Analyzing Learner and Contexts

By . Lusy Puspitasari Arvina Dwi Wahyuni UPH batch 30

Objective Name the general characteristics of a target

population that are consider when developing instruction Name contextual characteristic of the instructional setting Describe method and sources for obtaining information about the target population, perfomance setting, and instructional setting

Background design instruction that is most appropriate for the learners enhance designers understanding of what is being taught and how it will be used

Learner analysisTarget population is target audience or target group that you want to hit with the appropriate instruction . Target population descriptors such as age, grade level, topic being studied, job experience, job position.

Target population vs Tryout LearnerTarget population is an abstract representation of the widest possible range of usersTryout learner are those leaners who are available to the designer while the instruction is being developed

Tryout learner Target population

What information is needed to know ?1. Entry behaviors 2. Prior knowledge of the topic area 3. Attitudes toward content and potential delivery system 4. Academic motivation 5. Educational and ability levels 6. General learning preferences 7. Attitude toward the organization giving the instruction 8. Group characteristics

1. Entry behaviorsIs what learners already have to know or be able to do before the begin the instruction

2. Prior knowledge of topic areaWhat learner already know about the topic that will be taught

3. Attitude toward content and potential delivery systemLearners impression or attitude about the topic that will be taught and perhaps even how it might be delivered

4. Academic motivation ( ACRS)Kellers model is called ACRS.Ask learner question such as : How relevant is this instructional goal to you ? What aspects of the goal interest you most ? How confident are you that you could successfully learn to perfom the goal ? How satisfying would it be to you to be able perform the goal ?

5. Educational and ability levelsDetermine instructional experiences learner may have had and perhaps their abilty to cope with new and different approaches to instruction

6. General Learning PreferencesFind out about the target populations learning skills and preferences, and their willingness to explore new modes of learning

7. Attitudes toward training organizationDetermine the target population attitude toward the organization providing the instruction

8. Group characteristics degree of heterogenity overall impression of the target population based on direct interaction with them

Analyzing the Contexts Performance context

Learning context

Perfomance context analysisWhy is this important?To know the environment in which our learners will be using their new skills and knowledge To enhance the learners motivation, sense of instructional relevance, and transfer of new knowledge and skills to the work setting

Perfomance context analysisManagerial or supervisor support Physical aspect of the site

Social aspect of the site Relevance of skills to workplace

Managerial or supervisor supportDoes manager, supervisor, or peers support learner to use new skills ?

Physical aspect of the siteAsses the physical context in which the skills will be used

Social aspect of the siteSocial context in which skill are to be applied

Relevance of skills to workplaceHow relevant are the new skills to the actual workplace? Are there physical, social, or motivational constraints to the use of the new skills?

How to collect data for Performance context Analysis Observations provide critical information not only for

direct input to the project but also for enhancing the skills and knowledge of designers On-site visiting to gather data from potential learners

and managers and to observe the work environment where the new skill will be used. Interview focus on the issues presented

Output1.

A description of the physical and organizational environment where the skills will be used.

2.

A list of any special factors that may facilitate or interfere with the learners use of the new skills.

Learning context analysisDetermining what is and what should be.What is: a review of the setting in which

instruction will take placeWhat should be: facilities, equipment, and

resources that adequately support the intended instruction

The 4 elements to focus:Compatibility of the site with instructional requirement Adaptability of site to simulate workplace Adaptability for delivery approaches Learning-site constraints affecting design and delivery

Compatibility of the Site With the Instructional Requirements - Does the environment include any tools or other items that are necessary for the learning goal? Adaptability of site to simulate workplace - The closer you can simulate the performance site, the easier it will be for the learners to transfer their newly acquired skills. Adaptability for delivery approaches - How many sites are there, and what facilities, equipment, and resources are available at the sites? Here you mainly want to describe the physical characteristics of the sites Learning-site constraints affecting design and delivery The location of the training and the means of delivering it would be decided on the basis of an analysis of the requirements for teaching the instructional goal ideal situation

How to collect data for Learning context 1. A description of the extent to which the site can be Analysis2. A list of any limitations that may have serious

used to deliver training on skills that will be required for transfer to the workplace. implications for the project.

Analysis Tips1. 2. 3.

List the important data and check it off once you have it Develop a strategy for discovering the information you need Develop a strategy for making sense of the data

4.

Cultivate relationships with various people who might be able to inform your analysis- Teacher/boss

- Parent/partner- Peers/colleagues - One of the best sources: the learners!

Closing Learner Analysis The more you know about your learners, but the better your instruction will be Never assume that all learners are the same View diversity of learners as a strength

Context Analysis Understand the actual setting where a learner ultimately will perform the skills Instruction usually takes place in a different setting, so look for ways to help learners transfer their learning.

