Learner Personas
Learner Persona
Short bio
Ms. Roxanne Llanos
Job role
28 SVHS Biology teacher Single None $54,000 3 years
AGE LOCATION OCCUPATION MARITAL STATUS KIDS INCOME EXPERIENCE
Barriers to learning
Goals and motivation
Preferred learning methods
Perception of digital learning
Learner Persona
Short bio
Mr. Brian Jackson
Job role
49 SVHS Robotics teacher Divorced 2 grown children $67,000 18 years
AGE LOCATION OCCUPATION MARITAL STATUS KIDS INCOME EXPERIENCE
Barriers to learning
Goals and motivation
Preferred learning methods
Perception of digital learning
Learner Persona
Short bio
Mr. Joshua Reed
Job role
32 BHS Arts and A/V teacher Single None $51,000 None
AGE LOCATION OCCUPATION MARITAL STATUS KIDS INCOME EXPERIENCE
Barriers to learning
Goals and motivation
Preferred learning methods
Perception of digital learning
Joshua's primary motivation for taking this course is to meet district expectations and maintain a low profile within his new career. Having transitioned to teaching with aspirations of sharing his passion for the arts, he recognizes the importance of aligning with district mandates to avoid any complications that could jeopardize his position or certification progress.
Roxanne struggles to find much time to complete training. She has a 45-minute conference every day, as well as mandated tutorial times in the morning and afternoon, and frequently has students in her room for extra help, retakes, etc. She teaches inclusion biology with a co-teacher who works with sped students for that period, meetings with departments and with her co-teacher, and for her club.
Joshua's teacher certification program is entirely online, and he's comfortable with technology. He appreciates the flexibility and accessibility of the material, but sometimes struggles to complete everything by the deadline. He does know that he gets distracted sometimes, and he's actively working on learning better time management.
Brian typically completes compliance courses on time but with minimal investment. He needs to see the relevance and benefits of the course to stay motivated. Without a clear understanding of how the material applies to him, he tends to put in minimal effort, limiting his ability to fully absorb the content. Additionally, Brian can become easily distracted if the course lacks interactivity or engaging elements. Long blocks of text or static content often cause his attention to drift, making it difficult for him to retain important information.
Brian has been teaching for 18 years; he currently teaches robotics and is the head of the CTE (Career and Technical Education) department. Beyond the curriculum, Brian leads the Robotics Club, an after-school program that offers students hands-on experience in designing, building, and programming robots for local, state, and national competitions.
Brian views digital learning as a way to satiate his curiosity for technology and science. He appreciates the flexibility and depth of online courses, which let him explore emerging tech trends and indulge in his interests at his own pace. Sometimes, his enthusiasm for multiple projects means he can get sidetracked, but overall, he enjoys how digital learning aligns with his passion for discovery and innovation.
Roxanne appreciates the flexibility that digital learning offers, acknowledging that she can access course materials at her own pace. She isn’t incredibly skilled with technology, but she is a quick learner and eager to find ways to support her students and improve her teaching practice.
Brian is a perpetual learner with an insatiable curiosity for the wonders of technology and science. With a warm and approachable demeanor, he embodies a genuine passion for understanding the intricacies of the digital world. Brian can often be found exploring the latest in technology and AI, experimenting with gadgets, and indulging in thought-provoking books on science and innovation. Brian enjoys classic cars, astronomy, astrophotography, home brewing, and motorcycle tours.
Asynchronous e-courses that can be finished on her own time; microlearning courses that she can finish quickly when she gets a little time to herself.
Roxanne is a passionate biology teacher in a rapidly growing Texas city. With her love for education and the environment, she has found her stride in teaching freshmen about the wonders of nature. She integrates her interests into her teaching through initiatives like the school garden project, where students can learn about ecosystems, plant biology, and conservation. Her dream is to cultivate a generation of students who are passionate and informed about environmental conservation through hands-on learning.
Brian is constantly seeking new information to learn and prefers choice in what and how he is going to learn. He tells his students that he'll never stop learning, and his enthusiasm for his subject is infectious.
