1. Audience Analysis Wallace Hannum

2. Audience Analysis Must know who is to be taught Vital factor in instructional success Determines where to start instruction Determines how to teach

3. Why Bother Must take learners into account for instruction to be successful If we underestimate their knowledge, boredom during training If we overestimate their knowledge, frustration during training Both result in poor training & waste of time

4. Categories General characteristics Specific entry behavior Learner preference/style

5. General Characteristics Broad, demographic characteristics –educational level –job classification –prior experience –age –rank or level in organization –backgrounds Collected from records typically

6. Specific Entry Behaviors Small, specific capabilities Based on instructional analysis Ability to: identify symptoms, select appropriate actions, give injections Collect by pretesting & diagnostic tests

7. Learning Preference/Style Intent is to match instruction to learners preference/style and improve learning Visual lessons for visual learners; verbal lessons for verbal learners Intuitively appealing but little research evidence

8. Learning Preference/Style VisualVerbal Amount Learned

9. Learning Preference/Style VisualVerbal Amount Learned Not taken into account

10. Anticipated Effects from Learning Styles VisualVerbal Amount Learned Audiotape Video All taught same way Expected Improvement

11. VisualVerbal Amount Learned Audiotape Video Actual Results from Learning Styles No significant differences

12. Appealing, widely believed Many proponents Routinely recommended practice Research evidence fails to support We have preferences/styles Preferences/styles do not interact with instructional treatments Caution! Learning Preference/Style

13. Audience Profile Sums up the audience Helps us understand our learners Basis for instructional decisions Helps us start at right place

14. Audience Analysis Helps prevent frustration Helps prevent failure Helps save time Ensures understanding

15. Consider Your Learners Learning happens in their heads What they know influences what they will learn Dispensing information is not learning

16. Audience Analysis Use info regarding General Characteristics Use info regarding Specific Entry Behaviors Set expected entry behaviors based on this Set the context of examples, exercises, amount of detail & vocabulary based on this