learner analysis

LEARNER ANALYSIS

Learner Analysis

Learner characteristics ToolBook interactions TooBook interactions

http://www.jma.duq.edu/users/gibbs/pub/jma503/edisons09a/index.html

http://www.jma.duq.edu/users/gibbs/pub/jma503/multiplication/

SUMMARY

Models

Identified Need/Problem

Models


Is this a learning problem?

Models


Is this a learning problem?

If yes then…

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:


Questions to guide you in understanding the environment:

Describe the organization in which the learning will take place. Attach any organizational charts to this form. Include description about how decisions regarding which instructional materials are selected are made.

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?


Analyzing the Learning Environment

1. Describe the existing curricula (scope and sequence) into which this course fits. Include the philosophy, strategies, or theories underlying this curricula.

2. Describe the community in which the organization resides. Specifically identify any characteristics which might influence the acceptability of the instruction in this content area.

LEARNERS

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.


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)


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.


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

89671234159607

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

Magic Number 7 +/- 2

Value of “ chunking”

2125685382

Magic Number 7, + - 2

Value of “ chunking”

2125685382 vs. 212DanHome

10 chunks vs. 3

How many chunks in . . .

www.bestbookbuys.com 20? Not really:

www. best book buys .com

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 (SSave)

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 change color

12

3

4

Memory aids

Consistency in design helps users learn an interface.

May reduce cognitive load.

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 Dependence/Field Independence

Group Embedded Figures Text

Field Dependence/Field Independence

Field Dependent Learner

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


Changing similarities among people that change over time, Language


Changing differences among people that change over time, Prior learning

Learning Styles

http://www.engr.ncsu.edu/learningstyles/ilsweb.html• SENSING INTUITIVE LEARNERS

• VISUAL VERBAL LEARNERS

• SEQUENTIAL GLOBAL LEARNERS

Richard M. Felder


• Other things to consider

• Gender, Ethnicity, Age• Prior learning


• Ways to find out about learner characteristics

• Interviews• Observe members of target

population• Assessment instruments (GEFT)• Review job descriptions


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.


1. Cognitive characteristics General characteristics

general aptitudes specific aptitudes developmental level, such as Piaget's levels of cognitive

development 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


2. Physiological Characteristics sensory perception general health age


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


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


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

learner analysis

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