{"id":64,"date":"2021-08-30T20:36:23","date_gmt":"2021-08-31T00:36:23","guid":{"rendered":"https:\/\/openstudio.pub\/hqoc\/chapter\/section-3-event-3-stimulate-recall-of-prior-learning-a-closer-look-at-our-learners\/"},"modified":"2023-07-07T23:06:17","modified_gmt":"2023-07-08T03:06:17","slug":"section-3-event-3-stimulate-recall-of-prior-learning-a-closer-look-at-our-learners","status":"publish","type":"chapter","link":"https:\/\/openstudio.pub\/qualitycourses\/chapter\/section-3-event-3-stimulate-recall-of-prior-learning-a-closer-look-at-our-learners\/","title":{"raw":"1.7 Learning about your learners (Event 3)","rendered":"1.7 Learning about your learners (Event 3)"},"content":{"raw":"Your learners are a diverse array of people with unique backgrounds, contexts, and goals in taking your course. Event 3<\/strong> of Gagn\u00e9\u2019s framework reminds us that it is useful to understand what your learners know and don\u2019t<\/strong> know<\/strong> as they enter your course. We suggest that it is also useful to step back from a strict disciplinary lens and consider their contexts and goals<\/strong> more broadly, as these have implications for how you design your course.\n\n[caption id=\"attachment_55\" align=\"alignnone\" width=\"832\"]\"Event
Caption: In Gagn\u00e9\u2019s Nine Events framework, Event 3 focuses on stimulating recall of prior learning.
Credit: University of Waterloo[\/caption]\n

Why learning about your learners matters<\/h2>\nFrom a cognitive perspective<\/strong>, knowing something about your learners\u2019 prior knowledge<\/strong> helps to ensure that you are building from a solid disciplinary foundation, establishes that your learners have valid prerequisite knowledge, and surfaces any misconceptions that may interfere with their learning. Early interventions to address conceptual gaps are one way to provide the kind of learning guidance<\/strong> that Gagn\u00e9 describes in Event 5<\/strong> of his framework.\n\n[caption id=\"attachment_55\" align=\"alignnone\" width=\"858\"]\"Event
Caption: In Gagn\u00e9\u2019s Nine Events framework, Event 5 focuses on providing learning guidance.
Credit: University of Waterloo[\/caption]\n\nFrom a situational and affective perspective<\/strong>: knowing something about your learners\u2019 goals and contexts<\/strong> ensures that learners will be able to and motivated to participate meaningfully in your course.\n\nBelow are some questions to consider with implications for course design:\n\n\n\n\n\n\n\n\n\n\n
Questions to consider<\/th>\nImplications for course design<\/th>\n<\/tr>\n<\/thead>\n
Why did your learners chose to learn online? Was it their first choice, or was it the only option they felt would work for them?<\/td>\nThis may have implications for scheduling synchronous events (if flexibility is important) and can inform your approach to building community and your plans to be available to support, encourage, and motivate your learners.<\/td>\n<\/tr>\n
Are your learners geographically dispersed? What percentage are international students? How many are adult learners\/study part-time?<\/td>\nThis may have implications for scheduling synchronous events for written communication if English is not a first language and for cultural expectations of teaching and learning.<\/td>\n<\/tr>\n
Will some of your learners be participating from countries that block certain websites?<\/td>\nThis may impact your choice of online content or resources you require of your students. Wikipedia maintains an up-to-date list of websites blocked by mainland China<\/a>\u00a0and similar lists for other countries.<\/td>\n<\/tr>\n
Are your learners seeking professional accreditation?<\/td>\nThis may have implications for the types of activities, assessments, and content you include in the course.<\/td>\n<\/tr>\n
Are there two or more distinct audiences (e.g., from different programs\/fields of study)?<\/td>\nWhat can you do to meet the needs of both?<\/td>\n<\/tr>\n
How and why will your learners use what they learn in your course?<\/td>\nThis can provide insight into the types of activities and assessments you design.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
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An EDII perspective: Learner diversity in Canadian postsecondary education (PSE)<\/h2>\n
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. . . Canadian PSE has . . . had to adapt itself to better meet the needs of mature students, part-time students, commuter students and distance\/online learners.\n

(Cantiller, 2019)<\/p>\n<\/blockquote>\n<\/div>\nLearner diversity is receiving increasing attention in Canadian PSE as institutions recognize the need to support the inclusion and success of under-represented (equity-deserving) groups, including\n