1. LEARNER ANALYSIS

2. Learner Analysis  Learner characteristics  ToolBook Styles  Authoring Project 1

3. SUMMARY | REVIEW

4. Models Identified Need/Problem

5. Models Identified Need/Problem Is this a learning problem?

6. Models Identified Need/Problem Is this a learning problem? If yes then…

7. Analysis Analyze the learning context Describe the environment Describe the learners

8. 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:

9. 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?

10. 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.

11. LEARNERS

12. Analysis Consider the characteristics of target audience or population such as: Gender, ethnicity, age Prior learning Cognitive style, learning style

13. Analysis of Learners 1. Study the characteristics of audience or population 2. Not all learners are alike.

14. Analysis of Learners Must examine the diversity and commonalities of target audience …to design effective instruction…

15. Analysis of Learners: Stable Similarities

16. Stable similarities among people that are unchanging over time – memory 7 (+ or – 2)

17. 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.

18. 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.

19. Try to remember as many numbers as possible 89671234159607

20. Try to remember as many numbers as possible –easier when grouped 89671234159607 896 – 712 – 341 – 59607

21. 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.

22. Magic Number 7 +/- 2  Value of “ chunking” 2125685382

23. Magic Number 7, + - 2  Value of “ chunking”  2125685382 vs. 212DanHome  10 chunks vs. 3

24. How many chunks in...  www.bestbookbuys.com  20? Not really:  www.  best  book  buys .com

25. 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

26. 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.)

27. 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

28. 1 2 3 4

29. Hello World

30. Hello world Navigation Section Headings Page 1 of 54 Navigation

31. Hello world Navigation Section Headings Page 1 of 54 Navigation It is easier to perceive a structured layout.

32. Hello world Navigation Section Headings Page 1 of 54 Navigation LEVEL 1 LEVEL 2 LEVEL 3

33. Memory aids  Consistency in design helps users learn an interface.  May reduce cognitive load.

34. Analysis of Learners: Stable differences Stable differences among people that are unchanging over time – Cognitive style

35. 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.

36. Field Dependence/Field Independence Group Embedded Figures Test

37. Field Dependence/Field Independence

42. 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]

43. 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

44. Analysis of Learners Changing similarities among people that change over time, Language

45. Analysis of Learners Changing differences among people that change over time, Prior learning

46. Learning Styles http://www.engr.ncsu.edu/learningstyles/ilsweb.html SENSING INTUITIVE LEARNERS VISUAL VERBAL LEARNERS SEQUENTIAL GLOBAL LEARNERS Richard M. Felder

47. Analysis of Learners Other things to consider Gender, Ethnicity, Age Prior learning

48. Analysis of Learners Ways to find out about learner characteristics Interviews Observe members of target population Assessment instruments (e.g., GEFT) Review job descriptions

49. 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

50. 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

51. Analysis of Learners 2. Physiological Characteristics sensory perception general health age

52. 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

53. 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

54. 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