Instructional Design JMA 503

Objectives 1. Review Instructional Analysis - Analysis of the Learning Tasks Review Instructional Analysis - Analysis of the Learning Tasks 2. Toolbook Toolbook 3. Project Testing Project Testing

Phase III Develop & Implement Phase I Analysis Phase II Design Evaluate & Revise Start 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

Analysis 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

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.

Information processing analysis 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 understands how to deal with angry customers.

Information processing analysis 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 ( ) 4. attitudes, and 5. psychomotor skills. Most learning objectives can be classified into these categories.

Information processing analysis Verbal information (declarative knowledge – knowing that) The American Civil War began in 1861.

Information processing analysis 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)

Information processing analysis Understanding of these learning outcomes can aid in: – 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 tests 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?

Goal: Go to California! Get gas. If driving, make sure car can make trip. Plan travel route. Arrange hotels. Get money. Etc.

Goal: Go to California! Get gas. Make sure car can make trip. Plan travel route. Arrange hotels. Get money. Etc. Enabling objectives

Goal: Go to California! 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

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

Goal: Go 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. Find you way, when you get lost.

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?"

Analysis of 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.

Analysis of Learning Task 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. – Goal: Go to California. – Test: Be in California on Feb 21 by 3:00 PM 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.

Analysis of Learning Task Observe the user in action, if possible Collect unstructured lists of words and actions

Analysis of Learning Task Task decomposition – splitting task into (ordered) subtasks Lots of different notations/techniques

An Example Learning to clean the house 1. 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 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 to learn to clean the house 1. get the vacuum cleaner out 2. get the appropriate attachment 3. clean the rooms 3.1. clean the hall 3.2. clean the living rooms 3.3. clean the bedrooms 4. empty the dust bag 5. put vacuum cleaner and attachments away... and plans Plan 0: do in that order. when the dust bag gets full do 4 Plan 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 and change the tire 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 and change the tire with 100% accuracy and within 5 minutes. Standard/Degree Terminal behavior Condition Audience