Planning

Planning

Revision

Formative Evaluation

Project Management

Su

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S

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Sum

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ContentSequencing

InstructionalStrategies

Designingthe Message

LearnerCharacteristics

TaskAnalysis

InstructionalObjectives

EvaluationInstruments

Development ofInstruction

Imp

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Evalu

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Kemp, Morrison and Ross Model

InstructionalProblems

LearnerCharacteristics

Who will be receivingthe instruction (training?)

Target Population

intended audience for instruction

Target Population

intended audience for instruction

try-out audience

Implications for the Design of Instruction

pace practice relevance statements attention context of examples context of practice items concreteness /

abstraction structure medium grouping chunking

response mode number of

examples amount of practice feedback learner control reading level vocabulary reinforcement time learning guidance

records interviews surveys observation job descriptions personnel profiles texts and articles

Assessing Characteristics

General Characteristics

age gender health language ethnic / cultural background

Reporting General Characteristics

age range and average

age groups

18 to 64 years oldaverage age 4218 to 24 – 6 people25 to 30 – 14 people

gender numbers 55 females32 males

health condition and number hearing impaired – 12visually impaired - 3

language language and number Spanish – 4Chinese - 5

cultural culture and number Native American – 5African American – 10Hispanic - 6

Personal / Social Characteristics

maturity level motivation level expectations vocation aspirations special talents / interests mechanical dexterity previous or current employment ability to work under various

environmental conditions

Reporting Personal/Social Characteristics

maturity level high, medium, low very maturematureimmature

motivation level

high, medium, low highly motivatedsomewhat motivatedlow motivation

expectations specific list streamline job performance

vocation aspirations

specific list promotionto become a trainerjob change

special talents and interests

specific list cyclinggardeningbaseball

Reporting Personal/Social Characteristics

mechanical dexterity

list any unique problems

unable to use standard computer keyboard – 5 people

previous or current employment

specific list of job titles CFOtrainerUSCF official

ability to work under various conditions

list any unique considerations

need a quiet environment; distractions interfere with learning

Academic Characteristics

education completed training levels completed special courses completed previous performance levels standardized test scores GPA

Reporting Academic Characteristicseducation completed

list academic levels and number of people

high school - 15post secondary - 30associate degree - 2undergraduate degree - 70graduate studies - 15masters degree - 10doctoral degree - 2

training levels completed

list actual levels and number of people

Category A cyclist – 12 peopleDive Master – 6 people

special courses completed

list actual courses and number of people

Red Cross CPR - 21Time Management Seminar – 5 people

previous performance level

list actual level of performance

satisfactory or above – 14 people

standardized test scoresGPA

range of actual scoresaverage scores

2.2 to 4.0 GPAaverage GPA of 3.138 to 52 on the Iowa Basic Skills

Specific Entry Characteristics

prerequisite skills previous or current

experience with topic

reading levels attention span attitude towards

work or the subject

Reporting Specific Entry Characteristics

prerequisite skills

list all skills individuals have

can use a microscopefamiliar with Adobe Photoshop

previous or current experience

list all experiences either specifically or in general categories

health fieldlegal fieldmanagementeducationbusinesshuman resourcespoliticsmanufacturingstudentinformation technologycomputersservice repairsalesarts (music, theatre, art)

Reporting Specific Entry Characteristics

reading levels

list specific reading levels

average reading level – 12th grade

attention span

approximate attention span

20 to 30 minutescan maintain attention up to 1 hour of training

attitudes towards work or subject

report as positive, negative, or midrange

indicates a positive attitude toward work – 41 people

Learning Styles

visual / auditory sensory / intuitive inductive / deductive actively / reflectively sequentially / globally

Learning Styles Links

Learner Characteristics and Instructional Design

http://www.atl.ualberta.ca/articles/idesign/learnchar.cfm

Learning Styleshttp://www.tecweb.org/styles/stylesframe.html

Reporting Learning Style Characteristics

visual / auditory

state self reported preference

95 people reported they prefer visual support when learning new material

sensory / intuitive

state self reported preference

21 people reported they use an intuitive approach when learning new material

inductive / deductive

state self reported preference

16 people reported they prefer a deductive approach when learning new material

actively / reflectively

state self reported preference

46 people reported they use an active approach when learning new material

sequentially / globally

state self reported preference

76 people reported they prefer a global review when learning new material

EnvironmentCharacteristics

What resources will the learners have for instruction (training?)

Analyzing the Instructional Environment

Policies Training methodology Time allowed for training Support for training requirements

Technology Hardware Software Network connections

Resources Meeting rooms Technical help Supplementary learning materials

Documenting the Instructional Environment

policies state specific policies for training

Students will be given time during the work day to complete training.

technology list all the specific hardware and software students have available

PC computers200 mgz20 GB hard drive512 mb memoryInternet explorer 5.0dial-up internet connectionMicrosoft Office

resources list all resources available to students

Students will have a tech help line available.On site review sessions will be held when students request them.

Summary

It’s critical to determine the unique characteristics of your learners and the learning environment.

Consider General characteristics Personal / Social Characteristics Academic information Specific entry characteristics Learning styles

~ Your Assignment ~

Using the Learner and Context template, document a complete profile of your intended audience and learning environment. Specify the general characteristics Specify personal / social characteristics Specify academic information Specify entry characteristics Specify learning styles Specify the learning environment