Sizing Up the Learner Readings

Overview of Unit 3 Readings

In Unit 1 you learned the importance of cognitive load theory to instruction. As a designer you don't want to overwhelm or underwhelm your learner. You want to present just the right amount of content, and to present it in a way that is germane.
In Unit 2 you learned information processing theory as well as a 4-step design process you will use for the rest of the semester. We now begin the first of the 4-steps with Step 1: Sizing Up the Learner. Here you learn research methods that turn you into a cognitive-load detective.
Sizing up the learner is a step that involves getting to know your learner in order to figure out what they need to know. The expression “getting people from point A to point B” applies to this step. Cognitive load theory helps us fill that space between A and B; and helps to identify the optimal type and amount of instruction needed. Our goal to help the learner get to point B as efficiently and effectively as possible.
While it might seem that we need to collect vast amounts of  data, to really get to know the learner, we try instead to narrow the data we gather. We focus on identifying learner characteristics and experiences that help us get as close as possible to an optimal cognitive load. We do not go into learning styles information, instead we focus on a cognitive structure all humans share.

Focusing on the Critical Information

You focus the Sizing up the Learner Step on learner characteristics that influence attainment of an instructional goal. You seek answers to questions such as:

  • What are the learner's prior experiences, and how do those relate to the proposed instruction/problem at hand?
  • What are learners likely to know already?
  • Where should learners begin?
  • How will learners use the information?
  • How motivated are the learners?
  • What would motivate or de-motivate the learners?

Essesentially, you are seeking an answer to the question: What does the learner really need to know?

Click here to see ways you can collect data to answer your question.

Usability Testing

Another way to collect learner information is to observe the learner using prototypes (early versions) of instruction. When you do this, you are usability testing your instruction. Usability testing is a method of assessing how effective, efficient, and appealing the instructional environment is to the learner.

Click here to see some examples of forms for evaluating usablility.

Learning Styles

What about learning styles?

First, consider this class as an introductory class. Let's start with a good design, a design that can reach as many people as possible. It is difficult enough to make one good unit of instruction, let alone several units to accommodate different personality types.

Second, we agree with Merrill’s (2002) argument on learning styles. Individuals do differ in cognitive, affective, and physiological ways. These differences, however, do not require development of many different types of instructional strategies. “[Learning styles] will make a difference, but not in the fundamental components of the instructional strategy.” P. 101.

If you have a favorite learning styles test, however, such as Kolb, go ahead an use it. We do not, however cover specifics related to how to implement Kolb or any other learning styles indicator.

We can, however, pay attention to and vary:

  • Content
  • The number of examples
  • The sequence of examples
  • The attention focusing features according to different types of learners

Working with your data

Think of yourself as a qualitative researcher. Look over all the tables/forms you have created and begin to analyze them. For example, it might help you to think of your data as a big pile of Legos. It is your job to think about these Legos, to make sense of them, to find some patterns and some relationships. Try to sort your data into categories that tell you what the learner needs to know, do, and feel as a result of training/education.

How does cognitive load theory fit?

Your goal is to create instruction that is germane to the learner.

To increase germane load, think of:

  • telling stories
  • providing metaphors and analogies
  • sequencing content from easy (concrete) to difficult (abstract).

Keep in mind that what may be germane for some learners may be extraneous for others.

A good example of this is the story that I include in each unit. For some the story is germane, for others the story is extraneous (I get complaints most often from males for some reason). To account for these differences, I include the story as an option. Those who do not want to read it can skip it.

A Study in Design Continued

Click here to read more of the instructional designer's story.

There are some learning points from the story:

  • First, Alex looked professional and showed confidence when she met with her client. While wearing a suit is probably overkill in many situations, and in some cases would make things too formal and awkward, it is nice to think about your appearance before you meet with someone. It never hurts to do a last minute check in the car mirror or elsewhere to make sure you don’t have strange things on your face or clothing that could detract from your meeting. The same goes with email communications; double check your writing and spelling.
  • Second, Alex asked questions that always gave the client, Mr. Millard, a way out of an awkward situation. She would not ask yes or no questions, instead she asked for descriptions. She also provided options or prompts that helped Mr. Millard answer the questions in a way that did not put him on the spot.
  • Third, Alex mentioned the prototype, which made it easy to set expectations. She communicates that a) we start with a prototype, and b) we use that prototype as part of our data collection. She doesn’t leave much of an option in there for not using a prototype. You’ll notice that Millard doesn’t question the idea, he just suggests a somewhat unreasonable deadline.