Learner Analysis

Sandy Moore
1
Learner Analysis Assignment

A. General Characteristics

Gender, ethnicity

Most learners are female. All learners are white.

Socioeconomic background

NA

General aptitudes
Overall, the students in my Google Docs Workshop have the ability to successfully integrate
the use of Google Docs into their own classroom.

Specific aptitudes, capacities, intelligence

Computer Capacities: Some of the learners in my Google Docs Workshop have very limited
computer abilities. Their limited computer abilities will likely “slow down” progress in my
workshop because I will have to explain basic computer literacy skills to them.
b. Entry Capacities

Prerequisite skills required to perform tasks

Learners should have basic computer literacy skills. Although not required, it would be very
helpful if learners had a G-mail account prior to the workshop. Having a G-mail account
prior to the workshop would allow more time for the “meat” of the workshop.

Prior knowledge: What should learners know before workshop

Learners need basic computer literacy skills prior to the workshop.

Reading level

NA
 Learner Analysis
Sandy Moore
2

B. Learning styles
I do not know the individual learning styles of my learners. The best way to learn their
unique learning styles would be to have each learner take the learning styles survey, which
was required for the students in the Instructional Systems Design course, prior to the
workshop. The link for the Learning Styles survey is
http://www.engr.ncsu.edu/learningstyles/ilsweb.html.
ACTIVE Learners – The computer use requirement and hands-on activities and in the GD
workshop will address active learners who learn best by doing something active. In
addition, learners will be given the opportunity to work in groups after the initial how-to-use
Google Docs instruction is completed. Active learners prefer to work in groups.

REFELECTIVE Learners – The reflective learner prefers to think about the information
introduced before applying. Learners in the Google Docs will be afforded this opportunity
after the initial how-to-use Google Docs instruction is completed, Learners will also be
given the opportunity to work alone, the reflective learner’s preferred learning environment.

SENSING Learners – The lecture part of the Google Docs workshop will include the
factual information learners must now in order to use Google Docs. The factual information
includes how to create Google Docs, editing Google Docs, saving Google Docs, setting up
class folders, etc. The Google Docs workshop will address the sensing learning style by
giving factual information, including hands-on activities, and giving examples of how
Google Docs can be used in the classroom.

INTUITIVE Learners – Intuitive learners prefer discovering possibilities and relationships,

like innovation, and are good at grasping new concepts. The Google Docs workshop will
allow learners to discover new ways to use GD in their classrooms and share those ways
with other in the workshop.

VISUAL Learners – Since visual learners learn best by viewing or seeing demonstrations, I
will plan to use a SmartBoard during my Google Docs workshop.

VERBAL Learners – Since verbal learners learn best with written and spoken explanation, I
will have hand-outs for learners to follow during the lecture part (also a way the verbal
learning style will be addressed) of the workshop.

SEQUENTIAL Learners – I will address the sequential learners by having an organized

Google Docs workshop. Furthermore, there will be a logical series of steps in my lecture
which describes the necessary steps and factual information in order to use Google Docs.

GLOBAL Learners – During the initial lecture, global learners will absorb the material
randomly and in large jumps, and suddenly understand how to use Google Docs. These
learners may not see the connections, but will come up with novel ways to use GD.
 Learner Analysis
Sandy Moore
3

General world knowledge – NA

C. Academic information

Degrees earned
NA

Prior job experience

NA

D. Personal and social characteristics

Age and maturity

While age of a person is not applicable to my workshop, the years a learner has been
teaching could have an impact on the learners’ willingness to learn something new. Some of
the learners, who have been teaching +20 years, do not like to learn new things and do not
like change, especially when technology is involved.

Motivations to learn
Most of the learners in my workshop have motivation to learn. The learners who have been
teaching 10 years are less, which make up the largest population, are highly motivated to
learn new things and especially when technology is involved.

Attitude toward learning

For the most part, the learners in my workshop have a positive attitude toward learning.

Attitude toward subject matter

For the most part, the learners in my workshop have a highly positive attitude to learn new
ways to integrate technology into their classrooms on a daily basis.

Anxiety level

The anxiety level in my workshop should be low. While a few learners who have been
teaching for a long time may have some anxiety, I plan to decrease their level of anxiety by
having them to sit near learners who have advanced computer skills. I may have to spend
more time on certain processes in order to foster the learning of the learners who have limited
computer literacy skills.