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Hasan wants to be more effective teacher and well known teacher in his field. He opens to new ideas. He especially try to integrate the technology into his field.He likes to teach and he likes to communicate with students.

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Joe is 46 years old and a retired soldier.  He has a high motivation for learning as he enjoys learning new skills and increase his portfolio. Joe is well connected and has used these to help him move into a new career.
Life experiences: Former trainer for prevention - experience working with civilian and military personnel
Does not like online learning but has learned to adapt for his new job.   He is learning virtual applications and relies on staff to provide him updates on new resources.

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Jane is very confident in her abilities and would like to expand her learning.  She recently decided to change her path and would like to be more involved with the finances in her mom's business.   Jane likes to learn hands on so it would be helpful for her to find ways to transfer this to online learning. It will be helpful for Jane to talk with her advisor and have frequent contact as Jane seems to do best with guidance from others.

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Jill B is a free spirited teacher who is considering her options for the future. She has an empty house and decided she would like to travel but continue doing her work.   She realizes she has skills to learn and is open to learning and putting the work in. She is ambitious but will need to understand the time she needs to put in to become the best online teacher and be able to "teach from a beach".

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Jane is working instructional designer. She likes to learn new thing and design. She follows the new trends in technology and She wants to design high quality instructional products.

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Jaime eager to pursue her dreams. She wants to finish his educational life and wants to be very successful civil engineer. She wants to raise the voice of women in this field. She won several prices by participating competitions.

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Alexa is an ESL student. She can speak English very well, but struggles with writing. Because of her struggles with writing, she has developed disinterest toward other subjects, besides math. Alexa does not do well with online learning. With Alexa, I may need to offer more direct instruction and slightly modified assignments. I would also need to provide some positive feedback as she works on her assignments.

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Jake is a very social, average 6th grade boy. He wants to do well in school, but struggles with the confidence to do so. He does not believe he is capable of doing well. He prefers in-person learning, but will participate in online learning if he has to. With Jake, I would need to provide a lot of positive feedback as he is working on and completing assignments.

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Ellie is a TAG student in 6th grade. She is very high achieving and self-motivated. Ellie's desire to do well can lead her to disappoint when she gets answers wrong. Ellie prefers to work alone, but is willing to work with others when she has to. Ellie prefers in-person learning, but has no issues with online learning. I would need to make sure to have extension assignments ready for Ellie in order to help her grow.

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Bing is a typical high achiever and lone learner. My design of the weekly virtual office hour provides the one-on-one opportunity that he desires to communicate with the instructor on his study. On the other hand, I would push him a little bit to work with his peers as it can broaden his horizon and learn from the others by assignning varying interactive assignments such as the discussion forum and group brainstorming by using the online interactive board.

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Isaias is very passionate and outgoing. He loves group work but is a little bit impatient as he is the youngest in this course and has been studying ESL for multiple semesters. He self identifies one of his major struggles is his first language interference. As such, I would group him with non-Spanish-speaking peers. Also, his short-term goal is different from the other students (his short-term goal is the TOEFL test) so that he might be too focused on the "exam-taking skills" instead of writing skills. I would redirect his goal to the critical skills that would benefit him long-term and for real by using multimodality that he prefers.

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Hye-Sung is quiet, patient, and oftentimes able to provide insightful thoughts. She knows her preferences in terms of learning but also is somehow stubborn with his own learning "style". The interactive online board will benefit her in the way that she can interact with the peers without the need to speak all the time (she can type, draw, inset, etc) and her insightful thoughts can be inspiring to others too. The weekly one-on-one office hour also provides her the opportunity to have a private conversation with the instructor on her struggles and improvement.

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Persona #1
As the only employee in her department with a visual impairment, Sandra needs a course design that allows for:
1) Screen readers.
2) Alt tags.
3) Keyboard-friendly navigation.
4) Flexibility for completion time.

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Persona #2
As a well respected employee with many skills, Andrew needs a course design that allows for:
1) Recognition of skills already learned.
2) Self-paced progression to avoid boredom and improve engagement.
3) More challenging tasks to improve motivation to learn.

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As an ESL student, Kamila needs a course design that allows for:
1) Self-paced progression to help Kamila comprehend instructions written in English.
2) A Spanish translation of the course.
3) Flexibility for when the course must be completed, providing for Kamila's family obligations.
4) Encouragement

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Liha needs friends to learn language so I will make sure to create a learning community for her to interact with such as assignments using social media like Twitter, Snapchat, etc

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Since Jang likes learning and exploring many materials. I will make sure to provide a clear section in my course related to resources or extra reading materials if he is interested in exploring. I will make sure the workload is not overwhelming by giving achievable goals for each week.

