Instructional design/Learner analysis/what when why/demographics/cognitive

Intro to Learner Analysis Worksheet - Cognitive and Prior Knowledge (2 minutes)
As a designer, it is extremely helpful to understand how much knowledge and skill the learners have when they enter the learning environment. The cognitive and prior knowledge data that you collect about your learners during the leaner analysis process will help you make effective decisions on where to begin the instruction (entry level fundamentals or more advanced concepts), what types of activities would be meaningful and of interest, how much support (technology, research, etc) should be included in the design. As you get more experienced in conducting a learner analysis, you will discover a wide range of characteristics to consider, that will impact your design choices in many ways.

POSSIBLE DATA SOURCES
Below are possible sources for the collection of cognitive and prior knowledge information about students:

IDs only -

 * Surveys
 * Transcripts
 * Resume or CV
 * Employment records
 * Performance records
 * Student records
 * Personality inventories, including learning style inventories, StrengthsQuest, etc.

ID who are also teaching -

 * Surveys
 * Personal interactions with students
 * Observations
 * Transcripts
 * Resume or CV
 * Employment records
 * Performance records
 * Student records
 * Personality inventories, including learning style inventories, StrengthsQuest, etc.
 * Pre-tests

TEST YOUR KNOWLEDGE!
(select all that apply) {Which of the following sources might inform you about a student's learning style? +Personality inventories, including learning style inventories, StrengthsQuest, etc +Observations -Transcript -Syllabus
 * type="[]" coef="4"}
 * Yes! Having students take self-inventories can helpful to both you and the student.
 * Correct! You could observe a learner to discover their tendencies towards certain learning styles.
 * This would probably not provide insight as to whether a student is a Visual (spatial), Aural (auditory-musical), Verbal (linguistic), Physical (kinesthetic), or Logical (mathematical) learner.
 * The course syllabus may tell you what activities you could design to suit certain learning styles but not what learning styles your students possess.

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