Download - LEARNER ANALYSIS. Learner Analysis Learner characteristics ToolBook Styles Authoring Project 1
Analysis
• Analyze the learning context
•Describe the environment
•Describe the learners
• Analyze the learning context
•Describe the environment
•Describe the learners
Need Assessment: Description of the Learning Environment
In what environment will the instructional program be placed.
Programs affected by many factors including learners, instructional materials, trainers, equipment and facilities, and the organization.
Study the environment in which the program will be used (e.g., Web).
If there is a learning need:
Need Assessment: Description of the Learning Environment
Questions to guide you in understanding the environment:
Describe the organization in which the learning will take place.
What is the organizational culture – how does it perceive training?
Will media be central to the instruction or will it be peripheral and how do instructors and learners feel about this?
Describe the instructional hardware that is currently available.
What are facilities like?
Need Assessment: Description of the Learning Environment
Analyzing the Learning Environment
1. Describe existing curricula (scope and sequence) into which this course fits. Include the philosophy, strategies, or theories underlying this curricula.
2. Describe community in which the organization resides.
Analysis
• Consider the characteristics of target audience or population such as:
• Gender, ethnicity, age• Prior learning• Cognitive style, learning style
• Consider the characteristics of target audience or population such as:
• Gender, ethnicity, age• Prior learning• Cognitive style, learning style
Analysis of Learners
1. Study the characteristics of audience or population
2. Not all learners are alike.
Analysis of Learners
Must examine the diversity and commonalities of target audience
…to design effective instruction…
Analysis of Learners: Stable Similarities
Stable similarities among people that are unchanging over time – memory 7 (+ or – 2)
Analysis of Learners: Stable Similarities
Stable similarities among people that are unchanging over time – memory 7 (+ or – 2)
e.g., Knowledge of information processing characteristics can help avoid problems due to limited capacity of memory.
e.g., Knowledge of information processing characteristics can help avoid problems due to limited capacity of memory.
Analysis of Learners
Miller’s '7 plus or minus 2' idea
Individuals only have the capacity to store roughly seven pieces of information in STM at a given time.
Try to remember as many numbers as possible –easier when grouped
89671234159607
896 – 712 – 341 – 59607
Memory
Hierarchical Model
Sensory
Short Term
Long Term
Practice and effort needed to make this transfer
Provide support, analogies, glossary, practice items, etc. Design impacts this as well.
Recognition vs. recall
Why is a multiple choice test easier than an essay test? Multiple choice: you can recognize the
answer Essay: you must recall the answer
Computers with a GUI allows us to recognize commands on a menu, instead of remembering them as in DOS and UNIX
Memory aids
In Windows ctrl- N (New) ctrl- C (Copy) ctrl- S (Save)
Favorites List and bookmarks to store URLs
Hyperlinks-if wording indicates content of the target page. (“Click here” is not a memory aid.)
Memory aids
In your design, give cues or memory aids for resuming tasks:
Back button Screen hierarchy Followed links or buttons change
color Items checked off in a menu
Hello world
Navigation
Section Headings
Page 1 of 54
Navigation
It is easier to perceive a structured layout.
Analysis of Learners: Stable differences
Stable differences among people that are unchanging over time – Cognitive style
Analysis of Learners: Stable differences
Stable differences among people that are unchanging over time – Cognitive style
Knowledge of one’s cognitive style can help determine types of information to present.
Knowledge of one’s cognitive style can help determine types of information to present.
Field Dependent Learners
Experiences in a global fashion, adheres to structures Learns material with social content best Attends best to material relevant to own experience Requires externally defined goals and reinforcements Needs organization provided More affected by criticism Uses observational approach for concept attainment
[learns best by using examples]
Field Independent Learners
Perceives analytically Makes specific concept distinctions; little
overlap Impersonal orientation May need explicit training in social skills Interested in new concepts for their own
sake Has self-defined goals and reinforcement Can self-structure situations
Learning Styles
http://www.engr.ncsu.edu/learningstyles/ilsweb.html• SENSING INTUITIVE LEARNERS
• VISUAL VERBAL LEARNERS
• SEQUENTIAL GLOBAL LEARNERS
Richard M. Felder
Analysis of Learners
• Ways to find out about learner characteristics
• Interviews• Observe members of target
population• Assessment instruments (e.g.,
GEFT)• Review job descriptions
Analysis of Learners
Learner characteristics can impact:• Pace of the learning• Number of practice examples given to
learners• Strategies for helping learners focus• Amount of structure and learner control• Response mode, visual, auditory• Amount of reinforcement• Time allowed for learning• Amount of guidance, cues, prompting, etc.• Design of interface
Analysis of Learners
1. Cognitive characteristics General characteristics
general aptitudes specific aptitudes developmental level language development level reading level level of visual literacy, ability to gain information from
graphics cognitive processing styles–preferred and most effective cognitive and learning strategies general world knowledge
Specific prior knowledge
Analysis of Learners
3. Affective Characteristics interests motivation motivations to learn attitude toward subject matter attitude toward learning perceptions of and experience with specific forms of
mediation anxiety level beliefs attribution of success, i.e., locus of control
Analysis of Learners
4. Social characteristics relationships to peers feelings toward authority tendencies toward cooperation or competition moral development socio-economic background racial/ethnic background, affiliations role models
Analysis of Learners
Additional items: Entry Behavior Prior Knowledge of Topic Area Attitudes toward Content and Potential Delivery
System Academic Motivation - ARCS (Attention, Relevance, Confidence, Satisfaction) Educational and Ability Levels General Learning Preferences Attitudes toward Training Organization Group Characteristics