Phase 1: Design

1
Phase 1 Design

• Learner analysis

2
Objectives

• 1. Identify type of trainees for whom materials
  are to be developed.
• 2. Describe the process of learner analysis and
  relate it to other steps in instructional
  development.
• 3. Analyze characteristics of the target
  population (trainees)relevant to instructional
  development.

3
Who are the trainees (learners)?

• Definition
• Teachers (preservice/inservice)
• Administrators
• Principals
• Teacher assistants
• Parents
• Students (w/and w/out disabilities)

4
Learners w/in a group

• Share characteristics that differentiates it from
  other groups
• Share characteristics in subgroups within group
• Therefore need to analyze
• The average, and
• The spread

5
For example. . .

• If two clear-cut subgroups are identified the
  development of two forms of training materials
  may be useful
• However, if the group differs on only one or two
  characteristics (background experience and age)
  the materials may still be useful for the whole
  group.

6
Why learner analysis?

• Directly affects
• Media preferences
• Format
• Language
• Style of presentation
• Choice of examples
• Size of learning steps
• Nature of sequence
• Items in criterion tests

7
Learner analysis checklist

• Subject-matter competence
• Attitudes
• Language
• Tool skills

8
How to conduct a learner analysis

• Recall
• Interviews with other trainers
• Research literature
• Interviews/self-report questionnaire with
  trainees
• Criterion-referenced tests