Needs Audience Analysis - General ESDD Model

1. Анализ на нуждите (АН)

Целта на АН е да идентифицира
обучителния проблем, който
софтуера ще решава и да определи
нуждите на потребителите
Анализ на
нуждите
АН извежда формална дефиниция на
обучителния проблем в термините на
необходимите знания, умения и
отношения, които трябва да се постигнат
Обучителен
проблем
АН води до формулиране и на
списък с цели на обучението,
определящи какво трябва да знае и
може обучаемият
Редизайн
Анализ на обучаемите
Анализ на нуждите (АН)

2. Анализ на обучаемите (аудиторията)

Анализът на Целевата група
очертава по-обща перспектива,
Идентифицира
общите за
която може да помогне
характеристики
на целевата
група
оформянето на общи
стратегии
за
• ЦГ е наречена “Сходства” в модела
обучение, които да се вградят в
на Смит и Раган (Smith and Ragan)
обучението
Групата
на Променливите
Описва важните
индивидуални
Различия
и по-специално
различия между
членовете на
Предварителните
целевата група знания е найважната
характеристика
• ИП се наричат
“Различия”на
в модела
обучаемите,
която
трябва
да
на Смит и Раган
(Smith
and Ragan)
имаме предвид на първо място
Индивидуални
Потребности (ИП)
Целева Група (ЦГ)
Стабилни сходства:
Стабилни Различия:
• Сензорен капацитет, Начин на обработка на
информацията, Типове и условия на учене
• IQ, Когнитивни стилове, Психологически
наклонности (характер), Пол, Етнос, Раса
Променливи сходства:
Променливи Различия:
• Интелектуални, Езикови, Психологически,
Морални
• Състояние на развитие – Интелектуално, друго;
Предварителни знания – общи и специфични
Редизайн
Анализ на задачата
Анализ на нуждите
Анализ на обучаемите (аудиторията)

3. Learner Analysis

• Knowledge about learners from research
• Specific prior learning
• Outline of characteristics
cognitive, psychosocial, physiological
• Assessing learner characteristics
• Implications for designers

4. Research on Learners

Stability
Attribute Character

5. Research on Learners

Stability
Changing Stable
Attribute Character
Similarities
Differences
Индивидуални Потребности (ИП)
Целева Група (ЦГ)

6. Research on Learners

Similarities
Differences
Stable
• Sensory Capabilities
• Information
Processing
• Types & Conditions
of Learning
• I.Q.
• Psychosocial Traits
• Cognitive Style
• Gender, Ethnicity,
Racial Group
Changing
Research on Learners
Development
Processes:
• Intellectual
• Language
• Psychosocial
• Moral
• Developmental State
Целева Група (ЦГ)
(Intellectual, Language,
Psychosocial, Moral, etc.)
• Prior Learning
-General
- Specific
Индивидуални
Потребности (ИП)

7. Specific Prior Learning

"Knowledge or skill which the learner already possesses
which is directly related to the learning task."
In most circumstances, the most important single characteristic of the
learner in terms of utility to the instructional designer.

8. Specific Prior Learning

Consider Prior Learning for these tasks:
• be able to take blood pressure
• be able to solder two wires
• be able to read at 3rd grade level
Role of Learning Task Analysis

9. An Outline of Characteristics

Learner Characteristics in Form Designers Use:
I. Cognitive Characteristics
• General Aptitudes
• Specific Aptitudes
• Cognitive Development Level (e.g., Piaget)
• Language Development Level
• Reading Level
• Level of Visual Literacy
• Cognitive Processing Styles
- preferences and most effective
• Cognitive and Learning Strategies
• General World Knowledge
• Specific Content Knowledge

10. An Outline of Characteristics (2)

II. Psychosocial Characteristics
• Interests
• Motivations
• Motivation to learn
• Attitude toward subject
• Academic self-concept
• Self-efficacy
• Anxiety level
• Beliefs
• Attribution of success
• Peer relationships
• Authority relationships
• Cooperation/competition
• Moral development
• Socioeconomic background
• Racial/ethnic background
• Job position, rank
• Role models

11. An Outline of Characteristics

III. Physiological Characteristics
• Sensory Perception
visual, auditory, tactile, olifactory acuity
• General Health
• Age

12. Assessing

Many means of finding out about learners.
Among them are:
• Interview teachers, trainers
• Interview / Observe learners
• Administer instruments
• Examine job descriptions, personnel profiles
• Read texts, articles on age groups, developmental levels
• Read texts, articles on interests, motivation in socioeconomic,
ethnic, racial backgrounds

13. Implications or "So What?"

Implications or "So What?"
Among the instructional treatment factors which
relate to learner characteristics are:
• Pace
• Practice
• Relevance statements
• Attention
• Content of examples
• Content of practice items
• Number and difficulty of examples and practice
• Amount of structure / kind of organization
• Media of instruction
• Level of concreteness/abstraction
• Grouping of students
• Response mode (written, oral)

14. Implications or "So What?"

Implications or "So What?"
Continued:
• Type of feedback given after practice
• Level (amount/kind) of learner control
-amount of control learners are given over strategy
• Reading level of materials
• Vocabulary and terminology used
• Amount and types of reinforcement
• Amount of time allowed
• Amount and type of learning guidance
- cues, prompts

15. Conclusion- Summary

• Knowledge about learners from research
• similarities and differences
• stable and changing characteristics
• Importance of specific prior learning
• An outline of characteristics
• cognitive, psychosocial, physiological
• Assessing learner characteristics
• Implications for designers -
• what can you do with information about learners?