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Analyzing Learners & ContextAnalyzing Learners & Context

Dick & Carey, Chp. 5

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Review:Review:

Do a Needs Assessment to identify instructional goals

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Review: Criteria for Estab. Review: Criteria for Estab. Instr. GoalsInstr. Goals

1. Will the instruction achieve the goal? 2. Are the goals acceptable to the boss? 3. Are there sufficient resources to develop

the instruction? 4. Is there enough time for learning? 5. How good is the designer?

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Review: Set a Goal Review: Set a Goal

What do we want the learners to be able to do?

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Review: Complete a Review: Complete a Goal Goal AnalysisAnalysis

Goal Analysis - A two-part process used to identify all of the

the skills and knowledge that should be included in the instruction.

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Review: Part 1 Review: Part 1 The Goal AnalysisThe Goal Analysis

Step 1. Classify the goal according to the type of learning outcome (domain of learning)– psychomotor, intellectual, verbal information,

attitudes

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Review: Part 1 Review: Part 1 (cont’d)(cont’d)

Step 2. Describe exactly what a student will be doing when performing the goal – using observable verbs like moving, painting,

etc.– Decide on the instructional content

– What’s going to be taught

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Review: Part 2 Review: Part 2 Identify Subordinate SkillsIdentify Subordinate Skills

For Intellectual or Psychomotor Goals Use Hierarchical Approach– For each step in the goal ask this question:

“ What must the student already know so that , with a minimal amount of instruction, this task can be learned?”

– Yields one or more subordinate skills

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Review: Part 2 Review: Part 2 (cont’d)(cont’d)

For lntellectual SkillsThe subordinate skills should follow Gagne's

hierarchy higher-order rules rules concepts discriminations

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Review: Part 2 Review: Part 2 (cont’d)(cont’d)

For Verbal Information Skills Use Cluster Analysis

Identify the information needed to achieve the goal

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Review: Part 2 Review: Part 2 (cont’d)(cont’d)

For Attitude Goals ask two questions: ? Question # 1

“What must the learner do when exhibiting this attitude?”

– answer is almost always psychomotor or intellectual skill (hierarchical analysis)

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Review: Part 2 Review: Part 2 (cont’d)(cont’d)

? Question # 2“Why should the learner exhibit this attitude?”

– the answer is usually verbal information– analyzed using a separate cluster or

integrated into the basic hierarchical analysis that was done in the first half of the analysis

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Review: Part 2 Review: Part 2 (cont’d)(cont’d)

Entry Behaviors

Identify steps in the procedure for relevant entry behaviors and modify procedural and goal analyses as necessary.

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New Content - Analyzing New Content - Analyzing LearnersLearners

Synonyms:– “Target Population”– “Target Audience”

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FocusFocus

Characteristics of the learners Context(s) in which the instruction will be

delivered Context in which the skills will eventually

be used Try-out learners

– specific group, i.e. college students, bakers, etc.

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Learner CharacteristicsLearner Characteristics1. Entering Behavior

2. Prior Knowledge of Topic

3. Attitude toward Content & Delivery System

4. Academic Motivation

5. Educational Ability Levels

6. General Learning Preferences

7. Attitudes toward the Organization

8. Group Characteristics

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Context of Performance Context of Performance SettingSetting

1. Managerial Support– little support, little or no skills transfer

2. Physical Aspects of the Workplace– skills practiced in conditions similar to

workplace

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Performance Setting Performance Setting (cont’d)(cont’d)

3. Social Aspectsalone or in groups?work independently or with direction?most workers familiar with content or new to

everyone?

4. Relevance of the Skills to the WorkplaceConstraints:

physical, social, or motivational

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Collecting Data for Context Collecting Data for Context Analysis Analysis

At the site Preplanned May be unannounced

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Data for Context Data for Context (cont’d)(cont’d)

Purpose: Gather data– utilize workers, managers– any source that will help

Output Document – Description. of physical & organizational

environment– List of factors that may facilitate or interfere

with learner’s use of new skills

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Context of Learning Context of Learning EnvironmentEnvironment

Determining “what is” and “what should be”– facilities, equipment, & resources

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The “Cover Your Butt” phase, determine: ? is the site compatible with the instructional

mandates?? is the instructional area adaptable to simulate

workplace performance? ? is the site adaptable for using a variety of

instructional training delivery approaches?? what are the constraints present that may

affect the design & delivery of instruction?

Learning Environment (cont’d)Learning Environment (cont’d)

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Collecting Data from Learning Collecting Data from Learning EnvironmentEnvironment

Similar to analysis of workplace Purpose is to identify :

– available facilities– limitations of the settings

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Data from Learning Data from Learning Environment Environment (cont’d)(cont’d)

Procedure:– visit one or more sites– interview instructors, managers and learners– have prepared questions– obtain information about workers’ use of site– determine site limitations

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Data From Learning Data From Learning Environment Environment (cont’d)(cont’d)

Output– description of the extent to which the site can

be used to deliver training on skills that will be required for transfer

– list of any limitations

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Evaluation & Revision of the Evaluation & Revision of the Instructional AnalysisInstructional Analysis

One-on-one review of Instructional Analysis with learners– hear yourself explaining steps in the analysis– gauge learner reaction

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SummarySummary

In this chapter, we covered:– the analysis of learners– performance context– and learning context

The next step is writing appropriate performance objectives