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Planning

Kemp, Morrison and Ross Model. Planning. Planning. Revision. Instructional Problems. Learner Characteristics. Evaluation Instruments. Evaluation. Summative. Task Analysis. Development of Instruction. Support Services. Implementation. Confirmative. Evaluation. Designing

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Planning

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  1. Kemp, Morrison and Ross Model Planning Planning Revision Instructional Problems Learner Characteristics Evaluation Instruments Evaluation Summative Task Analysis Development of Instruction Support Services Implementation Confirmative Evaluation Designing the Message Instructional Objectives Content Sequencing Instructional Strategies Formative Evaluation Project Management

  2. LearnerCharacteristics Who will be receiving the instruction (training?)

  3. Target Population intended audience for instruction

  4. Target Population intended audience for instruction try-out audience

  5. pace practice relevance statements attention context of examples context of practice items concreteness / abstraction structure medium grouping chunking response mode number of examples amount of practice feedback learner control reading level vocabulary reinforcement time learning guidance Implications for the Design of Instruction

  6. Assessing Characteristics • records • interviews • surveys • observation • job descriptions • personnel profiles • texts and articles

  7. General Characteristics • age • gender • health • language • ethnic / cultural background

  8. Reporting General Characteristics

  9. Personal / Social Characteristics • maturity level • motivation level • expectations • vocation aspirations • special talents / interests • mechanical dexterity • previous or current employment • ability to work under various environmental conditions

  10. Reporting Personal/Social Characteristics

  11. Reporting Personal/Social Characteristics

  12. Academic Characteristics • education completed • training levels completed • special courses completed • previous performance levels • standardized test scores • GPA

  13. Reporting Academic Characteristics

  14. Specific Entry Characteristics • prerequisite skills • previous or current experience with topic • reading levels • attention span • attitude towards work or the subject

  15. Reporting Specific Entry Characteristics

  16. Reporting Specific Entry Characteristics

  17. Learning Styles • visual / auditory • sensory / intuitive • inductive / deductive • actively / reflectively • sequentially / globally

  18. Learning Styles Links • Learner Characteristics and Instructional Design http://www.atl.ualberta.ca/articles/idesign/learnchar.cfm • Learning Styles http://www.tecweb.org/styles/stylesframe.html

  19. Reporting Learning Style Characteristics

  20. EnvironmentCharacteristics What resources will the learners have for instruction (training?)

  21. Analyzing the Instructional Environment • Policies • Training methodology • Time allowed for training • Support for training requirements • Technology • Hardware • Software • Network connections • Resources • Meeting rooms • Technical help • Supplementary learning materials

  22. Documenting the Instructional Environment

  23. Summary • It’s critical to determine the unique characteristics of your learners and the learning environment. • Consider • General characteristics • Personal / Social Characteristics • Academic information • Specific entry characteristics • Learning styles

  24. ~ Your Assignment ~ • Using the Learner and Context template, document a complete profile of your intended audience and learning environment. • Specify the general characteristics • Specify personal / social characteristics • Specify academic information • Specify entry characteristics • Specify learning styles • Specify the learning environment

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