Learner

=Learner =

UDL Access
Considering all possible learning scenarios through a UDL analysis will ensure that the targeted end learner is considered throughout the design and development process of the learning product. Assuming the inclusion of information for disadvantaged learners by providing accessible content throughout the learning experience, and providing alternate content discovery methods will enable a variety of learners to effectively access the learning content.

Considering issues such as close captioning for video and e-learning, or proper web hierarchy and alternate text for web environments will enable a variety of learners to access your content through various assistive technologies. Creating rich content, through the inclusion of text, images, and interactive elements will allow a wide range of learners with various learning tendencies to quickly adapt to the information presentation.

Learner Analysis
Within my field of strategic learning design and development (focusing on corporate training and change management), a variety of learner analysis methodologies are utilized. Often, a Gap (or Needs) analysis reveals certain learner behaviors, that in turn generate desired learning outcomes (through the creation of targeted learning objectives. Conversely, the client may have performed a role and behavior analysis separately, allowing the ISD process to pinpoint desired learner outcomes and objectives, clearly defining the primary learner audience through HR hire profiles and other existing tools. Also, learner behaviors can be determined through surveys or demographic analyses, revealing segments of adult learning concentration and derivative modes of learning delivery.

The contrast between business and educational learning models is largely constrained by the hiring process in a similar way that college-level learning is constrained by the admission process of the school in question. The anomaly in the educational setting, at least in contrast to the business model, is the free and required attendance structure within the K-12 context. These learners cannot be "chosen" through traditional means, and thus, must allow greater flexibility in learning approaches and outcomes.



Reference
Brown, A. & Green, T.D. (2006). The Essentials of Instructional Design: Connecting Fundamental Principles with Process and Practice. Upper Saddle River: NJ: Pearson.