Ides 210 Session 1 Learner And Context

Instructional Design – Instructional Design – IDES 210IDES 210Learner and Context Analysis

1Prepared by: L. Roberts, Instructor II, UTT B. Ed Programme

Assessing Relevant Assessing Relevant Learner CharacteristicsLearner Characteristics


Assessing Relevant Learner Assessing Relevant Learner CharacteristicsCharacteristicsLearners are not all alike, they differ in the

ways they learn best. As instruction is prepared, these

differences must be taken into account. To do that successfully, instructional

designers should be aware of the characteristics of the targeted learners.

The process of identifying these specific characteristics is called assessing the relevant characteristics of learners, although we will call it simply learner assessment.


Assessing Relevant Learner Assessing Relevant Learner CharacteristicsCharacteristics

Before preparing instructional or training materials, instructional designers should be able to answer this simple question: Who is the intended and appropriate learner?

The answer helps define the target population, target group, or target audience.


Assessing Relevant Learner Assessing Relevant Learner CharacteristicsCharacteristics

Traditionally, writers on this subject have advised instructional designers to direct their attention to typical or representative learners so as to maximize the number (and success rates) of people who subsequently participate in instruction.

However, growing sensitivity to the needs of a typical learners, such as those possessing physical, mental, or learning disabilities, may require instructional designers to pay increasing attention to a broader range of learner characteristics.


When Should Learner When Should Learner Characteristics Be Characteristics Be Assessed?Assessed? Instructional designers should consider

the targeted learners at three points in time:

Before instruction is prepared to meet identified instructional needs and solve specific human performance problems as they exist at the present time.

Learners who may need to participate in future instruction, perhaps on a regular basis.

Each time the instruction is delivered.


How Should Learner How Should Learner Characteristics Be Characteristics Be Assessed?Assessed? Instructional designers may assess learner

characteristics using either of two methods:The derived approach. Can instructional

designers identify learner characteristics of obvious importance to a given performance problem, instructional need, or organizational constraint simply by brainstorming? If so, they can derive relevant learner characteristics.

The contrived approach. If learner characteristics cannot be identified easily through the derived approach, then instructional designers should contrive a list of characteristics worthy of consideration.


Developing a Developing a Profile of Learner Profile of Learner CharacteristicsCharacteristics• A learner profile is a narrative description of the

targeted audience for instruction that sets forth key assumptions that will be made about them as instruction is prepared.

• To be adequate, this learner profile should be consistent with the results of the learner assessment and complete enough to be used for making instructional decisions.


Connecting Learning with Connecting Learning with TeachingTeaching

Learning Teaching

Views of learningBehavioral viewCognitive viewConstructivist viewCurrent concepts of learning

Views of teachingBehavioral managerDecision-makingReflective practitionerCurrent concepts of teaching


Views of LearningViews of Learning

Behavioral: response acquisition

Cognitive: knowledge acquisition

Constructivist: knowledge

construction


Behavioral TheoryBehavioral TheoryIndividual progressContent sequencingAnalysis of learning taskAssessment keyed to behavior


Cognitive TheoryCognitive TheoryStructure activitySupport expert developmentLearning strategiesOrganizersAssessment keyed to activity

performance


Constructivist TheoryConstructivist TheoryShare control with studentsEmergent understandingAuthentic activityPeers and adults assist learnerAssessment includes self-

reflection and learner responsibility


Why Bother with Theory Why Bother with Theory at all?at all?It is an essential element in the

preparation of ISDIt flows throughout all dimensions of

ISDDepending on the learners and

situation, different learning theories may apply

The Instructional Designer must understand the strengths and weaknesses of each learning theory to optimize their use in appropriate instructional design strategy


Concepts of LearningConcepts of LearningOrganizing knowledge in memorySolving problemsDeveloping learnersLearning how to learnLiving and learning in the worldLearning principles


Views of TeachingViews of Teaching

Behavioral Manager

Decision Maker

Reflective Practitioner

see Clark, C. M., & Peterson, P. L. (1986) Teachers’ Thought Processes. In M.C. Wittrock (Ed.). Handbook of Research on Teaching, 3rd ed. (pp. 255-296). New York: Macmillan.


Learning Theories & Views of Learning Theories & Views of Teaching Teaching

Behavioral TheoryResponse acquisition

Cognitive Theoryknowledge acquisition

Constructivist Theoryknowledge construction

Behavioral Manager Decision-Maker Reflective Practitioner

Learning Theories

Views of Teaching


Concepts of TeachingConcepts of Teaching

Learner-centered

Knowledge-centered

Assessment-centered

Community-centered

see How People Learn (2002). From National Academy Press www.nap.edu


Multiple Intelligences Multiple Intelligences (BILLNISM)(BILLNISM)

BODILY KINESTHETIC (“Body Smart”) – Has to do with movement and doing.

INTERPERSONAL (“People Smart”) – Has to do with interaction with others.

LINGUISTIC (“Word Smart”) – Verbal-linguistic intelligence has to do with words. Spoken or written.

LOGICAL-MATHEMATICAL (“Number/Reasoning Smart” – has to do with logic, abstractions, inductive and numbers.

