For learning to be effective and to avoid frustrating learners, you must create a match or balance between the instruction and the learners’ capabilities. The instruction must be designed for the target population, defined as the widest practical range of learners. Determine, as discussed below, the learners’ abilities, language level, motivation, interests, and other relevant factors. You can obtain this information by interviewing teachers and learners, testing learners, and reviewing existing documentation such as test scores. The result should determine the entry or basic skills that the target population learners have mastered before the instruction begins. In other words, these preliminary skills will not be taught. In this step, you may also discover other factors that may influence the instructional design.
Note
Create a balance between learner capabilities and the instruction.
Based on the completed instructional skills analysis, draw a dashed line just below the skills that most, if not all, of the target population possess (Figure \(\PageIndex{1}\)). You will teach the skills above the dashed line, and not those below the dashed line. In the example here, learners will not be taught how to add multi-digit numbers, any skill below that, or how to multiply single-digit numbers. It is assumed that target audience learners will have these skills.
You should confirm this decision by asking the subject-matter experts whether the entry skills should be tested within your lesson. If there is any doubt about whether the target audience learners possess the skills, pre-test for those skills. You can do this on paper, by computer, or in any format that provides accurate data. The instructional design process later includes testing the instruction with learners who are truly representative of the target audience population to ensure that the entry-level behaviours are set appropriately.
Learner Analysis
To adapt your instructional design to the needs of your target population, you should ask questions that elicit information about the learners’ abilities, language skills, motivation, and interests. Conducting a learner analysis will also let you define your population precisely
If possible, you should observe typical learners., This can help in selecting relevant and meaningful examples, choosing appropriate role models, and avoiding inappropriate stereotyping.
Note
To ensure your materials are aimed at the correct student population, consider the learners’ abilities, language capabilities, motivation, interests, and human factors.
Abilities
You should ask the following questions about the learner’s abilities:
What are the current skill levels?
– Sometimes, a learner’s prior knowledge and experience can interfere with the new learning. For example, the menu items in an old software package may be different from those used in the new version of the software. These differences can be addressed in the instructional materials. – Are all of the learners computer literate? To what degree? What guidance will they need?
What are the learners’ mental capabilities?
– Are they fast or slow learners? – How well can they memorize information? – Will learners be able to choose appropriate learning paths? How will they be guided?
What are their confidence levels?
– This information can be used to determine the size of the incremental learning steps.
What are the learners’ maturity levels?
– Are they independent or do you need to closely monitor their work and progress?
Are there any learner misconceptions?
– Ensure that you address all misconceptions.
Will learners prefer to work alone, in pairs, or in groups?
– Provide activities for each preference. for variety, and to ensure that learners can work in the way they prefer some of the time.
Language capabilities
You should ask the following questions about the learner’s language capabilities:
What are the learners’ language levels?
What specialized vocabulary do the learners already know?
Is their preferred language style conversational, scholarly, or technical?
Should the material be taught in one, two, or more languages?
Will an audio narration be needed for learners who have weak reading skills but good oral comprehension?
Motivation and interests
You should ask the following questions about the learner’s motivation and interests:
Why should the learners learn the material?
– What would make the material particularly relevant and meaningful?
– Are there any attitudinal or motivational problems? If so, how can these problems be overcome?
What are the learners’ background experiences?
What will the learners find interesting?
Are learners learning the material because they are required to learn it, or because they want to learn it?
Are there any learner preferences for specific media?
– Remember that learning effectiveness is a primary concern.
– Will learners be easily de-motivated with certain media? For example, do learners presume that materials with a large text component are boring?
– Are there past failures associated with a particular medium?
How should testing be done?
– Are certain test formats preferred over others? For example, would short-answer questions deter learners who have poor keyboarding skills?