LEARNER ANALYSIS

Learner Analysis  Learner characteristics  ToolBook interactionsinteractions  TooBook interactionsinteractions

SUMMARY

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

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. 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?

Need Assessment: Description of the Learning Environment 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

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

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.

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

Try to remember as many numbers as possible –easier when grouped – 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”

Magic Number 7,  Value of “ chunking”  vs. 212DanHome  10 chunks vs. 3

How many chunks in...   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) S  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 change color

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.

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

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 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 (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.

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

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