NATURALISTIC (“Nature Smart”) – has to do with nature, nurturing and classification.

INTRAPERSONAL (“Self Smart) – Has to do with introspective and self-reflective capacities

SPATIAL (“Picture Smart”) – Has to do with vision and spatial judgement.

MUSICAL (Music Smart” – Has to do with Rhythm, music and hearing


Analyzing Relevant Analyzing Relevant Learning and Work Setting Learning and Work Setting CharacteristicsCharacteristics


Analyzing Relevant Analyzing Relevant Learning and Work Setting Learning and Work Setting CharacteristicsCharacteristics Analyzing the characteristics of

a work or learning setting is the process of gathering information about an organization’s resources, constraints, and culture so that instruction will be designed in a way appropriate to the environment.


The Importance of The Importance of Setting AnalysisSetting Analysis

People cannot apply what they learn—or transfer their learning to improved work or learning performance—if the realities of the work or learning setting are ignored.


Characteristics to Characteristics to ConsiderConsider

Characteristics of the:Developmental environment.Delivery environment.Application environment.


Key Questions to Ask Key Questions to Ask About the SettingAbout the Setting Based on what is known about the organization,

what characteristics are most relevant?How are the characteristics relevant? What is known about how each characteristic

affects on-the-job and classroom performance?How should information about these

characteristics subsequently be used in the instructional design process to improve the chances that learners will apply in their real environment what they learned during instruction?

How should this information influence subsequent steps in the instructional design model? 24

Prepared by: L. Roberts, Instructor II, UTT B. Ed Programme

What Is Task Analysis?What Is Task Analysis?

Task analysis:Is an intensive examination of how

people perform work or learning activities.

Can sometimes involve a critique and reexamination of work or learning activities as well.


Why Is Task Analysis Why Is Task Analysis Important?Important?Task analysis:Often describes how the learning

or work is carried out.Clarifies work or classroom

learning procedures and processes.


Task AnalysisTask Analysis

Step 1: Analyze the learning task

Step 2: Write performance

objectives

Step 3: Specify teaching strategies


What Is Content What Is Content Analysis?Analysis?Content analysis:Is sometimes called subject matter

analysis. Pinpoints issues for instruction.Helps make decisions about what to

include or exclude from instruction.Provides some guidance in

determining in what order ideas should be treated.


Why Is Content Why Is Content AnalysisAnalysis ImportantImportant??Content analysis is important because it:Is a process of identifying the essential

information that learners should translate into work-related knowledge, skills, and attitudes through planned instructional experiences.

Helps instructional designers to play an important role in organizing information in ways that will be meaningful to learners.


Thinking about “Content”Thinking about “Content”

Identify learning outcomes using state standards, content area standards, or learning taxonomies

Identify other forms of learningHow has content been taught previously?Conduct a task analysis for new, complex, or

troublesome contentDetermine strategies to cover “content”How can media/technology support learning?


Who Are Your Learners?Who Are Your Learners?

Learner characteristics

Learning preferences (styles)

Cognitive styles

Special needs


What is the Context?What is the Context?

Work level or School level

Classroom level

Personal level


Context: Work/School Context: Work/School LevelLevelMinistry standards and Ministry

School accountability efforts

District- School policies

District- School initiatives

School climate


Context: Classroom/Work Context: Classroom/Work LevelLevelWork/Classroom Management - Physical IssuesWork/Classroom Management - Physical IssuesPhysical space

Furniture and equipment

Instructional materials

Teaching assistance


Context: Classroom/Work Context: Classroom/Work LevelLevelTeaching /Work AssistanceTeaching /Work AssistanceCo-teachingSpecial education teachersReading specialistsMedia, computer center, library

assistantsStudent teachers, Teacher assistantsParentsStudent assistantsJob aidsJob Resources/Equipment


Context: Classroom/Work Context: Classroom/Work LevelLevelClassroom/Work Management - BehaviorClassroom/Work Management - BehaviorRules

Procedures

Routines


Context: Personal LevelContext: Personal LevelYour health and well-beingProfessional habits (what are they?)Collegiality (shared power among

collegues)CollaborativeUse of timeImprovising and “rolling” with

eventsSelf-improvement


Analysis: What do you know Analysis: What do you know about the Organization?about the Organization?

Full range of the “content” to be

learned

Full range of learners

Reality of the learning setting, or

context (school, classroom,

personal)38

Prepared by: L. Roberts, Instructor II, UTT B. Ed Programme

Steps in Performing Steps in Performing Content AnalysisContent Analysis

1. Identify the subject or topic.2. Investigate what experienced

performers know about the topic.3. Investigate how people perform

the mental (covert) activity bya. Asking them.b. Observing results of work activity.c. Using other methods.


Steps in Performing Steps in Performing Content AnalysisContent Analysis

4. Conduct a literature search on the topic. (not always necessary given the situation)

5. Use results using to develop a model of the subject.

6. Describe the subject or content.


Ides 210 Session 1 Learner And Context

Education

instructional

task analysis

performingcontent

learning task

ed programme

full range

instructor

response acquisition