Example

Analyzing Learner Characteristics Information Categories Data Sources Learner Characteristics Learners have adequate experience with identifying and defining key terms having completed assignments using similar skills. Learners have received previous instruction in the steps of the scientific method and a majority of learners have achieved adequate scores on a quiz designed to test this information. Learners have mixed experience with content. Most have had at least a basic level of experience from prior years instruction on the topic. Learners have a generally positive outlook of the content. Most are interested in learning more about the specific aspects of forces and their effect on motion. Learners have a generally positive outlook toward the use of technology and hands-on activities. They like viewing videos and PowerPoint presentations, creating projects using the computer, and conducting laboratory experiments. Learners feel positively about the instruction they are receiving in sixth grade. They feel that the content they learn will be important for later use in school and in real life outside of school. All learners are sixth-graders but vary in their ability levels. Reading and math skills levels vary as well as experience with using computers. Learners have a variety of learning styles. The primary styles within the group were musical and bodily/kinesthetic learning. Most learners seem to be most engaged in learning when actively participating in an activity, whether in a small group or individually. Most students like to use a variety of technology during the learning process.

1. Entry Behaviors

Pretests Observations

2. Prior knowledge of topic area

Pretests

3. Attitudes toward content

Observations Questionnaire

4. Attitudes toward potential delivery system

Observations Questionnaire Observations Questionnaire Interviews with upper grade teachers Standardized testing data Interviews with learners

5. Motivation for instruction

6. Educational and ability levels

7. General Learning Preferences

Observations Questionnaire based on Howard Gardners Multiple Intelligences Theory

8. Attitudes toward training organization

Observations Questionnaire

Learners have a positive attitude toward their teacher and their school. Nearly all learners feel that their teacher cares about them and wants them to learn and be successful and that the classroom is a safe learning environment. Most feel positively about coming to class and being at school. Most also feel that their classmates want to help them succeed.

9. General group characteristics

Records Observations

The learner population consists of four science classes, averaging 27 students per class (a total of 108). Learners are all 11 or 12 years of age and the gender of students is fairly evenly split with 47.2% boys and 52.8% girls. Learners come from a variety of ethnic and socioeconomic backgrounds, although a significant portion of them come from white, middle class homes. The learner population also includes students with mild and moderate disabilities as well as English language learners from Europe, India, Asia, and Africa.

Analyzing Performance Context Learners will be supervised by the classroom teacher as well as available Personal knowledge (as the adult assistance in the form of paraprofessionals and volunteers. Such classroom teacher) assistance is limited. A reward system is based on personal achievement Interviews with and learning (intrinsic value). Extrinsic rewards, in the form of treats, paraprofessionals. small prizes and a classroom currency system are also available for more reluctant learners.

1. Managerial/supervisory support

2. Physical aspects of site

A typical classroom setting is available as well as the school media center for class meetings (limited to reservations). The media center also Personal knowledge (as the provides a class set of computers (35-40), a class set of laptop computers, classroom teacher) overhead transparency projectors, LCD projectors, DVD/VCR equipment, Interviews with media and digital video/still cameras. Internet access is available but limited by a center personnel fairly strict filter. The time allotted for instruction is 45 minutes during the school day, typically five days per week.

3. Social aspects of site

Personal knowledge (as the Learners will be supervised by the classroom teacher as well as available classroom teacher) paraprofessionals and volunteers. Learners will work alone and in small Interviews with groups during instruction. paraprofessionals.Skills and knowledge introduced in this unit will be used and expanded upon when learners reach the eighth grade. Learners will need to establish a basic understanding of forces as they delve into analysis and application of Newtons laws of motion.

4. Relevance of skills to workplace

District curriculum Interview

Analyzing the Learning Context A typical classroom setting is available as well as the school media center for class meetings (limited to reservations). The media center also provides a class set of computers (35-40), a class set of laptop computers, overhead transparency projectors, LCD projectors, DVD/VCR equipment, and digital video/still cameras. Internet access is available but limited by a fairly strict filter. The time allotted for instruction is 45 minutes during the school day, typically five days per week Traditional book-and-paper strategies can be accommodated as well as computer based instruction (individual or whole group), and laboratory activities. The classroom and media center are available for computer based instruction. Hallways and outdoor areas are also available to any laboratory activities needing extra space. Computers for individual students are available in the media center as well as a set of laptops that can be used in the classroom or media center. Several LCD projectors are available as well. Learners are traditional public school students and transportation is normally convenient. Students are transported to the building by parents or busses. During instruction computers are available in the media center, or by use of laptops, for each individual. Classroom computers are not available but if extra time is needed for individual students to use computers, other grade-level or subject teachers who do have computers in their classrooms are willing to schedule times for learners to work on their classrooms during class time. Hallways and outdoor areas are available if students require more space to perform activities. Online resources will be available to students from their homes. Learners will be instructed and assessed at the same site. Students will apply skills again in eighth grade, most likely in the same building, or similar building with similar resources available.

1. Number/nature of sites

Personal knowledge (as the classroom teacher) Interviews with media center personnel

2. Site compatibility with instructional needs

Personal knowledge (as the classroom teacher) Interviews with media center personnel

Personal knowledge (as 3. Site compatibility with learner the classroom teacher) needs Interviews with media center personnel

4. Feasibility for simulating workplace

Personal knowledge (as the classroom teacher) Interviews with upper grade teachers

QUOTESThe most important factor for a designer to consider about the audience is specific prior learning. (Smith & Ragan, p. 54)