Rationale: What is learned, the rate at which it is learned, and how that learning is stored into schema is an individual process based on who the learner is. Each learner has various characteristics, including their background, cognitive entry behaviors (Bloom, 1976), and predisposition (Bruner, 1966) that help to shape how they approach and are receptive to the learning process. Norman (2003) would consider this to be a component of human centered design, which constitutes the design philosophy that puts “human needs, capabilities, and behavior first, then designs to accommodate those needs, capabilities, and ways of behaving,” (p.8). Specifically, we need to design for the learners as they are and not how we imagine them to be (Norman, 2003). From a learning standpoint, Cennamo and Kalk’s (2005) Layers of Negotiation Model of instructional design, focus on learners as whole people, moving beyond the demographics to analyze who they are in terms of their individual differences, hopes, dreams, and fears. Each of these aspects contribute to, if not constitute, the learning that will occur.