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Since Eeji does not feel confident about herself. In my online learning, I will make sure to create scaffolding activities to guide her from beginner to advance level. I think some sort of game with reward in the course will help motivate and give her encouragement when she gets a badge or points.

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It is important for Josie to understand why what she is learning can be useful. Providing objectives would be helpful for her in each module. She likes to be challenged and figure things out on her own rather than waiting to be shown, but can become frustrated if she isn't successful quickly. Making sure there is support with the challenges so it doens't become overly frustrating. She likes technology and enjoys getting to use it. Including how long it should take to complete the assingments could be helpful for her.

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Mathew is a self motivated learner. He would do well in an online class. He finds enjoyment from most learning. He may benefit in a class where there is access to a teacher to ask questions by email or zoom. Having differentiated material to keep him challenged would be benficial.

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Elizabeth is very social, but can struggle with finding the motivation to to complete her work. Making the course easy to navigate and the assignments clear will be key for her success. If she can't find the assignment or directions are unclear she will give up and it could be awhile before she attempts again. It would also be important to include work or meets where she can interact with other students. Positive feedback would be helpful to keep motivation up too. Possibly using mote for quick feedback to keep motivation up.

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Jacob is modeled after a student who is highly intelligent, socially disengaged and very fearful to try new things because of not wanting to fail. He is his own worst critic and is hard to know how to encourage and motivate other than to continue to present challenges to him. I will need to make sure there are enough higher level experiences for Jacob to try in order to keep him engaged and motivated. He could also be a student that I need to ensure he is making connections with others in the course and encourage his leadership strengths. He will appreciate seeing a timeline of the course ahead of time so he knows what to expect. Having immediate feedback/quick checks along the way will also provide him with a sense of comfort that he knows exactly where he is at all along the way.

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Brooklyn is modeled after a student who aims to do her best in all that she does but her additional activities tend to be the main focus of her time and attention. She has little patience for trial and error and can give up easily. I will need to make sure to follow up with her frequently so that she can stay motivated and encouraged to keep going! Providing consistent structure in my course content will allow Brooklyn to be able to focus on the task at hand rather than navigating the site. A variety of engaging video content and synchronous options will encourage her to stay on task and keep up with the pace.

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Maria is modeled after a student who is highly motivated student that stands out from her peers as her interested are quite different than theirs. She is a hard worker and seeks attention from adults so I will need to make sure that I am interacting with her on a regular basis and providing the challenges she seeks. Maria will benefit from a solid tutorial of navigating the technology since she is the youngest in the course and also has a busy home-life with being the oldest of 3. She will thrive when there is adequate discussions with others so that she feels connected to them.

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Duncan James is a man easy to be shy. The biggest challenges in overcoming social anxiety are starting and completing Cognitive Behavioral Therapy. Party by Zoom could help him overcome social anxiety in a convenient and private environment.

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Aya Tanak is a disability girl. With online learning, disabled students gain easy access to all educational materials right at the comfort of their homes. And education psychology can help her to know that how learning takes place.

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Cindy Adams is a music genius. But becoming a good teacher has little to do with improving one’s musical skills and a lot to do with one’s mentality surrounding one’s job. My plan could help her achieve that.

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Persona #3 is based on the idea that a number of pre-service teachers can and will take part in online professional development courses that are open to them as a way to improve their resume, boost their skills while applying for jobs, and about aspects of a teacher's job that may not be covered fully in education courses.

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This persona is somewhat based of the federal programs coordinator at my last school district who had to wear many different hats. Sometimes administrators, especially in smaller districts, get charged with overseeing multiple programs or duties; they may want to improve their knowledge or spend more time on a given aspect of their job but don't have the time to so targeted professional development might work best.

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Persona 1 is a mid-career teacher who did not start as an ESL/ESOL teacher but has been in field for a while now and wants to gain more skills to take on more roles (i.e. ESL coach) for her district.

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Carol is modeled after many of the many older adult learners who are teachers in my district. She lacks experience and knowledge of how to use many of our current technologies. She will need a step by step video  or printed directions to help her log in to the course and navigate the learning platform. Using a consistent course set up and timeline will also help her know what to expect and find the resources she needs. She may need one on one support or video calls to feel comfortable with the technology. When given reading assignments she will prefer to have the option to print a hard copy so make sure that is taken in to account when choose text options.

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Lindy is modeled after an adult learner who is a middle age teacher with a diagnosed anxiety disorder.  In order to support Lindy she will need consistent communication and positive feedback.   She values social emotional learning so  taking the time to learn about her and making a connection is important. She will need a list of due dates early on in the course so she is aware of upcoming projects and assignments. Providing group projects and discussions will also benefit her because she thrives off of interaction and validation from others.

