Dan is challenged by getting useful end user data when he doesn’t have time or resources to do a thorough learner analysis. He brings the problem to the Green Room.
What do you do when you don’t have the time or resources to conduct a thorough learner analysis before the instructional design process kicks into full gear? Or when someone higher up believes they know the learner.
Dan lays out a real work problem he is wrestling with. Susan observes he is working toward identifying gaps, which is a way to hook into what people care about.
Reality check: What happens if you find the learner needs are taking you in a completely different direction than you had anticipated? A political question!
To create the space and time to talk to end users is a challenge.
In traditional education we do less learner analysis, but we should. Instead, we assume the teacher will modify.
A facilitator should be a listener, but that is easier said than done.
Susan hopes her students are hearing that instructional design is different in a corporate setting. They’re hearing some of the realities.
Listeners, what kind of insight do you have about your learners and how did you get it?
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