Book contents
- Frontmatter
- Contents
- Introduction
- Acknowledgements
- Planning
- 1 A framework for designing and delivering teaching and learning
- 2 Information literacy and standards
- 3 Training Needs Analysis (TNA)
- 4 Learner analysis
- 5 Pre-session audit
- 6 Learning styles
- 7 Facilitating learning
- 8 Aims
- 9 Learning outcomes
- 10 Assessment
- 11 Reflection
- 12 Evaluation
- 13 Social learning
- 14 Lesson planning
- 15 Storyboards
- Delivery
- Activities
- Index
4 - Learner analysis
from Planning
Published online by Cambridge University Press: 08 June 2018
- Frontmatter
- Contents
- Introduction
- Acknowledgements
- Planning
- 1 A framework for designing and delivering teaching and learning
- 2 Information literacy and standards
- 3 Training Needs Analysis (TNA)
- 4 Learner analysis
- 5 Pre-session audit
- 6 Learning styles
- 7 Facilitating learning
- 8 Aims
- 9 Learning outcomes
- 10 Assessment
- 11 Reflection
- 12 Evaluation
- 13 Social learning
- 14 Lesson planning
- 15 Storyboards
- Delivery
- Activities
- Index
Summary
A Training Needs Analysis (TNA) is a strategic tool usually mapped to organizational (or curriculum) needs, whereas a learner analysis is focused on the learners who will actually be attending your teaching sessions. A TNA may strongly influence the ‘what’ of your teaching, but the learner analysis will influence the ‘how’. (In some contexts your sessions can be purely learner-driven in which case the needs of the learners are paramount.)
A common model for instructional design – the ADDIE model – begins with Analysis, thus emphasizing its importance in underpinning teaching and training:
• Analysis
• Design
• Development
• Implementation
• Evaluation.
This model is useful to remember when beginning to plan teaching, as the Analysis stage is often forgotten – this involves reflection on the ‘variables’ discussed in a framework for designing and delivering teaching and learning. The model ends with Evaluation and it is important to acknowledge that these two stages often involve the same processes, with Evaluation usually feeding into the Analysis for future teaching.
There are many factors to consider in the Analysis and Design stages – it is a good idea to use a planning form to help remember everything (see Lesson planning for an example).
Questions to ask about your learners:
• What knowledge will they already have? Match this to the prerequisites of your session. You may need to suggest pre-course reading or attendance on another session as a prerequisite. (See Mixed abilities.)
• What fears might they have? This enables you to plan how to address these fears – it may be that you need to provide reassurance that the session won't be too ‘techy’ or that it won't be a waste of their time.
• What do they want to know? What is important to them? While you may have set learning outcomes to achieve, it is helpful to try and make this as relevant as you can to your learners by linking to something they may want or need to find out about.
• What is their motivation? What might their approach to learning be? Deep, surface or strategic? (See Motivation.)
• What are their learning styles? Every learner is different and may prefer to learn in different ways. You should consider this when designing activities and materials in order to maximize the opportunities for learning. (See Learning styles.)
- Type
- Chapter
- Information
- A Guide to Teaching Information Literacy101 Practical Tips, pp. 13 - 15Publisher: FacetPrint publication year: 2011