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Learner AnalysisSandy Moore1
Learner Analysis Assignment
A. General Characteristics
Gender, ethnicityMost learners are female. All learners are white.Socioeconomic background General aptitudes Specific aptitudes, capacities, intelligence 
b. Entry Capacities
Prerequisite skills required to perform tasks Prior knowledge: What should learners know before workshopReading levelOverall, the students in my Google Docs Workshop have the ability to successfully integratethe use of Google Docs into their own classroom.
 
Computer Capacities: Some of the learners in my Google Docs Workshop have very limitedcomputer abilities. Their limited computer abilities will likely “slow down” progress in myworkshop because I will have to explain basic computer literacy skills to them.Learners should have basic computer literacy skills. Although not required, it would be veryhelpful if learners had a G-mail account prior to the workshop. Having a G-mail account prior to the workshop would allow more time for the “meat” of the workshop.Learners need basic computer literacy skills prior to the workshop. NA NA
 
Learner AnalysisSandy Moore2
B. Learning styles
 I do not know the individual learning styles of my learners. The best way to learn their unique learning styles would be to have each learner take the learning styles survey, whichwas required for the students in the Instructional Systems Design course, prior to theworkshop. The link for the Learning Styles survey ishttp://www.engr.ncsu.edu/learningstyles/ilsweb.html.
ACTIVE
Learners – The computer use requirement and hands-on activities and in the GDworkshop will address active learners who learn best by doing something active. Inaddition, learners will be given the opportunity to work in groups after the initial how-to-useGoogle Docs instruction is completed. Active learners prefer to work in groups.
REFELECTIVE
Learners – The reflective learner prefers to think about the informationintroduced before applying. Learners in the Google Docs will be afforded this opportunityafter the initial how-to-use Google Docs instruction is completed, Learners will also begiven the opportunity to work alone, the reflective learner’s preferred learning environment.
SENSING
Learners – The lecture part of the Google Docs workshop will include thefactual information learners must now in order to use Google Docs. The factual informationincludes how to create Google Docs, editing Google Docs, saving Google Docs, setting upclass folders, etc. The Google Docs workshop will address the sensing learning style bygiving factual information, including hands-on activities, and giving examples of howGoogle Docs can be used in the classroom.
INTUITIVE
Learners – Intuitive learners prefer discovering possibilities and relationships,like innovation, and are good at grasping new concepts. The Google Docs workshop willallow learners to discover new ways to use GD in their classrooms and share those wayswith other in the workshop.
VISUAL
Learners – Since visual learners learn best by viewing or seeing demonstrations, Iwill plan to use a SmartBoard during my Google Docs workshop.
VERBAL
Learners – Since verbal learners learn best with written and spoken explanation, Iwill have hand-outs for learners to follow during the lecture part (also a way the verballearning style will be addressed) of the workshop.
SEQUENTIAL
Learners – I will address the sequential learners by having an organizedGoogle Docs workshop. Furthermore, there will be a logical series of steps in my lecturewhich describes the necessary steps and factual information in order to use Google Docs.
GLOBAL
Learners – During the initial lecture, global learners will absorb the materialrandomly and in large jumps, and suddenly understand how to use Google Docs. Theselearners may not see the connections, but will come up with novel ways to use GD.
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