance support for the site to ensure usability by people possessing varying levels of technological experience.
Objective 3a: We will analyze expert data to confirm and/or validate findings from the Phase 4 Performance Analysis Document and the Needs Assessment Document.
Objective 3b: We will add a HELP feature to the site.

Objective 3c: We will add a clear overview and explanation of what reading entails and why LAO chose the activities contained on the site.
Objective 3d: We will add pop-up screens that are accessible to all users, where needed, to improve usability.

GOAL 4: The LAO Immersion Team will improve design and features of the Literary Explorer Tool by making suggestions for updates to incorporate best practices in reading as recommended by the data collected from experts on the Department of Education's Research Advisory Panel.
Objective 4a: We will identify significant gaps in the prototype with respect to effective programs for developing phonemic awareness and add a clear overview and explanation of what reading entails and why LAO chose the activities contained on the site.
Objective 4b: We will analyze the post reading activities and make recommendations to improve the quality of choices available.
Objective 4c: We will improve the vocabulary section by giving only the correct meaning of the word.
Objective 4d: We will analyze the effectiveness of different types of instructional approaches, programs and strategies for the development of phonemic awareness, phonics, fluency, vocabulary, and comprehension and then prioritize recommendations.
Objective 4e: We will make recommendations upon completion of our interpretation and analysis of the expert's suggestions.

ACTION PLAN
Sources / Data-Gathering / Drivers and Barriers / Current and Optimal Conditions

Client

  • Mike Behrman
  • Tony Trott
  • Cheri Takemoto
  • Brenda Bannan-Ritland
  • Tara Jeffs
  • John Castellani
/ Client/team meetings, conference calls, and e-mail surveys / Drivers:
  • Committed to further enhancing the learning and professional environment of LAO
Barriers:
  • The goals and objectives for the semester
/ Optimal:
Children in grades 4-8 will read and write on grade level.
Current:
Children not meeting the America Reads Challenge initiative

Users

  • the client
  • professionals
  • parents
  • siblings
  • students in grades 4-8
/ Observation/
usability questionnaires / Drivers:
  • Facilitator-child partnership
  • Motivated to use the site
Barriers:
  • Length of activities
  • Time demand on facilitator
  • Technological skills of targeted audience
/ Optimal: Facilitators should have proficient literacy and technology skills
Current:
Unskilled facilitators are using LAO

Extant Data

  • LAO Prototype from Phase 4
  • Phase I, II, III, and IV project documentation and recommendations
  • input from Parent Education Advocacy Training Center (PEATC) and the Hellen Kellar Institute staff
  • instructional design resources
/ Data Interpretation/
Data analysis & synthesis / Drivers:
Access to Recommendations from the Research Advisory Panel
Barriers:

Accessibility/

Usability
Requirements
  • Narrowly focused data
  • Access to users that we can observe
/ Optimal:
Focus groups from all populations
Current:
Only have data from college students
CONCLUSION

The GMU Immersion Team in partnership with our clients agrees that the LAO Prototype should comply with current guidelines for usability and accessibility. Also, we are committed to providing an online learning environment that promotes literacy for students.

Users perceive the site to be a potentially valuable resource for one-on-one reading and writing instruction for students functioning below grade level in these areas. However, the current site is difficult to navigate and assumes users’ have proficient technological and literary skills. Clients and the Hellen Kellar Institute Staff express concern regarding 508 compliance as well as the need for improving the navigation of the site. Experts recommend that the Literary Explorer tool be evaluated to ensure that best practices in literacy instruction are included.

The LAO Phase 5 Project Team recommends that a needs assessment be conducted to gain further information and a more comprehensive understanding of the concerns addressed above.

REFERENCES

Rossett, A. (1999). First Things Fast: A Handbook for

Performance Analysis. California: Jossey-Bass Pfeiffer.