Target Audience

Computer Book

As an instructional designer, it is important to keep in mind that the instructional material must be at the applicable level of difficulty to motivate learning and assist learner in the learning process. When an instructional designer constructed their instructional material, they should tailored the instructor material to their target audience. If the instructional material is too easy, then learner may lose interest because it does not challenge them mentally. If the instructional material is too hard, then learner may be irked about the complexity of the instructional material. Alessi and Trollip’s (2001) stated in Multimedia For Learning: Methods and Developments that “the designer, therefore, has two distinct roles. The first is to create a design of the program that leads to the most effective learning by the target audience. The second is to produce or oversee the production of a set of document that communicate effectively with all interest parties” (Alessi & Trollip, 2001, p. 484). Therefore, it is important for instructional designer to construct their material that tailored toward their intended target audience to motivate learner and to assist learners in learning the material. Audience analysis is used by instructional designer in the initial stage of planning to assist in developing a multimedia instructional program that tailored toward the audience and the learning goal. The following two websites 20 Questions To Conduct an Audience Analysis by Nicole Legault and Audience Analysis by Instructional Design Expert offered some useful information to assist in designing a multimedia insturction that oriented toward learning goal of the target audience. A youtube video entitled Dr. So What’s Guide – Audience Analysis offered a nice overview of how to approach audience analysis when construction instructional material.

Computer User

How People Learn: Brain, Mind, Experience, and School: Expanded Edition (2000) offered an interesting perspective about how people from different age group, such as infant children, and adult, learned differently. The second chapter of the book discussed about how expert solves problem differently than novice. I think if you have to read one chapter out of the whole book, you should read this chapter as it provide a nice perspective that illustrate how significant is for instructional designer to tailor their instructional material to their intended target audience. In my next blog, I will offered my analysis on expert versus novice in regard to problem solving.

Computer as Audience

References

Alessi, S. M., & Trollip, S. R. (2001). Multimedia for learning: Methods and development. Boston, MA: Allyn and Bacon.

Audience Analysis (2009). Instructional Design Expert. Retrieved from http://www.instructionaldesignexpert.com/audience-analysis.html

Bransford, J., Brown, A. and Cocking, R. (2000). How People Learn: Brain, Mind, Experience and School (Expanded Edition). Washington, D.C.: National Academy Press/National Research Council. Retrieved from http://www.nap.edu/openbook.php?isbn=0309070368

Legault, N. (2011, November 28). 20 Questions to conduct an audience analysis [Web lof comment]. Retrieved from http://flirtingwelearning.wordpress.com/2011/11/28/20-questions-to-conduct-an-audience-analysis/

Rtnoxc (2011, November 7). Dr. So what’s guide – audience analysis. Retrieved from http://www.youtube.com/watch?v=0NvFFUWbHkY

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