Learner Characteristics and Entry Level Behaviours Goals: To understand the need to consider the characteristics of learners in the

instructional design process. To know and describe in some detail three categories of learner characteristics described by Kemp, Morrison, Ross: general characteristics, specific entry competencies, and learning styles. To think about and describe problems the conventional approach to using learner characteristics creates in instructional design. To reflect on the implications of the presence of culturally diverse and challenged learners in a group being analyzed for an instructional program. To reflect on the importance and the usefulness of principles of adult education in designing instruction for adult learners. To understand and be able to use these principles for incorporating motivational elements into instructional design using the Keller ARCS model. To reflect on the implications of understanding learner characteristics for truly individualizing instruction. One of the elements of instructional design which is considered fundamental is that it is learner, not teacher, centered. If this is to be realized in any meaningful way, a consideration of who the learners are in any program of instruction is extremely important. Morrison, Ross and Kemp characterize this as having three dimensions: 1. general characteristics 2. specific entry competencies 3. learning styles In these three dimensions, there is the idea of the typical learner, the one who represents the aggregation of the general, specific, and stylistic characteristics and for whom the instruction is designed. While this has been demonstrated to work very well in environments where the learners are homogeneous, it is easy to see how it may be decreasingly useful in environments where learners have become significantly different. In an increasingly multi-cultural society with different educational options and sensitivities to gender, age, cultural differences, and ability levels, it is increasingly common to find more heterogeneous groups of learners. Consequently, designing instruction for these learners become more of a challenge. In many, perhaps even the majority, of cases the instructional designs we see focus on the typical learner and do not allow for the needs of those who vary from this hypothetical construct. It is useful to emphasize here the ways that information about learners is usually collected regarding all three characteristics may be that there is no individual who actually embodies all of the characteristics of the typical learner in any project. Whether the differences between learners are based on gender, age, education, cultural differences, or on learning styles, providing for the needs of all potential learners means making changes in the design of the program to reflect those learners' needs. In some instances, designers provide different experiences or representations of the content which they think will address students' desires for different forms of perceptual experience, or more adequately represent differences in gender, age, culture, education, or experience. In a very few cases, designers try to discern what sort of learner is using the system and present the materials in a way which they anticipate would be better for the learner. However, in the cases where the designers make changes to satisfy the differences among learners, they simply leave it to the learners to make choices among various alternatives on their own. Almost never does a single design attempt to deal with all the possible variations in learners dealt with in this module and there is a good reason for this. Additions and alternatives within a learning environment add to the costs of a project. The development of technology-based learning environments is already a costly business and in most cases, budgets and the related attitudes of those underwriting the production process will not allow for designing for all aspects of flexibility. The main idea behind this discussion of learner characteristics is that designed instruction, particularly designed computerbased instruction, could be more individualized. Indeed, in providing for a greatly varied rate of presentation and a necessary number of repetitions computer-based learning may be said to be individualized. In having differing ways through materials which are extensively based on an analysis of the characteristics of potential learners we might say that the accomplishments to date have been far more modest. This is not to say that an analysis of learner characteristics is not a vital part of the instructional design process, but it is to say that we need to remain clear-eyed about what we are achieving through that analysis. Readings and Activities: In this module you are asked to read the introduction and chapter 3 of Morrison, Ross and Kemp and two articles, one dealing with aspects of learner styles, and one dealing with the best known approach to incorporating motivational considerations into the instructional design process. You might also note that although the article describes itself as a model of instructional design, it is more usual today for instructional designers to incorporate the elements of Keller's ARCS model into their work with other instructional design models. While Keller's approach to motivational considerations is very useful, the model, as a model, omits many of other aspects of instructional design which are considered to be important. General Characteristics of Learners General characteristics are those things which every learner has, but which may not be common to all learners. Gender, age, work experience, education and ethnicity are those which MRK list on p. 57. 21st Century learners

Want to have a say in their education. Theyll respond better when their voices are heard. Often have higher levels of digital literacy than their parents or teachers. They dont know a world without computers. Expect transparency in their parents, teachers and mentors. Theyll see right through you. (Makes it really hard to plan a surprise birthday party for them!) Want you to tell them when you have messed up, apologize for it, and move on. Everyone messes up. No big deal. Just dont try to hide it. If you do, they are likely to post it on Facebook. Dont care as much about having a job as they do about making a difference. The very concept of a job has changed so much in the past decade, the future is about making a difference. Demand the freedom to show their wild creativity. 21st century learners balk at rote learning and memorizing. Theyll do it if you make them, but be prepared to let them loose to be creative, too. Want to connect with others in real time on their own terms.They want their social media, their phones and their mobile technology. They want to be connected. All the time. In a way that makes sense to them (not necessarily to you). Collaborate amazingly well. They love teamwork and figuring things out with their friends. Really can multi-task. To do other wise is yawn! Bo-ring! Appreciate a trial and error approach to learning new skills. Thank you, video-game industry. Learn by doing. Just try making them sit down and learn from you by watching. See what happens. Have a can do attitude. Of course, they can do it, silly! There is nothing to be afraid of. Thrive in an atmosphere of controlled challenge. They must be challenged or they zone out, but they need structure, too. Have multicultural awareness and appreciation. This generation is more aware of a variety cultures, countries and ways of life than any generation before them. Open to change. Really, whats the big deal? Are equal parts consumer and creator. Todays learners download their own songs and apps from iTunes and then they create their own stuff and upload it to share with others. Increasingly aware of the world around them. From the environment to politics, todays learners are asking questions and demanding answers. Know where to go to find information. Google was first incorporated in 1998. 21st century learners have never known a world without Google. Are better educated than any generation before them. (See #17.) 21st century learners really do know more than their parents (but that doesnt necessarily make them wiser!) Expect inter-disciplinarity. It is we, the older generation, who organize topics into subjects. The 21st century learner understands that subjects are inherently interconnected. Like, duh! Know that they are the future. They look at their parents and their peers and understand that the worlds future rests in their hands. (Wouldnt it make you just a little bit cocky, too?) ________________