Transcript Analysis: Learner & Contextual

Analysis:
Learner & Contextual
Instructional Design
2014
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Instructional Objectives
Describe 2 types of learner analysis, including
purposes and process
Describe 3 contextual analysis types, including
purposes and process
Describe implications of learner/contextual analysis
of the design of instruction
Identify 3 tools for conducting learner/contextual
analysis
Describe the implication of learning styles on the
design of instruction
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Planning
Revision
Support Services
Evaluation
Instruments
Instructional
Problems
Learner
Characteristics
Development of
Instruction
Task
Analysis
Designing the
Message
Instructional
Objectives
Instructional
Strategies
Content
Sequencing
Formative Evaluation
Project Management
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Overview
Learner and Contextual Analysis
– Identifying constraints and opportunities
– Identify prerequisites
– Start broad and refine to more detail as
you progress in the design process
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What is learner analysis?
A description of the target population
Describes the range of learners in a
class or category
The target audience
– The primary group who will receive the
instruction. You may think about the target
audience as a subset of the target
population.
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Why analyze learners?
To identify the characteristics of the
population
– Specifically, those that can impact learning
or instruction.
For example:
– The attention span of the target audience
– Not available for training during work hours
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What to look for in learners…
General learner characteristics
– Broad identifying features
– Age, gender, work experience, education, ethnicity
Specific entry competencies
– Prerequisite skills and attitudes needed
Affective characteristics
– Feelings about learning, self-concept, and
socialization
Learning styles
– Traits that refer to how one approaches a learning
task and process information
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Learning Styles
How learners handle new information:
Perceive
Visual
Auditory
Tactile
Prefer
Sensory
Intuitive
Organize
Inductive
(Facts & observation > principle)
Process
Actively
Passively (Reflection)
Assimilate
Sequentially
Globally
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Non-conventional Learners
Culturally Diversed Learners
– Cultural & social differences
– Bias-free materials, alternative resources &
activities
– Avoid stereotyping!
Learners with disabilities
– Physical disabilities, learning disabilities
Adult Learners
– Andragogy
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Analysis Tools
To find out about the
learner, use:
Surveys &
questionnaires
Interviews
Standards
Observations
Suggestion box
Extant data
Extant data are:
Grades & exam results
Entry tests
Performance reviews
Personnel records
Newsletters, meeting
notes, company info
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How to do needs analysis
Triangulation
– Use a combination of three methods of data
collection
– Select the methods for the particular type of
question you are asking or data you are collecting
• Each method should focus on getting data related to the
same problem, learner population, or context.
– Select methods you could reasonably do!
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Implications for Instruction
Pace of
instruction
Focus
attention
Cognitive Processing
Context of
instruction
Media
Instructional Strategies
Learner
control
Motivation, Cognitive Processing, Locus
of Control
Motivation, Locus of Control
Visual Literacy, Cognitive Processing
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Implications for Instruction
Selecting instructional strategies
Selecting deliver methods
Group or individual presentation
Self-directed v. instructor-directed
Small group or individual activity
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Contextual Analysis
Embedding instruction in a familiar context
enhances both student achievement and
student attitudes.
Applications in problem-based learning &
anchored instruction
Can provide relevant ideas for:
– Creating examples
– Creating realistic instruction
– Creating concrete examples
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Contextual Analysis
Why should a designer be concerned with
this larger environment?
– The larger environment can make or break
instruction and learning.
1. Instruction and learning does not occur in a
vacuum.
2. Context is a factor that can inhibit or facilitate
instruction and learning
3. A single class can require multiple contexts
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Three types of context
Orienting context
– Learner analysis
• Learners’ goals, perceived utility of instruction,
perception of accountability
Instructional context
– Also called environmental analysis
(Morrison, Table 3-1, page 67)
Transfer context
– How do we facilitate transfer of knowledge from
the instructional environment to the job?
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How to do contextual analysis
Collecting Data
– Identify factors that might
affect your instructional
plan by providing
opportunities or
constraints
Select tools:
– Surveys
– Observations
– Interviews
Analyzing Data
– Identify factors that
will influence the
design and delivery
of instructions
• Limits
• Facilitates
• Missing
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Context is important
You cannot avoid context
Instructional design must be context sensitive
– Different designs are required for different
contexts
– Learning should take place in context
We can accommodate context, but we cannot
control it.
– Tessmer & Richey (1997)
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Activity 3: Learner Analysis
Discuss how the following
characteristics impact learning and your
instructional design for your particular
target audience:
– General, physical
– Sociological and socioeconomic
– Educational level
– Psychological characteristics (motivation)
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Example learner analysis
Learning disability awareness among
FSKP Education program students and
faculty
Example learner analysis?
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Example contextual analysis
Learning Disability Awareness Training for
FSKPM Education Program Students
– Setting: FSKPM, CTF 2 Lecture Hall
– Target Audience: undergraduate students, Adult
(PKPG students)
– Population: 200
–?
–?
–?
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For more information
Jonassen & Grabowski (1993)
– Handbook of individual differences, learning and
instruction. Hillside, NJ:Erlbaum
Tessmer & Richey (1997)
– The role of context in learning and instructional
design. Educational Technology, Research, and
Development, 45, pp. 85-111.
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