Joshua is a first-year CTE teacher who transitioned to teaching arts and A/V after attending film school. Though his initial goal was to work in the film industry, Joshua now enjoys guiding students through the process of producing daily video announcements, where they take on various roles, from acting to editing. Outside of teaching, Joshua is passionate about photography, enjoys watching independent films, and loves spending time outdoors when the weather permits it. While balancing the demands of his new career and certification program, Joshua hopes to bring more creativity into his classroom and inspire students to explore careers in the media arts.
As a CTE (career and technology) teacher, Joshua is tasked with educating students about career opportunities in arts and A/V. His role involves not only teaching but also constantly expanding his knowledge to competently cover the wide curriculum. His classes are tasked with making a video of the morning announcements every day, with students as actors, writers, directors, producers, and film editors. Joshua feels constrained by the school expectations and frustrated that he's not able to be as creative as he would like.
Joshua's courses are hands-on and project-based, and his students learn the content by applying what they learned in class. Similarly, Joshua prefers to learn by doing, bridging theory with practice. Especially at this point in his career, he is most interested in content that he can use immediately.
The wide range of topics in the courses he teaches means Joshua is often only a step ahead of his students in some areas, working hard to ensure he provides accurate and engaging content. He struggles with time management; balancing teaching, learning new material, and completing coursework for his certification program proves to be a significant challenge. Joshua struggles with keeping his lessons organized and managing the classroom effectively, challenges that are amplified by his inexperience and the requirements for his alternative certification program.
Roxanne received notification that one of her students was being sent to the alternative school and that she has 3 days to complete the orientation course before her student starts at DAEP.
Roxanne is a 4th-year biology teacher. She served as a TA for a biology lab while she was completing her master’s degree, then returned to her alma mater to teach 9th grade in the public school system. She serves on a department team with 8 other biology teachers; they meet weekly to plan their lessons and design assessments. All biology teachers follow a district scope and sequence; all students take district assessments for teacher accountability.
Despite his extensive experience, Brian isn't really sure what his role is in supporting students who are sent to alternative school. His course is hands-on and his displaced students won't have the same learning opportunities as they had at the home campus. He wants to make sure that they can still learn the content while they're gone so that they are able to stay on track with the rest of his classes and transition back to school more easily.
Learner Personas
Amy Houston
Created on September 4, 2024
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Transcript
Learner Personas
Learner Persona
Short bio
Ms. Roxanne Llanos
Job role
28 SVHS Biology teacher Single None $54,000 3 years
AGE LOCATION OCCUPATION MARITAL STATUS KIDS INCOME EXPERIENCE
Barriers to learning
Goals and motivation
Preferred learning methods
Perception of digital learning
Learner Persona
Short bio
Mr. Brian Jackson
Job role
49 SVHS Robotics teacher Divorced 2 grown children $67,000 18 years
AGE LOCATION OCCUPATION MARITAL STATUS KIDS INCOME EXPERIENCE
Barriers to learning
Goals and motivation
Preferred learning methods
Perception of digital learning
Learner Persona
Short bio
Mr. Joshua Reed
Job role
32 BHS Arts and A/V teacher Single None $51,000 None
AGE LOCATION OCCUPATION MARITAL STATUS KIDS INCOME EXPERIENCE
Barriers to learning
Goals and motivation
Preferred learning methods
Perception of digital learning
Joshua's primary motivation for taking this course is to meet district expectations and maintain a low profile within his new career. Having transitioned to teaching with aspirations of sharing his passion for the arts, he recognizes the importance of aligning with district mandates to avoid any complications that could jeopardize his position or certification progress.
Roxanne struggles to find much time to complete training. She has a 45-minute conference every day, as well as mandated tutorial times in the morning and afternoon, and frequently has students in her room for extra help, retakes, etc. She teaches inclusion biology with a co-teacher who works with sped students for that period, meetings with departments and with her co-teacher, and for her club.
Joshua's teacher certification program is entirely online, and he's comfortable with technology. He appreciates the flexibility and accessibility of the material, but sometimes struggles to complete everything by the deadline. He does know that he gets distracted sometimes, and he's actively working on learning better time management.
Brian typically completes compliance courses on time but with minimal investment. He needs to see the relevance and benefits of the course to stay motivated. Without a clear understanding of how the material applies to him, he tends to put in minimal effort, limiting his ability to fully absorb the content. Additionally, Brian can become easily distracted if the course lacks interactivity or engaging elements. Long blocks of text or static content often cause his attention to drift, making it difficult for him to retain important information.
