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Instructional Design: Learner Analysis

Instructional Design: Learner Analysis. Lee Chwee Beng 67903285 Chweebeng.lee@nie.edu.sg. Recap…. What is a performance gap? What is ADDIE? Describe. Why is instructional design prescriptive in nature? List some possible elements of ID

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Instructional Design: Learner Analysis

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  1. Instructional Design: Learner Analysis Lee Chwee Beng 67903285 Chweebeng.lee@nie.edu.sg

  2. Recap… What is a performance gap? What is ADDIE? Describe. Why is instructional design prescriptive in nature? List some possible elements of ID What is about Task Analysis? Why do people say that TA is a very critical component of instructional design?

  3. Learner Analysis Now you have probably identified an instructional problem in your field. The next thing we want to look at is the learners themselves. This is done by conducting a Learner Analysis.

  4. Remember this?

  5. And this?

  6. Why Learner Analysis? Have you ever come across a situation when you believe your teacher has not done a leaner analysis? -give me some examples… Have you ever been in a classroom that was not really designed for instruction? -give me some examples…

  7. What would you do? If you have trainees who like to challenge the authority and simply thinks that you are nobody? If you are to conduct a computer-based lesson and you have limited numbers of computers? If you have a few trainees who are simply slow in understanding?

  8. Why Learner Analysis?Activity 1: 20 min Read the story on EduSpider Talk to your partner about possible reasons contributing to the failure of EduSpider Company (from Smith & Ragan, 2005)

  9. Learner Analysis Why: To account for individual differences A common error: assuming that everyone is alike

  10. Leaner Characteristics Cognitive Characteristics (general aptitudes, specific aptitudes, reading level, level of visual literacy, learning strategies, learning styles) Specific prior knowledge (work experience) Physiological characteristics (age, general health)

  11. Leaner Characteristics Affective characteristics (interest, motivation, attitude towards learning/subject, perceptions of learning, anxiety level, beliefs, locus of control etc) Social characteristics (interpersonal relationships, feeling towards authority, tendencies towards cooperation/competition, racial/ethnic background, socioeconomic background etc)

  12. Leaner Characteristics Cognitive Characteristics (general aptitudes, specific aptitudes, reading level, level of visual literacy, learning strategies ) Specific prior knowledge Physiological characteristics (age, general health)

  13. Conducting Learner Analysis Interview: trainers, teachers, other educators, target audience Surveys Examine job description, personal profiles Do some literature review >should use a variety of methods to avoid stereotyping

  14. Conducting Learner Analysis Supposing you are the designer developing instructions for learners you have never met. How do you obtain information about your learners?

  15. Implications What are some of the implications of contextual/learner analysis on DESIGN? >Time, speed of delivery, types of materials, grouping/sizing of students, types of scaffolding, modes of assessment, styles of presentation, sequencing of instructions etc.

  16. Learner Analysis: Documenting

  17. Contextual/Learner Analysis: Documenting Fictitious Profile of the Typical learner Mary is 24 years old with a BA in social sciences from a local university. She is married and has a 5 year old son. She is concerned about spending too much time at work, away from her family. She is an average reader. She is competent in computer user and types about 60 words per minute. Chart of learner characteristics data

  18. Activity 2: (30 mins) In your groups of 3, think of a possible training program that is likely to happen in your workplace. Discuss accordingly. You can use the templateto work on your ideas. Get someone from the group to present

  19. Activity 3: (70 mins) Using the template as a guide, • Do the following: • Brainstorm on the information you need about the learners • Categorize the information • State the data collection methods (give examples. For instance, if you use surveys, then show me some of the questions that will appear in your survey. If you are doing field observation, show me the items on your checklist. If you are conducting interviews, show me the questions) • Get someone to present

  20. Activity 3: (30 min) In pair, choose at least 3 given URLs. Explore the possible instruments to collect data on learners http://www.engr.ncsu.edu/learningstyles/ilsweb.html http://www.ldrc.ca/projects/miinventory/miinventory.php http://www.accelerated-learning.net/learning_test.html http://www.engr.ncsu.edu/learningstyles/ilsweb.html http://www.humanmetrics.com/cgi-win/JTypes2.asp http://www.outofservice.com/bigfive/ http://www.haverford.edu/psych/ddavis/webforms/p314.5-50.practice.html As you explore, discuss whether some of these instruments can add value to your learner analysis. In addition, what kind of instruments you would want to have?

  21. Reference Morrision, G. R., Ross, S. M., & Kemp, J. E. (2001). Designing effective instruction. NY: John Wiley & Sons Tessmer, M., & Harris, D. (1992). Analyzing the instructional setting. London: Kogan Page Limited. Smith, P.L., Ragan, T.J. (2005). Instructional Design. Wiley Jossey-Bass

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