barry williams1 analyzing learners & context dick & carey, chp. 5
TRANSCRIPT
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Analyzing Learners & ContextAnalyzing Learners & Context
Dick & Carey, Chp. 5
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Review:Review:
Do a Needs Assessment to identify instructional goals
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Review: Criteria for Estab. Review: Criteria for Estab. Instr. GoalsInstr. Goals
1. Will the instruction achieve the goal? 2. Are the goals acceptable to the boss? 3. Are there sufficient resources to develop
the instruction? 4. Is there enough time for learning? 5. How good is the designer?
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Review: Set a Goal Review: Set a Goal
What do we want the learners to be able to do?
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Review: Complete a Review: Complete a Goal Goal AnalysisAnalysis
Goal Analysis - A two-part process used to identify all of the
the skills and knowledge that should be included in the instruction.
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Review: Part 1 Review: Part 1 The Goal AnalysisThe Goal Analysis
Step 1. Classify the goal according to the type of learning outcome (domain of learning)– psychomotor, intellectual, verbal information,
attitudes
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Review: Part 1 Review: Part 1 (cont’d)(cont’d)
Step 2. Describe exactly what a student will be doing when performing the goal – using observable verbs like moving, painting,
etc.– Decide on the instructional content
– What’s going to be taught
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Review: Part 2 Review: Part 2 Identify Subordinate SkillsIdentify Subordinate Skills
For Intellectual or Psychomotor Goals Use Hierarchical Approach– For each step in the goal ask this question:
“ What must the student already know so that , with a minimal amount of instruction, this task can be learned?”
– Yields one or more subordinate skills
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Review: Part 2 Review: Part 2 (cont’d)(cont’d)
For lntellectual SkillsThe subordinate skills should follow Gagne's
hierarchy higher-order rules rules concepts discriminations
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Review: Part 2 Review: Part 2 (cont’d)(cont’d)
For Verbal Information Skills Use Cluster Analysis
Identify the information needed to achieve the goal
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Review: Part 2 Review: Part 2 (cont’d)(cont’d)
For Attitude Goals ask two questions: ? Question # 1
“What must the learner do when exhibiting this attitude?”
– answer is almost always psychomotor or intellectual skill (hierarchical analysis)
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Review: Part 2 Review: Part 2 (cont’d)(cont’d)
? Question # 2“Why should the learner exhibit this attitude?”
– the answer is usually verbal information– analyzed using a separate cluster or
integrated into the basic hierarchical analysis that was done in the first half of the analysis
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Review: Part 2 Review: Part 2 (cont’d)(cont’d)
Entry Behaviors
Identify steps in the procedure for relevant entry behaviors and modify procedural and goal analyses as necessary.
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New Content - Analyzing New Content - Analyzing LearnersLearners
Synonyms:– “Target Population”– “Target Audience”
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FocusFocus
Characteristics of the learners Context(s) in which the instruction will be
delivered Context in which the skills will eventually
be used Try-out learners
– specific group, i.e. college students, bakers, etc.
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Learner CharacteristicsLearner Characteristics1. Entering Behavior
2. Prior Knowledge of Topic
3. Attitude toward Content & Delivery System
4. Academic Motivation
5. Educational Ability Levels
6. General Learning Preferences
7. Attitudes toward the Organization
8. Group Characteristics
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Context of Performance Context of Performance SettingSetting
1. Managerial Support– little support, little or no skills transfer
2. Physical Aspects of the Workplace– skills practiced in conditions similar to
workplace
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Performance Setting Performance Setting (cont’d)(cont’d)
3. Social Aspectsalone or in groups?work independently or with direction?most workers familiar with content or new to
everyone?
4. Relevance of the Skills to the WorkplaceConstraints:
physical, social, or motivational
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Collecting Data for Context Collecting Data for Context Analysis Analysis
At the site Preplanned May be unannounced
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Data for Context Data for Context (cont’d)(cont’d)
Purpose: Gather data– utilize workers, managers– any source that will help
Output Document – Description. of physical & organizational
environment– List of factors that may facilitate or interfere
with learner’s use of new skills
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Context of Learning Context of Learning EnvironmentEnvironment
Determining “what is” and “what should be”– facilities, equipment, & resources
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The “Cover Your Butt” phase, determine: ? is the site compatible with the instructional
mandates?? is the instructional area adaptable to simulate
workplace performance? ? is the site adaptable for using a variety of
instructional training delivery approaches?? what are the constraints present that may
affect the design & delivery of instruction?
Learning Environment (cont’d)Learning Environment (cont’d)
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Collecting Data from Learning Collecting Data from Learning EnvironmentEnvironment
Similar to analysis of workplace Purpose is to identify :
– available facilities– limitations of the settings
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Data from Learning Data from Learning Environment Environment (cont’d)(cont’d)
Procedure:– visit one or more sites– interview instructors, managers and learners– have prepared questions– obtain information about workers’ use of site– determine site limitations
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Data From Learning Data From Learning Environment Environment (cont’d)(cont’d)
Output– description of the extent to which the site can
be used to deliver training on skills that will be required for transfer
– list of any limitations
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Evaluation & Revision of the Evaluation & Revision of the Instructional AnalysisInstructional Analysis
One-on-one review of Instructional Analysis with learners– hear yourself explaining steps in the analysis– gauge learner reaction
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SummarySummary
In this chapter, we covered:– the analysis of learners– performance context– and learning context
The next step is writing appropriate performance objectives