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Learner Analysis

Entry behaviors:

Learners need to know how to operate an SLR camera at a base level, know the names of parts of the
camera body, and have prior knowledge of the principles and elements of design and composition (i.e.,
pattern, symmetry, rhythm, emphasis, color, etc.). Learners must also understand the exposure triangle
(aperture, shutter speed, and ISO) because they will be manipulating the aperture and shutter speed.
Learners often opt to use cell phones, so I may implement more mobile photography techniques for
depth of field control.

Prior knowledge of the topic area:

Learners already know that to take a photo, they must aim a camera in a chosen direction and that light
is necessary to create a photograph. They have a beginner to intermediate understanding of the
principles and elements of art and design because of taking a prerequisite art course. Learners
understand that artists can use AI-generated art to help develop creativity and assist in brainstorming.
A few learners have used AI before for inspiration. Learners already know that the aperture affects the
amount of light that comes into the lens and the depth of field. They also understand how shutter
speed affects light and can be used to show motion.

Attitudes toward content:

Many learners feel intrigued by taking beautiful photos. Still, they are intimidated by using more
technical settings in DSLR cameras and are concerned that they have nothing interesting to
photograph. Several are motivated to learn much because they see photography as a possible career or
their chosen tool for artistic expression. Only a few learners choose the course as a random elective
choice. Most learners believe the course can be an exciting experience to learn a well-used skill.

Attitudes towards the delivery system:

Learners feel that activities that allow them to use the cameras and see the results of changing settings
are most helpful in understanding how to use DSLRs for photography. Learners also enjoy being
assessed on their knowledge with brief online assessments or interactive intro lessons at the beginning
and end of each week. Learners dislike intro lectures that do not include hands-on activities or are not a
precursor to activities and assignments. Additionally, learners are excited to learn and master new
techniques to improve their photography. Several learners feel the learning environment caters more to
studio-based photography than on-location photography due to the limitations of the instructional
budget. Lastly, learners appreciate when they can view peer work and have group critiques because it
allows them to see what others are producing with the same information and tools and how they can
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improve their work.

Academic motivation (ARCS):

For the majority of my learners, the motivation to succeed is high. They become competitive when
submitting work for group critiques and find great satisfaction when they receive praise from their
peers. Since most of my learners use image and video-based social media platforms, learning to take
aesthetically pleasing photographs is a captivating subject with built-in relevance to their lives. When
they receive praise from strangers online after posting a new photo using skills they mastered in the
photography course, they are more confident and motivated to improve. A few students do not
participate in social media and find little pleasure in taking photos, so relevance and motivation are
found more in documenting events or photo manipulation.

Education and ability levels:

Learners are expected to enter with an advanced beginner to intermediate understanding of the
principles and elements of art and design, so they all start with a basic knowledge of general art to build
upon. They can only partake in the photography courses if they have the prerequisite art course.

General learning preferences:

Most of my learners prefer to learn with hands-on and active experiences that provide real-time
feedback. They prefer when I briefly overview the topic and provide additional resources for
independent investigation during and outside class hours. They appreciate having a clear objective and
a rubric before they begin a project or at least listing what they need to accomplish and how I will
evaluate their work.

Attitudes toward class, group, or organization:

Many of my learners have a positive or neutral attitude toward the class; however, several do not
appreciate the school environment. They do not like that the school location is suburban and does not
provide an exciting and ever-changing backdrop like a school in a more urban area.

Group characteristics:

The group is diverse regarding grade level, ethnicity, financial background, and prior knowledge of
photography; however, all learners have a minimum of an advanced beginner understanding of
photography. The learners have varied interests in the types of photography they want to master. The
group consists of 10-16 learners. My overall impressions of the group are that they have a varied
understanding of the possibilities of photography and the course expectations.
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Data Sources

For my responses to the previous questions, I conducted group discussions, online anonymous surveys,
and observations of the learners during activities. Also, at the end of every mastery project, I ask the
students to provide feedback about what they liked, didn’t like, and would have liked to see included so
that the following project can be modified to suit their interests.

Implications

Since 10-16 learners need to learn the skills, I use an efficient and effective feedback system to allow
learners to gauge their development promptly. The feedback system is consistent, so learners are not
confused by various rating scales and vernacular. This feedback system focuses on technical ability,
creativity, and personal development rather than considering a learner’s style and interest as it develops
with further mastery. Because some learners will eventually prefer portraits instead of action
photography, I must be mindful of providing personal and thoughtful feedback that assists individual
development.

Description of learner interview

I interviewed a student’s friend who is interested in photography as a hobby and wants to learn how to
use the manual modes of a DSLR camera to include specific effects in their photographs. I selected this
possible future student because she already had the interest and motivation to learn the skills, similar to
most of my current students. The interview lasted about thirty minutes during a lunch break. I asked
the student about her prior knowledge of digital or film SLR cameras, photography techniques and
terminology, previous experience using an SLR camera or any camera, and what types of photographs
they envision themselves capturing. She owns a DSLR camera and has some idea of how it works,
though her knowledge is minimal. She knew some information about digital images and resolution but
was more concerned about the skills for intentionally including effects in their photographs. I was not
surprised that she already understood most of the principles and elements of design and composition
because she is enrolled in a painting course and has completed the prerequisite art course.