Learner+Analysis

//**Learner Analysis**//

Objective: Analyze learners before beginning to design instruction

An excellent overview of learner analysis is presented in this video by Sullivan University.

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Learner analysis rests​ at the heart of effective instructional design. Although "instructional design can start at any point in the design process" (University of Michigan, 1996, []), it seems logical to assume that the central focus of instructional design should be on the ones being instructed. Before designing a lesson or program, designers must ask, "Who is the learner?" Because learner characteristics, prior knowledge and experience, motivational factors, and contextual issues all play such pivotal roles in the learning process, most design will be ineffective if it is not formed around a thorough knowledge of the central players, the learners. Acquiring this knowledge, however, is often a complex and ardent endeavor. Textbook theory must merge with real learners who interact in a real setting.

// Learner Characteristics // Parents are witness to the fact that children are born with personality traits. Whereas one child may be compliant and open-minded by nature, another child may be stubborn and resistant to new ideas (Alexander, 2006, p. 129). Besides the starting point of natural tendencies, learners also vary in their capacity to learn and in their styles of learning. Howard Gardner poses at least eight primary intelligences by which people solve problems and interpret data: linguistic, logical-mathematical, spatial, bodily kinesthetic, musical, interpersonal, intrapersonal, and naturalist (p. 186). In addition, brain research reveals a lot about how students learn and that they learn on at least three different levels: "Concrete Experience, Representational or Symbolic Learning, and Abstract Learning." In order for design to be effective, designers must realize the interconnected nature of these types of learning and how concrete experiences provide the foundation for abstract learning (Glatthorn, 2006, pp. 21-22). Several others who pose labels and systems for understanding intelligence have one thing in common: they include a range or varying types within each system, conveying the basic idea that regardless of the theory, people learn differently. Instructional designers who come to terms with this one idea realize that there is no "one size fits all" instructional design or plan that will have equal impact on all learners.

// Learning Context // No one learns in a vacuum. Thus, the environment, culture, and expectations surrounding a learner play a significant role in what a learner is able to address effectively. As Abraham Maslow illustrates with his Hierarchy of Needs chart, certain needs must be met before an individual can advance to the next level of achievement. Since conditions such as fear, hunger, acceptance, and self-esteem can prevent or promote learning, designers must consider the context for individuals and groups (Alexander, pp. 192-5). Besides physical, emotional, and psychological factors playing a part in shaping a learning context, students vary in their degree of intelligence and interest (Glatthorn, p. 392). All students benefit from a strong, positive classroom dynamic, but even the most gifted teacher cannot always create this kind of context for learning since many of the factors, such as students' intelligences and learning styles, are out of her control. In addition to considering individual contexts with which students enter a classroom, designers must also consider what type of context that they intend to create. For instance, will the learning take place in a cooperative learning model, a hands-on laboratory, a lecture/note-taking setting, or an online environment (Glatthorn, pp. 390-1)? Establishing an appropriate context often can have a great impact on other classroom factors such as interest and motivation.

// Motivation // Because every human action stems from motivation (Alexander, p. 192), then the designer must determine the source of a learner's motivation in order to engage the learner at the highest level. However, since a student's motivation is impacted by emotional, beliefs, interests, goals, and habits (p. 192), then the instructional designer faces a challenge to stay in tune with a student's changes in motivation. However, the basic goal is to engage the learner so that he is internally rather than externally motivated. Discovering and appealing to a learner's motivation can increase a learner's chances of academic success. Internally motivated learners have a better sense of "direction, energy, and commitment" (p. 192), qualities that transform learning into a natural pursuit rather than an imposed chore. Understanding and addressing the emotional aspect of a learner is not a new concept: Aristotle's concepts of effective rhetoric (p. 129) include //logos//, //ethos//, and //pathos.// Aristotle wisely understood that effective persuasion/motivation includes an appeal not only to a learner's logic and sense of justice, but also to his heart. To engage a learner on a meaningful level at which deep processing can occur, the designer must consider what really matters to the learner and/or make a serious attempt to provide motivation. Closely connected to the idea of motivation is the concept of attribution, the "rationalizations and justifications students make to explain life events (Weiner, 1986, qtd. in Alexander, p. 220-2). When learners succeed or fail, they usually have a tendency to attribute this success or failure to a specific cause. The three components of attribution are locus, stability, and controllability (p. 221). A student's perception of attribution can greatly affect his motivation. For instance, if a student perceives that a situation is beyond his control or outside the range of his effort, then his motivation is apt to suffer (p. 221). Instructional designers should take care to establish that learners will be able to impact their own learning through a series of identifiable steps (pp. 226-7). In addition to assessing and trying to nurture motivation, instructional designers must be careful not to squelch motivation in their assessment practices. Constructing and conducting formative and summative assessments must be done with awareness of learning modalities and mutiple intelligences so that the assessments actually measure what they are intended to measure and do not discourage the learner (Burke, 2005, pp. 106-8). Designers must also use the results of formative assessments to shape instruction so that instruction is as beneficial as possible (p. xx). Without considering the feedback of learners, instructors can unintentionally erode the important factor of motivation.

// Prior Knowledge and Experience // Prior knowledge can have a profound effect on learning --- either to thwart or enhance --- so the designer must understand and help the learner to understand the presence and power of prior knowledge and experience (Alexander, p. 127). Effective designers build on and relate learning to the experiences and interests of students (p. 86). As Alexander points out, it is unfortunate that not all students have had equal opportunities (p. 86), yet all students have had experiences, and the wise designer will consider these experiences and seek to build on them. After all, the one learner who is different from all of the other learners in the classroom has the potential to be the most enriching to the group if his prior experiences are appropriately shared and valued.

References Alexander, P. A. (2006). //Psychology of learning and instruction//. Upper Saddle River, NJ: Pearson Education, Inc.

Burke, K. (2005). //How to assess authentic learning//. Thousand Oaks, CA: Corwin Press.

Glatthorn, A. A., Boschee, F., Whitehead, B. M. (2006). //Curriculum leadership: Development and implementation//. Thousand Oaks, CA: SAGE Publications.

Sullivan University. (2009, November 30). //Introduction to learner analysis//. YouTube. Retrieved on 6 April 2010 from []
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