Learner Analysis

● Entry behaviors: Students already use PowerPoint but there are some
who have surprisingly little knowledge of the software or basic copying
and pasting? I create instructions which allow people to skip over parts
they know how to do but take the student through each keystroke. Also
everyone starts on a level playing field with my method because it uses a
series of keystrokes using keyboard shortcuts which not everyone is
familiar.
● Prior knowledge of topic area: Some already had PD on PowerPoint
which they took to heart but few have knowledge of graphic design
principles or how to apply a rule-of-thirds grid to PowerPoint or how to
get audio from their phone(which is better quality than recording with
computer mic directly into PowerPoint) into PowerPoint?
● Attitudes toward content: They generally acknowledge the need to
stimulate their students with good visuals but are reluctant to put in time
to learn how or put in the effort involved for good slide design.
● Attitudes towards the delivery system: They prefer the online method
which alows them to be flexible with their time and move at their own
pace.
● Academic motivation (ARCS): Seeing examples of slides made by
previous students will get their attention because they’re visually
appealing and don’t look ‘made in PowerPoint.” Relevance can be in
hearing what better slides and good use of PowerPoint can do in terms of
benefits to their students’ academics and behavior. I appeal to
confidence by showing what other teachers (who weren’t trained in
graphic design, myself included) could produce using my tools. They’ll
gain satisfaction as I have seen in those who did my course as the activity
is very satisfying and produces a useful product.
● Education and ability levels: Some teachers don’t know how to use
Microsoft Word, and some have actual professional advertising and
graphic design experience.
● General learning preferences: They prefer the online method for time
flexibility.
● Attitudes toward class, group, or organization: They may take issue with
some of the leadership or feel that professional development is a waste
 of time and/or poorly planned or irrelevant.
● Group characteristics: As my course was a by choice, for some extra
course, only those interested or who needed one to make-up for other
courses they missed attended. This group ranged from reluctant to highly
interested. As a whole, their attitude towards me concerning visuals is
positive because they see my work on a regular basis at children’s
performances and faculty meetings.
● Data sources: My impressions of my colleagues and also the
questionnaire below. I think they responded more positively to be nice to
me, so I answered the questions leaning towards some of the negative
attitudes I have witnessed concerning professional development and the
organization.