SIGNIFICANCE OF TYPES OF LEARNER CH

SIGNIFICANCE OF TYPES OF LEARNER CHARACTERlSTlCS.
As noted earlier, the four categories of learner characteristics that we have discussed are not of equal significance to designers, nor will their usefulness to you be the same in all design projects. Changing differences, particularly prior learning, provide the most specific guidance to the designer on organizational strategy decisions. Stable differences provide information that can help designers generate different strategies for different groups or individuals. Similarities, both changing and stable, provide more general perspective, which can translate into powerful approaches such as those we will see in the use of types and conditions of learning in Chapters 7 through 15.
Specific Prior Learning
The most important factor for a designer to consider about the audience is specific prior learning. What do the learners already know in the area they will be learning? Thus, instructional designers must ask many questions about the target audience members: Do they have some background knowledge or skills that will help them learn the current task? Will the instructor have to fill in this background knowledge for some of the students? Is there a wide variation in background knowledge among prospective learners? Do some of the prospective learners already have some of the skills and knowledge that the instructor plans to teach?
For example, if the designer is creating materials on operating a digital still camera, he will need to obtain as much information as possible on what the targeted learners already know about cameras, capacity and sensitivity characteristics, the effect of light on an exposure medium such as an imaging chip, the composition of a good photograph, image editing, and so on. It is also important to consider prior knowledge not directly related to photography that may be critical to students‘ learning the new information. For example, do they have prior experience and knowledge of art that will serve as important background information on which they can build?
Sometimes designers acquire this information from actually testing representative students from the target audience. Sometimes they question the trainers/teachers that work with the target audience. Sometimes they cautiously base their assumptions about prior knowledge on information about the instruction that the learners have had in the past. Remember, these assumptions should be made with caution. The fact that a learner has taken a course in Algebra I does not necessarily mean that she has all the knowledge she needs to begin Algebra II. Just because something has been taught does not mean that it has been learned. In addition some of the student's knowledge and skill may have been forgotten, or some of the information that the designer assumes was included in Algebra I might not have been included. In any case, the more designers know about the relevant knowledge and skills that the learners already have, the more effective and efficient they can make the instruction.

Hasil (Bahasa Indonesia) 1:

PENTINGNYA JENIS PELAJAR CHARACTERlSTlCS. Seperti diperhatikan sebelumnya, empat kategori karakteristik pelajar yang telah kita bahas tidak sama penting untuk desainer, atau kegunaan mereka kepada Anda akan sama dalam semua desain proyek. Perbedaan-perbedaan yang berubah, terutama sebelum belajar, memberikan bimbingan yang paling spesifik untuk desain keputusan organisasi strategi. Perbedaan stabil menyediakan informasi yang dapat membantu desainer yang menghasilkan strategi yang berbeda untuk berbagai kelompok atau individu. Kesamaan, perubahan dan stabil, memberikan perspektif yang lebih umum, yang dapat menerjemahkan ke dalam pendekatan yang kuat seperti yang akan kita lihat dalam penggunaan jenis dan kondisi pembelajaran di Bab 7 hingga 15.Specific sebelum belajarFaktor yang paling penting bagi seorang desainer untuk mempertimbangkan tentang penonton adalah tertentu sebelum belajar. Apakah para peserta didik sudah tahu di daerah yang mereka akan belajar? Dengan demikian, instruksional desainer harus bertanya banyak pertanyaan tentang target Penonton: Apakah mereka memiliki latar belakang pengetahuan atau keterampilan yang akan membantu mereka belajar tugas saat ini? Instruktur harus mengisi pengetahuan latar belakang ini untuk beberapa murid? Ada berbagai variasi latar belakang pengetahuan antara calon peserta? Beberapa calon peserta didik sudah punya beberapa keterampilan dan pengetahuan bahwa rencana instruktur untuk mengajar?Misalnya, jika perancang adalah membuat bahan-bahan di operasi kamera digital, dia akan perlu untuk mendapatkan informasi sebanyak mungkin pada apa yang peserta didik ditargetkan sudah tahu tentang kamera, kapasitas dan kepekaan karakteristik, pengaruh cahaya pada eksposur media seperti chip pencitraan, komposisi a foto bagus, editing gambar, dan sebagainya. Hal ini juga penting untuk mempertimbangkan pengetahuan sebelumnya tidak terkait langsung dengan fotografi yang mungkin penting untuk mahasiswa belajar informasi baru. Misalnya, apakah mereka memiliki pengalaman dan pengetahuan tentang seni yang akan berfungsi sebagai latar belakang yang penting informasi yang mereka dapat membangun?Sometimes designers acquire this information from actually testing representative students from the target audience. Sometimes they question the trainers/teachers that work with the target audience. Sometimes they cautiously base their assumptions about prior knowledge on information about the instruction that the learners have had in the past. Remember, these assumptions should be made with caution. The fact that a learner has taken a course in Algebra I does not necessarily mean that she has all the knowledge she needs to begin Algebra II. Just because something has been taught does not mean that it has been learned. In addition some of the student's knowledge and skill may have been forgotten, or some of the information that the designer assumes was included in Algebra I might not have been included. In any case, the more designers know about the relevant knowledge and skills that the learners already have, the more effective and efficient they can make the instruction.