Learner analysis is important to an instructional designer for success in achieving training objectives.  There are general characteristics to consider (age, level of education, gender, experience) and specific characteristics (skills, attitudes, aptitudes) that guide a designer in deciding what approach to use.  Learning styles (visual, aural, physical, tactile) may be matched with teaching methods. Easily accessed and much used is an individual’s academic record (GPA, scores on standardized tests, special/advanced training) are good ways to analyze your learners, as long as you keep confidentiality and ethics in mind when accessing personal records.

 

Some personal/social characteristics to consider include: maturity, motivation, aspirations, experience, talents and special abilities. Important to know is a learner may be motivated, but lack in attitude or confidence.  This may require the B.F. Skinner approach, “shaping” the learner with specific instruction to get the desired results.  The significance of shaping is described as:

 

“the impact it had on his (Skinner’s) thinking about social behavior, human social behavior in particular, and especially human verbal behavior. But putting theoretical issues aside, history has shown the discovery of (hand) shaping to be of monumental practical significance because of the impact it has had on the actual practices of people who need or want to change behavior” (Peterson, n.d. p. 1).

 

 

Culturally diverse learners may have the basic issue of learning to use English as a second language, as well as other cultural barriers that may affect their ability to participate completely in a program of instruction.  And then, working with differently-abled individuals, who may have physical or mental challenges, could require a specialist to help them and should always be considered in the process of design.  Adult learners, a field known as andragogy, have several generalizations that should be recognized when going into a design process.  Adults are more apt to be highly motivated to learn and require more specific understanding of the relevance of a course of instruction.   Can you think of other types of learners you might have to design a plan of instruction for?  What specific needs or issues might come up when you are developing your plan?

Contextual analysis is equally important in the planning of an instructional process.  Three types of contexts include: orienting – focusing on the learner, instructional – specifics about the physical environment and scheduling the training, and transfer – opportunities for transfer of information and skills to other situations.  Data collection is of utmost importance when conducting a contextual analysis.  In my career field of video production, this reminds me of what we termed as a site visit.  It is recommended to visit the location to see, and hear, any disturbances that could potentially occur during the program such as lighting issues in the room or noises that may be disruptive to the participants of the program in getting the most out of their learning experience.  The designer needs to have correct information concerning the instructional environment, including observations and interviews to keep issues to a minimum and in order to deliver a seamless plan of instruction.  What are other forms of interference that may arise when designing or delivering a training or course of instruction?  How would you best divert problems before they arise?  What can you do once into the lesson, if a problem does arise unexpectedly and causes interference?

 

References

 

 

Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing effective instruction (6th ed.). Chapter 3. Learner and Contextual Analysis. Hoboken, NJ: John Wiley & Sons, Inc. p 54-69.

 

Peterson, G. (2001). The World’s First Look at Shaping: B.F. Skinner’s Gutsy Gamble. Cambridge Center for Behavioral Studies, Inc. p. 1. Retrieved from http://www.behavior.org/resources/478.pdf