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What is Learner Analysis

Chapter 3
Handbook of Research on Instructional Systems and Technology
Analysis that instructional designers need to conduct to determine the characteristics of the target learners of the new instruction to be developed including cognitive, affective, psychosocial, etc. (Smith et al., 2005).
Published in Chapter:
Instructional Design in Corporate Settings
Feng-Qi Lai (Indiana State University, USA) and Lynn Lohmeyer (WellPoint, Inc., USA)
Copyright: © 2008 |Pages: 10
DOI: 10.4018/978-1-59904-865-9.ch003
Abstract
This paper discusses instructional design in corporate settings through describing and analyzing six real-world cases of instructional designers’ roles and responsibilities and summarizing key elements of those cases. The intent is to provide graduate students in Instructional/Educational Technology with a better idea of the roles they may take and the skills they will need when they start their careers as an instructional designers in corporate settings.
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Chapter 11
Differentiated Learning in a Typical Classroom
Evaluation/examination of the learner. Learning without analysis may not qualify one to be a learner and every learner have to be examine to qualify the assumptions of learning. Learners are evaluated either personally or collectively to satisfy the requirements of learning.
Published in Chapter: Differentiated Learning in a Typical Classroom; From: Closing the Educational Achievement Gap for Students With Learning Disabilities
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Chapter 16
“But I Know How to Google”: Motivating Volunteers in an Information Literacy Module
Process of capturing information about the intended learners of an intervention (i.e., demographics, specific characteristics, motivation, attitudes, expectations, aspirations) to better inform the design of the intervention.
Published in Chapter: “But I Know How to Google”: Motivating Volunteers in an Information Literacy Module; From: Cases on Learning Design and Human Performance Technology
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