How will your interactive learning resource specifically ensure that the needs of all learners can be met?


Discovering, validating, and classifying the participants’ learning needs is one of the first duties of a moderator of a class or workshop. The difference between what a student desires to get out of the learning experience and his or her existing level of knowledge, competence, and excitement is represented by a learner’s requirements. There is no one-size-fits-all approach to gathering information regarding learner requirements. Instructors can often predict learner needs based on previous experience with learners who’ve already completed similar teaching sessions. I’d make sure the students have what they need by using a simple strategy that provides valuable extra information about student needs in a short amount of time.


Learner tracking is used in my interactive learning resource to manage and analyze each student’s development on a personal basis. Using various internet platforms to store and analyze data from various learners and keep a record of them, we may track their progress, their own activities, and any feedback on the course.

  • I’d definitely be looking over the course syllabus or requirements and urge the students to think about the general abilities and content knowledge they’ll need to complete the course successfully through direct engagement.
  • I would affirm learners’ demands by offering them brief feedback on their learning outcomes. These remarks can also be compiled and given to the class so that students can appreciate the variety of replies and perspectives.
  • I envision myself participating in the development of a group vision.
  • I’d create a poll to discover more about students’ learning preferences, such as learning style, previous experience, and motivation to study the subject.
  • At any moment, at the start of a new learning segment, I may conduct a pre-assessment to evaluate if the participants are prepared cognitively, culturally, actively, or physically. Assessments are used to determine whether or not the implementing approach is effective.
  • To help connect their own goals and expectations for students with those of the students themselves, I may choose to publish their instructional goals in the agenda for analysis.