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1、1 1Learner and Contextual Analysis 2 2Questions1. 1. Why is it important to give attention to learner Why is it important to give attention to learner characteristics when planning instructioncharacteristics when planning instruction2. 2. Which characteristics are most useful and how is Which charac
2、teristics are most useful and how is information about then obtainedinformation about then obtained3. 3. What limitations might these characteristics What limitations might these characteristics place on your designplace on your design4. 4. What factors in the environment will affect the What factor
3、s in the environment will affect the instructioninstruction3 3 The important task for the instructional designer The important task for the instructional designer is to identify those characteristics most critical to the is to identify those characteristics most critical to the achievement of the sp
4、ecific objectives. Accessibility achievement of the specific objectives. Accessibility of the student information is also to be counted.of the student information is also to be counted.Three categories of student information are to be Three categories of student information are to be considered. con
5、sidered. 4 4Three Categories of Learner CharacteristicsGeneral General CharacteristicsCharacteristicsBroad identifying variables, such as gender, Broad identifying variables, such as gender, gage, work experience, education, and gage, work experience, education, and ethnicityethnicitySpecific entry
6、Specific entry competencecompetenceSpecific entry competence are prerequisite and Specific entry competence are prerequisite and attitudes that learners must possess to benefit attitudes that learners must possess to benefit from the training. Assessment of specific entry from the training. Assessme
7、nt of specific entry competence is petence is useful.Learning styleLearning styleHow individual approach learning tasks and How individual approach learning tasks and process information. In one-on-one instruction process information. In one-on-one instruction is the primary context in which learnin
8、g style is the primary context in which learning style is to be considered.is to be considered.5 5Academic InformationSchool grades or training level and major subject School grades or training level and major subject areas studiedareas studiedGrade Point Average (GPA ) or letter gradeGrade Point Av
9、erage (GPA ) or letter gradeScores on standardized achievement tests and in basic Scores on standardized achievement tests and in basic skillsskillsSpecial or advanced courses completed relating to the Special or advanced courses completed relating to the academic major or area of trainingacademic m
10、ajor or area of training6 6Personal & Social CharacteristicsAge and maturity levelAge and maturity levelMotivation and attitude toward the subjectMotivation and attitude toward the subjectExpectations and vocational aspirationsExpectations and vocational aspirationsPrevious and current employment an
11、d work experiencePrevious and current employment and work experienceSpecial talentsSpecial talentsMechanical dexterityMechanical dexterityAbility to work under various environmental conditionsAbility to work under various environmental conditions7 7Characteristics of Nonconventional LearnersCultural
12、ly Culturally diverse learnersdiverse learnersMembers of ethnic cultures with background Members of ethnic cultures with background and behaviors that differ markedly from those and behaviors that differ markedly from those of the majority learners or traineesof the majority learners or traineesLear
13、ners with Learners with DisabilitiesDisabilitiesIndividuals with physical disabilities and Individuals with physical disabilities and others with learning disabilities such as others with learning disabilities such as hearing and vision loss, speech impairments, hearing and vision loss, speech impai
14、rments, And mild mental retardationAnd mild mental retardationAdult learners Adult learners Those return to colleges and universities ; Those return to colleges and universities ; engaging in community education programs; engaging in community education programs; and participants in job training or
15、retraining for and participants in job training or retraining for new skills in business, industry, health fields, new skills in business, industry, health fields, government service, and the military.government service, and the military.8 8Contextual AnalysisContextContext is a collection of factor
16、s that can inhibit or is a collection of factors that can inhibit or facilitate instructionfacilitate instructionThe context influences every aspect of learning The context influences every aspect of learning experienceexperienceEmbedding the instruction in a familiar context Embedding the instruction in a familiar context enhances both student achievement and student enhances both student achievement and student attitudesattitudes9 9Contextual analysis provides rich data for designing Contextua
