LEARNER ANALYSIS. Learner Analysis Learner characteristics ToolBook Styles Authoring Project 1.

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LEARNER ANALYSIS

Transcript of LEARNER ANALYSIS. Learner Analysis Learner characteristics ToolBook Styles Authoring Project 1.

LEARNER ANALYSIS

Learner Analysis

Learner characteristics ToolBook Styles Authoring Project 1

SUMMARY | REVIEW

Models

Identified Need/Problem

Models

Identified Need/Problem

Is this a learning problem?

Models

Identified Need/Problem

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:

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.

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.

Analysis of Learners

Must examine the diversity and commonalities of target audience

…to design effective instruction…

Analysis of Learners: Stable Similarities

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

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

Provide support, analogies, glossary, practice items, etc. Design impacts this as well.

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 (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

12

3

4

Hello World

Hello world

Navigation

Section Headings

Page 1 of 54

Navigation

Hello world

Navigation

Section Headings

Page 1 of 54

Navigation

It is easier to perceive a structured layout.

Hello world

Navigation

Section Headings

Page 1 of 54

Navigation

LEVEL 1

LEVEL 2

LEVEL 3

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 Test

Field Dependence/Field Independence

Field Dependence/Field Independence

Field Dependence/Field Independence

Field Dependence/Field Independence

Field Dependence/Field Independence

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

Analysis of Learners

Changing similarities among people that change over time, Language

Analysis of Learners

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

Analysis of Learners

• Other things to consider

• Gender, Ethnicity, Age• Prior learning

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

2. Physiological Characteristics sensory perception general health age

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