Brian has been teaching for 18 years; he currently teaches robotics and is the head of the CTE (Career and Technical Education) department. Beyond the curriculum, Brian leads the Robotics Club, an after-school program that offers students hands-on experience in designing, building, and programming robots for local, state, and national competitions.
Brian views digital learning as a way to satiate his curiosity for technology and science. He appreciates the flexibility and depth of online courses, which let him explore emerging tech trends and indulge in his interests at his own pace. Sometimes, his enthusiasm for multiple projects means he can get sidetracked, but overall, he enjoys how digital learning aligns with his passion for discovery and innovation.
Roxanne appreciates the flexibility that digital learning offers, acknowledging that she can access course materials at her own pace. She isn’t incredibly skilled with technology, but she is a quick learner and eager to find ways to support her students and improve her teaching practice.
Brian is a perpetual learner with an insatiable curiosity for the wonders of technology and science. With a warm and approachable demeanor, he embodies a genuine passion for understanding the intricacies of the digital world. Brian can often be found exploring the latest in technology and AI, experimenting with gadgets, and indulging in thought-provoking books on science and innovation. Brian enjoys classic cars, astronomy, astrophotography, home brewing, and motorcycle tours.
Asynchronous e-courses that can be finished on her own time; microlearning courses that she can finish quickly when she gets a little time to herself.
Roxanne is a passionate biology teacher in a rapidly growing Texas city. With her love for education and the environment, she has found her stride in teaching freshmen about the wonders of nature. She integrates her interests into her teaching through initiatives like the school garden project, where students can learn about ecosystems, plant biology, and conservation. Her dream is to cultivate a generation of students who are passionate and informed about environmental conservation through hands-on learning.
Brian is constantly seeking new information to learn and prefers choice in what and how he is going to learn. He tells his students that he'll never stop learning, and his enthusiasm for his subject is infectious.
Joshua is a first-year CTE teacher who transitioned to teaching arts and A/V after attending film school. Though his initial goal was to work in the film industry, Joshua now enjoys guiding students through the process of producing daily video announcements, where they take on various roles, from acting to editing. Outside of teaching, Joshua is passionate about photography, enjoys watching independent films, and loves spending time outdoors when the weather permits it. While balancing the demands of his new career and certification program, Joshua hopes to bring more creativity into his classroom and inspire students to explore careers in the media arts.
As a CTE (career and technology) teacher, Joshua is tasked with educating students about career opportunities in arts and A/V. His role involves not only teaching but also constantly expanding his knowledge to competently cover the wide curriculum. His classes are tasked with making a video of the morning announcements every day, with students as actors, writers, directors, producers, and film editors. Joshua feels constrained by the school expectations and frustrated that he's not able to be as creative as he would like.
Joshua's courses are hands-on and project-based, and his students learn the content by applying what they learned in class. Similarly, Joshua prefers to learn by doing, bridging theory with practice. Especially at this point in his career, he is most interested in content that he can use immediately.
The wide range of topics in the courses he teaches means Joshua is often only a step ahead of his students in some areas, working hard to ensure he provides accurate and engaging content. He struggles with time management; balancing teaching, learning new material, and completing coursework for his certification program proves to be a significant challenge. Joshua struggles with keeping his lessons organized and managing the classroom effectively, challenges that are amplified by his inexperience and the requirements for his alternative certification program.
Roxanne received notification that one of her students was being sent to the alternative school and that she has 3 days to complete the orientation course before her student starts at DAEP.
Roxanne is a 4th-year biology teacher. She served as a TA for a biology lab while she was completing her master’s degree, then returned to her alma mater to teach 9th grade in the public school system. She serves on a department team with 8 other biology teachers; they meet weekly to plan their lessons and design assessments. All biology teachers follow a district scope and sequence; all students take district assessments for teacher accountability.
Despite his extensive experience, Brian isn't really sure what his role is in supporting students who are sent to alternative school. His course is hands-on and his displaced students won't have the same learning opportunities as they had at the home campus. He wants to make sure that they can still learn the content while they're gone so that they are able to stay on track with the rest of his classes and transition back to school more easily.