Transcript Analyzing the Learning Environment

LEARNER ANALYSIS
Learner Analysis
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Learner characteristics
ToolBook interactions
TooBook interactions
SUMMARY
Models
Models
Is this a learning problem?
Models
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
If there is a learning need:
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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).
Need Assessment: Description of the Learning
Environment
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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?
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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
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Study the characteristics of
audience or population
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.
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
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Hierarchical Model
Sensory
Practice and effort
needed to make
this transfer 
Short Term
Long Term
Magic Number 7 +/- 2
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Value of “ chunking”
2125685382
Magic Number 7, + - 2
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Value of “ chunking”
 2125685382
 10
vs. 212DanHome
chunks vs. 3
How many chunks in . . .
www.bestbookbuys.com
 20? Not really:
www.
best
book
buys
.com
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Recognition vs. recall
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Why is a multiple choice test easier than an essay
test?
 Multiple
choice: you can recognize the answer
 Essay: you must recall the answer
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Computers with a GUI allows us to recognize
commands on a menu, instead of remembering them
as in DOS and UNIX
Memory aids
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In Windows
 ctrl-
N (New)
 ctrl- C (Copy)
 ctrl- S (Save)
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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
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In your design, give cues or memory aids for
resuming tasks:
 Back
button
 Screen hierarchy
 Followed links change color
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3
4
Memory aids
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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 Dependence/Field Independence
Field Dependence/Field Independence
Field Dependence/Field Independence
Field Dependence/Field Independence
Field Dependent Learner
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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
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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
Richard M. Felder
GLOBAL LEARNERS
Analysis of Learners
• Other things to consider
• Gender, Ethnicity, Age
• Prior learning
Analysis of Learners
• Ways to find out about learner characteristics
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Interviews
Observe members of target population
Assessment instruments (GEFT)
Review job descriptions
Analysis of Learners
Learner characteristics can impact:
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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
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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
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relationships to peers
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feelings toward authority
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tendencies toward cooperation or competition
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moral development
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socio-economic background
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racial/ethnic background, affiliations
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role models
Analysis of Learners
Additional items:
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Entry Behavior
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Prior Knowledge of Topic Area
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Attitudes toward Content and Potential Delivery System
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Academic Motivation - ARCS (Attention, Relevance,
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Confidence, Satisfaction)
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Educational and Ability Levels
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General Learning Preferences
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Attitudes toward Training Organization
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Group Characteristics