Analysis: Learner & Contextual

1. Analysis:Learner & Contextual Instructional Design 2014

2. Instructional Objectives • Describe 2 types of learner analysis, including purposes and process • Describe 3 contextual analysis types, including purposes and process • Describe implications of learner/contextual analysis of the design of instruction • Identify 3 tools for conducting learner/contextual analysis • Describe the implication of learning styles on the design of instruction

3. Planning Revision Instructional Problems Evaluation Instruments Learner Characteristics Development of Instruction Task Analysis Support Services Confirmative Evaluation Implementation Summative Evaluation Designing the Message Instructional Objectives Instructional Strategies Content Sequencing Formative Evaluation Project Management

4. Overview • Learner and Contextual Analysis • Identifying constraints and opportunities • Identify prerequisites • Start broad and refine to more detail as you progress in the design process

5. What is learner analysis? • A description of the target population • Describes the range of learners in a class or category • The target audience • The primary group who will receive the instruction. You may think about the target audience as a subset of the target population.

6. Why analyze learners? • To identify the characteristics of the population • Specifically, those that can impact learning or instruction. • For example: • The attention span of the target audience • Not available for training during work hours

7. What to look for in learners… • General learner characteristics • Broad identifying features • Age, gender, work experience, education, ethnicity • Specific entry competencies • Prerequisite skills and attitudes needed • Affective characteristics • Feelings about learning, self-concept, and socialization • Learning styles • Traits that refer to how one approaches a learning task and process information

8. Learning Styles • How learners handle new information:

9. Non-conventional Learners • Culturally Diversed Learners • Cultural & social differences • Bias-free materials, alternative resources & activities • Avoid stereotyping! • Learners with disabilities • Physical disabilities, learning disabilities • Adult Learners • Andragogy

10. To find out about the learner, use: Surveys & questionnaires Interviews Standards Observations Suggestion box Extant data Extant data are: Grades & exam results Entry tests Performance reviews Personnel records Newsletters, meeting notes, company info Analysis Tools

11. How to do needs analysis • Triangulation • Use a combination of three methods of data collection • Select the methods for the particular type of question you are asking or data you are collecting • Each method should focus on getting data related to the same problem, learner population, or context. • Select methods you could reasonably do!

12. Implications for Instruction

13. Implications for Instruction • Selecting instructional strategies • Selecting deliver methods • Group or individual presentation • Self-directed v. instructor-directed • Small group or individual activity

14. Contextual Analysis • Embedding instruction in a familiar context enhances both student achievement and student attitudes. • Applications in problem-based learning & anchored instruction • Can provide relevant ideas for: • Creating examples • Creating realistic instruction • Creating concrete examples

15. Contextual Analysis • Why should a designer be concerned with this larger environment? • The larger environment can make or break instruction and learning. • Instruction and learning does not occur in a vacuum. • Context is a factor that can inhibit or facilitate instruction and learning • A single class can require multiple contexts

16. Three types of context • Orienting context • Learner analysis • Learners’ goals, perceived utility of instruction, perception of accountability • Instructional context • Also called environmental analysis (Morrison, Table 3-1, page 67) • Transfer context • How do we facilitate transfer of knowledge from the instructional environment to the job?

17. Collecting Data Identify factors that might affect your instructional plan by providing opportunities or constraints Select tools: Surveys Observations Interviews Analyzing Data Identify factors that will influence the design and delivery of instructions Limits Facilitates Missing How to do contextual analysis

18. Context is important • You cannot avoid context • Instructional design must be context sensitive • Different designs are required for different contexts • Learning should take place in context • We can accommodate context, but we cannot control it. • Tessmer & Richey (1997)

19. Activity 3: Learner Analysis • Discuss how the following characteristics impact learning and your instructional design for your particular target audience: • General, physical • Sociological and socioeconomic • Educational level • Psychological characteristics (motivation)

20. Example learner analysis • Learning disability awareness among FSKP Education program students and faculty • Example learner analysis?

21. Example contextual analysis • Learning Disability Awareness Training for FSKPM Education Program Students • Setting: FSKPM, CTF 2 Lecture Hall • Target Audience: undergraduate students, Adult (PKPG students) • Population: 200 • ? • ? • ?

22. For more information • Jonassen & Grabowski (1993) • Handbook of individual differences, learning and instruction. Hillside, NJ:Erlbaum • Tessmer & Richey (1997) • The role of context in learning and instructional design. Educational Technology, Research, and Development, 45, pp. 85-111.