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Trinity is a persona that is modeled after a younger adult learner that is a newer teacher who is current with technology and thrives off of organization. To support her learning she will need a list of due date and syllabus a head of time so she can plan her learning.  She needs the flexibility to complete the assignments on her own time especially with a young child at home and working full time.

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Tayah thrives in interaction and connecting with the teacher and her friends. I will need to find a way to communicate with her in real time. She is motivated so she may need extra or more things to do.

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Ronnie is very tech savvy, but doesn't welcome a challenge. He's not the most active kid so I will need to give options for him to participate in physical activity.

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Michel may need help with manipulating the technology. She isn't very social so I will need to make sure I find ways to keep her connected. She also may have a learning disability that would affect her ability to read text. Having audio for the text or using videos would help her be successful.

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Melinda represents a few people I know on our operations team who are really enthusiastic about virtual learning experiences, and tend to find positive feedback and interest in almost anything in front of them.

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Learner Persona Template - Melinda Call_NT

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Photograph: Oklahoma Medical Research Foundation

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Matthew represents a number of our scientists who are required to take training. They lead their teams of scientists and although they do try to comply with regulations, they also are so much more focused on their research that it tends to make any trainings a lower priority.

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Learner Persona Template - Matthew Beaker_NT

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Judy represents a portion of our Lab population by combining the PhD student mentality with the global representation we have at the Laboratory.

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Merry is an adult learner and Iowa Child Support worker who is introverted, yet very knowledgeable.  She is motivated to develop her leadership skills. Technology can be a challenge for Merry. She learns and retains learning with note taking.
For a learner like Merry, I would design a course that includes:

• Ability to start, stop and review options to aid in note taking

• Untimed assessments with ability to review materials if incorrect choice is selected

• Discussion or Q&As that allow sharing of expertise and real-life examples or case scenarios

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The inspiration for this character is a student who was in my classroom last year, He disparately wanted the schools to close for the pandemic again.

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This persona is based on a young man who is a good friend of our family.

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I had fun thinking about this student persona. She is a combination of several students that I have met this school year.

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Kyle does fine in class but does not complete any work outside of school. Kyle sometimes struggles to navigate technology and usually does not know the next step he should take on his own. I could support Kyle by providing a checklist or numbering tasks in the LMS. During in class work time, I need to check in with Kyle frequently to make sure he is on task.

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Ann is a very high achieving student that prefers to work at her own pace. She struggles to connect with her classmates and expects very high quality work out of everyone. Ann would prefer to have all the coursework available on day one so that she could finish it as fast as possible. She is sometimes more focused on completion and less focused on learning. I encourage Ann to engage with her classmates and learn from others. I would also encourage her to take advantage of hands on experiences.

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John is a student that prefers to do hands on activities. He struggles in core classes that don't spark his interest. I would need to focus on engaging activities and balancing hands on activities with other types of class activities to keep John's interest.

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An has an ADHD diagnosis that he treats holistically (without medication). He needs to have the weekly agenda provided early so he can make a plan for his week. He need text-to-speech adaptations along with visuals. The text-to-speech adaption will be figured out based on the tech he has available. Visuals will be provided in every module.

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Ria has dyslexia and was provided support in high school and her undergrad. I will work with her to make sure she is successful as well. I will provide the list of course readings early (head start) and have a text PDF ready for all videos I require so that she can read it as she watches it.

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Rebecca prefers asynchronous work and my course will only have a handful of small group work. She needs visuals and videos to help her learn so these will be included as part of my course as well. In order to help her stay organized, I will post each week's agenda at least 2 days before each module is open.

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Theodore is an adult learner and Iowa Child Support worker. He is rule driven and detail oriented. He is eager to please on the job and in class. Theodore is an auditory learner, who reinforces his learning with additional reading and taking notes. He likes using the latest technology but doesn't want to waste time on pointless games and activities.
For a learner like Theodore, I would design a course that includes:

• Content with consistent, concise organization

• Activities that demonstrate a clear purpose, connection to content

• Discussion with polls to provide some learners time to think, and others with time to share, interact

•Ability to pause for note taking

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Brianna is an adult learner and Iowa Child Support worker. She is extroverted and organized, working in her first full-time job. She has customer service experience which helps her in this new job. She is a visual learner who doesn't like being put on the spot to answer questions in a class. She prefers seeing how something works first before she is asked to do it herself.
For a learner like Brianna, I would design a course that includes:

• Ability to work through material individually, with options to start, stop and review if interrupted.

• Option to record reflections or discussions as videos.

• Demo videos with caption and transcript.