instructional design jma 503. objectives 1. review instructional analysis - analysis of the learning...

Instructional Design

JMA 503

Objectives

1. Review Instructional Analysis - Analysis of the Learning Tasks

2. Toolbook

3. Project Demos

Phase IIIDevelop & Implement

Phase I Analysis

Phase IIDesign

Evaluate & Revise

Start

Models

Models

Identified Need/Problem

Models

Identified Need/Problem

Is this a learning problem?

If yes then…

Analysis

• Analyze the learning context

• Perform need assessment

• Describe the environment

• Analyze the learning context

• Perform need assessment

• Describe the environment

Analysis

• Consider the characteristics of target audience or population such as:

• Gender, ethnicity, age• Prior learning• Cognitive style, learning style

• Consider the characteristics of target audience or population such as:

• Gender, ethnicity, age• Prior learning• Cognitive style, learning style

Analysis

• Perform task analysis:

• Write learning goals• Determine types of learning goals• Perform information processing analysis• Write learning objectives

• Perform task analysis:

• Write learning goals• Determine types of learning goals• Perform information processing analysis• Write learning objectives

Information processing analysis

At the completion of a needs assessment, designer has a list of "goals," which reflect what learners currently are unable to do.

The process of information/task analysis transforms goal statements into a form that can be used to guide subsequent design.

Helps determine what content needs to be included in a segment of instruction.


The more focused the goal, the easier the design and development of the instructional strategy and assessment will be.

Goals should be been stated in observable terms.

Which of the following goals are stated unambiguously?

Learner can compute the mean, range, and standard deviation of a series of ten numbers.

Learner has acquired the ability to deal with angry customers.


Gagne (1985) divided possible learning outcomes into five large categories or "domains":

1. verbal information (declarative knowledge – knowing that)

2. intellectual skills (procedural knowledge – knowing how)

3. cognitive strategies (http://pubs.aged.tamu.edu/jae/pdf/vol41/41-01-60.pdf)

4. attitudes, and

5. psychomotor skills.

Most learning objectives can be classified into these categories.

http://pubs.aged.tamu.edu/jae/pdf/vol41/41-01-60.pdf


Verbal information (declarative knowledge – knowing that)

The American Civil War began in 1861.


Intellectual Skills Procedural knowledge - "knowing how,”

– Concrete concepts (identifying a specific car)– Defined Concepts (Speed limit)– Principles (drive over speed limit = get ticket)– Problem solving (multiple rules/principles)


Understanding of these learning outcomes can aid in:– the identification of prerequisite objectives,– designing effective instructional strategies, and – designing appropriate tests.

Could we help someone learn how to plan an international trip using content and test based solely on verbal information (declarative knowledge – knowing that) such as write the names of 4 different countries?

Analysis of Learning Task: Goal

Determining the types of learning goals.

Goal: Go to California!


What is the goal?What are the steps to reaching the goal?

How do you do it?What do you have to know?What do you have to do?What kind of information do you need?


• Get gas.• If driving, make sure car can make trip.• Plan travel route.• Arrange hotels.• Get money.• Etc.


• Get gas.• Make sure car can make trip.• Plan travel route.• Arrange hotels.• Get money.• Etc.

Enabling objectives


• Get gas.•Go to station•Insert Card•Etc.

• Make sure car can make trip.•Open hood•Remove dip-stick•Check oil level

• Etc.

Enabling objectives


What if – you had to create an eLearning tutorial that helps people learn how to plan a trip from PA to California.


What kind of information do you need?

• Declarative knowledge - facts: What is a mile?; location, name and length of states.

• Concepts: Laws, speed limits, car, stop sign, traffic light.

• Principles: If traffic light is red, stop.

• Psychomotor: How to turn the car, shift gears.

• Problem solve: Estimate travel time, estimate costs for fuel, estimate trip costs.

Analysis of Learning Task


How can we determine what the information-processing steps are for a particular goal?

Ask :

"What are the mental and/or physical steps that someone must go through in order to complete this learning task?"


ASK: What information does the learner need to

accomplish the goal.

How will I know the learner is successful?

What steps or processes are needed to accomplish the goal.


How can we determine the information-processing steps for a goal?

1. Gather information about tasks and content needed by goal.

2. Convert goal into "test" question.

3. Give problem to people who knows how to complete task.

4. Observe people completing task and write down steps.

5. Review written steps of person completing task.

6. Ask questions about process.

7. Identify shortest, least complex path for completing task.

8. List steps and decision points appropriate to your goal(s).

9. Confirm the analysis with other experts.


Observe the user in action, if possible

Collect unstructured lists of words and actions

Organize using notation or diagrams


Task decomposition– splitting task into (ordered) subtasks

Lots of different notations/techniques

An Example

Learning to clean the house1. get the vacuum cleaner out

2. fix the appropriate attachments

3. turn on vacuum cleaner

4. clean the rooms

5. when the dust bag gets full, empty it

6. put the vacuum cleaner and tools away

Must know about: vacuum cleaners, their attachments, dust bags, rooms,

where to get electrical power, etc.

Hierarchical Task Analysis

Break task down into subtasks, then sub-sub-tasks and so on. Grouped as how the tasks may be performed.

