Learner Analysis

1. Learner Analysis

2. Learner Analysis • Learner characteristics • ToolBook interactions • TooBook interactions

3. Summary

4. Models Identified Need/Problem

5. Models Identified Need/Problem Is this a learning problem?

6. Models Identified Need/Problem Is this a learning problem? If yes then…

7. Analysis • Analyze the learning context • Describe the environment • Describe the learners

8. 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:

9. 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. 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?

10. Need Assessment: Description of the Learning Environment Analyzing the Learning Environment  • Describe the existing curricula (scope and sequence) into which this course fits. Include the philosophy, strategies, or theories underlying this curricula. • Describe the community in which the organization resides. Specifically identify any characteristics which might influence the acceptability of the instruction in this content area.

11. Learners

12. Analysis • Consider the characteristics of target audience or population such as: • Gender, ethnicity, age • Prior learning • Cognitive style, learning style

13. Analysis of Learners • Study the characteristics of audience or population • Not all learners are alike.

14. Analysis of Learners Must examine the diversity and commonalities of target audience …to design effective instruction…

15. Analysis of Learners: Stable Similarities

16. Analysis of Learners: Stable Similarities Stable similarities among people that are unchanging over time – memory 7 (+ or – 2)

17. 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.

18. 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.

19. Try to remember as many numbers as possible 89671234159607

20. Try to remember as many numbers as possible –easier when grouped 89671234159607 896 – 712 – 341 – 59607

21. Memory • Hierarchical Model Sensory Practice and effort needed to make this transfer Short Term LongTerm

22. Magic Number 7 +/- 2 • Value of “ chunking” 2125685382

23. Magic Number 7, + - 2 • Value of “ chunking” • 2125685382 vs. 212DanHome • 10 chunks vs. 3

24. How many chunks in . . . • www.bestbookbuys.com • 20? Not really: • www. • best • book • buys • .com

25. 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

26. 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.)

27. Memory aids • In your design, give cues or memory aids for resuming tasks: • Back button • Screen hierarchy • Followed links change color

28. 1 2 3 4

29. Memory aids • Consistency in design helps users learn an interface. • May reduce cognitive load.

30. Analysis of Learners: Stable differences Stable differences among people that are unchanging over time – Cognitive style

31. 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.

32. Field Dependence/Field Independence Group Embedded Figures Text

33. Field Dependence/Field Independence

34. Field Dependence/Field Independence

35. Field Dependence/Field Independence

36. Field Dependence/Field Independence

37. Field Dependence/Field Independence

38. 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]

39. 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

40. Analysis of Learners Changing similarities among people that change over time, Language

41. Analysis of Learners Changing differences among people that change over time, Prior learning

42. Learning Styles http://www.engr.ncsu.edu/learningstyles/ilsweb.html • SENSING INTUITIVE LEARNERS • VISUAL VERBAL LEARNERS • SEQUENTIAL GLOBAL LEARNERS Richard M. Felder

43. Analysis of Learners • Other things to consider • Gender, Ethnicity, Age • Prior learning

44. Analysis of Learners • Ways to find out about learner characteristics • Interviews • Observe members of target population • Assessment instruments (GEFT) • Review job descriptions

45. 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.

46. Analysis of Learners 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

47. Analysis of Learners 2. Physiological Characteristics • sensory perception • general health • age

48. 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

49. 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

50. 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