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Instructional Design: Learner Analysis. Lee Chwee Beng 67903285 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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Instructional design learner analysis

Instructional Design: Learner Analysis

Lee Chwee Beng




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?

Learner analysis

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.

Remember this

Remember this?

And this

And this?

Why learner analysis

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…

What would you do

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?

Why learner analysis activity 1 20 min

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)

Learner analysis1

Learner Analysis

Why: To account for individual differences

A common error: assuming that everyone is alike

Leaner characteristics

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)

Leaner characteristics1

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)

Leaner characteristics2

Leaner Characteristics

Cognitive Characteristics (general aptitudes, specific aptitudes, reading level, level of visual literacy, learning strategies )

Specific prior knowledge

Physiological characteristics (age, general health)

Conducting learner analysis

Conducting Learner Analysis

Interview: trainers, teachers, other educators, target audience


Examine job description, personal profiles

Do some literature review

>should use a variety of methods to avoid stereotyping

Conducting learner analysis1

Conducting Learner Analysis

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



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.

Learner analysis documenting

Learner Analysis: Documenting

Contextual learner analysis documenting

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

Activity 2 30 mins

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

Activity 3 70 mins

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

Activity 3 30 min

Activity 3: (30 min)

In pair, choose at least 3 given URLs. Explore the possible instruments to collect data on learners

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?



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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