HTA focuses on physical and observable actions, and looks at actions

Start with a user goal which is examined and the main tasks for achieving it are identified

Task Decomposition

Aims: Describe the actions user performs Structure them within task-subtask Hierarchy - describe order of subtasks

Textual HTA description

Hierarchy description ...0. to learn to clean the house

1. get the vacuum cleaner out2. get the appropriate attachment3. clean the rooms

3.1. clean the hall3.2. clean the living rooms3.3. clean the bedrooms

4. empty the dust bag5. put vacuum cleaner and attachments away

... and plans

Plan 0: do 1 - 2 - 3 - 5 in that order. when the dust bag gets full do 4Plan 3: do any of 3.1, 3.2 or 3.3 in any order depending

on which rooms need cleaning

Diagrammatic HTA

Refined HTA for making tea

Learning Objectives

Learning objectives

A learning objective is a statement that tells what learners should be able to do when they have completed a segment of instruction.

Must be observable so learners 1) know that they have learned and 2) what they have learned.

Learning objectives

Objectives are valuable to all members of learning system.

Guide designer in making decisions about:– what content to include, – what strategy to use, and – how learners should be evaluated.

Serve as focus of communication for designers, content experts, graphic artists, and programmers , and others working to produce instruction.

Learning objectives

Components of an objective: Audience Behavior: description of terminal behavior. Condition: description of conditions of

demonstration of action. Degree: description of the standard or

criterion.

Learning objectives

The front passenger-side tire on Jeep 2000 Grand Cherokee has gone flat. The 75 year old male driver will jack the vehicle up with 100% accuracy and within 5 minutes.

Learning objectives

The front passenger-side tire on Jeep 2000 Grand Cherokee has gone flat. The 75 year old male driver will jack the vehicle up with 100% accuracy and within 5 minutes.

Standard/DegreeTerminal behavior

Condition Audience

Determine types of learning

Bloom’s Taxonomy

1. Recall/Knowledge2. Comprehension3. Application4. Analysis5. Synthesis6. Evaluation

Bloom’s Taxonomy

Knowledge/recall• observation and recall of information • knowledge of dates, events, places • knowledge of major ideas • mastery of subject matter

Question Cues:list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, when, where, etc.

Comprehension

Application

Analysis

Synthesis

Evaluation

Knowledge

Names of states, East-west distances, time zones

Bloom’s Taxonomy

Knowledge/recall

• What state is to the immediate West of PA?

Is a much different question compared to…

• Traveling east to west on RT 70 through Ohio at 65 MPH what is estimated travel time to reach the state west of Ohio?

Bloom’s Taxonomy

Comprehension• understanding information • grasp meaning • translate knowledge into new context • interpret facts, compare, contrast • order, group, infer causes • predict consequences

Question Cues: summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extend

Comprehension

Application

Analysis

Synthesis

Evaluation

Knowledge

Southern states are warm in the winter so, if I go the southern route, I’ll have warm weather.

Bloom’s Taxonomy

Application• use information • use methods, concepts, theories in new situations • solve problems using required skills or knowledge

Questions Cues: apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discover

Comprehension

Application

Analysis

Synthesis

Evaluation

Knowledge

-Using map and geographic information to plan route-Using a spreadsheet to calculate costs.-Use weather data to chart trip path

Bloom’s Taxonomy

Analysis• seeing patterns • organization of parts • recognition of hidden meanings • identification of components

Question Cues:analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer

Comprehension

Application

Analysis

Synthesis

Evaluation

Knowledge

-In the past 4 years Blue Ridge Mountains have had severe weather events in the first two weeks of November = avoid Blue Ridge in November-Gas is 3 cents cheaper in the eastern states… maybe because it doesn’t have to be shipped so far…

Bloom’s Taxonomy

Synthesis• use old ideas to create new ones • generalize from given facts • relate knowledge from several areas • predict, draw conclusions

Question Cues:combine, integrate, modify, rearrange, substitute, plan, create, design, invent, compose, formulate, prepare, generalize, rewrite

Comprehension

Application

Analysis

Synthesis

Evaluation

Knowledge

If I use route 39 through state A and route 29 through state B, I will get to state C 1 day earlier than planned because I will travel fewer miles

Bloom’s Taxonomy

Evaluation• compare /discriminate ideas • assess value of theories• make choices on reasoned argument • verify value of evidence • recognize subjectivity

Question Cues:assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare, summarize

Comprehension

Application

Analysis

Synthesis

Evaluation

Knowledge

I used route 39 through state A and while it was less miles to travel, traffic slowed me down. Do not use route 39 on the way home.


How can we determine what the information-processing steps are for a particular goal?

Ask "What are the mental and/or physical steps that someone must go through in order to complete this learning task?"


ASK: What information does the learner need to

accomplish the goal.

How will I know the learner is successful?

Identifying the steps or processes needed to accomplish the goal.


How can we determine the information-processing steps for a goal?

1. Gather information about task and content needed by goal.

2. Convert goal into "test" question.

3. Give problem to people who knows how to complete task.

4. Observe them completing task and write down steps.

5. Review written steps of person completing task.

6. Ask questions about process.

7. Identify shortest, least complex path for completing task.

8. List steps and decision points appropriate to your goal(s).

9. Confirm the analysis with other experts.

Analysis of Learning Task: Goal

1. When presented a flat tire on 1 of 4 vehicles, the learner will locate the necessary hardware and change the tire.

2. This is where training leads us. How do you get to this point?

instructional design jma 503. objectives 1. review instructional analysis - analysis of the learning...

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