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Design Document - Learner and Contextual Analysis
Nova Southeastern University
February 16, 2007
Table of Contents
Learner Characteristics . . . . . . .. . 3-6
Contextual Analysis . . . . . . .. Ã¢ÂÂ¦Ã¢ÂÂ¦Ã¢ÂÂ¦.7-8
Conducting a Contextual AnalysisÃ¢ÂÂ¦Ã¢ÂÂ¦Ã¢ÂÂ¦..9
Reference . . . . .. Ã¢ÂÂ¦Ã¢ÂÂ¦Ã¢ÂÂ¦Ã¢ÂÂ¦Ã¢ÂÂ¦Ã¢ÂÂ¦ 10
The Purpose of conducting this learner analysis is to discover why different learning styles work. For many years, educators noticed that some students prefer certain methods of learning to others. These traits, referred to as learning styles, form a student's unique learning preference and aid teachers in the planning of small-group and individualized instruction. If optimal student learning is dependent on learning styles, and these styles vary between distance and equivalent on-campus students, then faculty should be aware of these differences and alter their preparation and instructional methods accordingly. It is important to pay attention to learner characteristics because not every person is the same.
Just as people differ in many respects, so do the ways in which they learn (Morrison, Ross, Kemp, 2007 p. 54). When teaching students or creating a curriculum one must try to incorporate as many learning styles as possible to accommodate each student or learner. It would be a good idea to find out about the needs of each learner and what they expect to learn. A teacher must be aware that there are different learning styles and be prepared to accommodate them.
The idea that people learn differently is venerable and probably had its origin with the ancient Greeks (Wratcher, Morrison, Riley & Scheirton, 1997). Educators have, for many years, noticed that some students prefer certain methods of learning to others. These dispositions, referred to as learning styles, form a student's unique learning preference and aid teachers in the...