Principles of Instructional Design Prerequisite Skills Analysis Performance Objectives

Can You Recall? n What is an instructional goal? n Why do you need an instructional goal? n What is a “fuzzy” goal? n What are Gagné’s learning outcomes? Provide an example of each!

Reviewing Information Processing Analysis

Information Processing Analysis (IPA) “An instructional analysis is a set of procedures that when applied to an instructional goal, results in the identification of the relevant steps for performing a goal and subordinate skills required for students to achieve a goal.”

IPA Determine what the learner will actually DO to achieve the goal. -- The skills that must be learned to reach a goal. INSTRUCTIONAL GOAL

“Decomposing” the Task Visualize what the learner will be doing -- write it down! Learner may be required to make a decision at one or more of the steps. Includes at least 3-12 steps (no more than 15). Remember, it’s not what YOU think the learner should be doing -- it’s precisely the steps a learner would follow to accomplish a task

Prerequisite Skills Analysis

n Ask yourself: “What must the learner be able to do to perform this task?” n Break down EACH TASK into the prerequisite skills required.

Domains of Learning= Prerequisite Skills Analysis n Use Gagné’s Domains of Learning as a guide PROBLEM-SOLVING RULE CONCEPT DISCRIM. VI

Entry-Level Behaviors n Behaviors a learner must possess in order to begin instruction at the “lowest level.” n Separated by Line

“Double-Checks” Use a “backward stepping” technique to determine if all of the steps have been included Determine if the information is “NICE TO KNOW vs NEED TO KNOW” Look at analysis to determine if the right level of intellectual skill is reflected from the goal (problem-solving, rules, concepts, & discriminations) Explain the analysis to a peer

Activity n Break down one of your IPA tasks and share with your group

Performance Objectives

Listen to the Story... n What does the moral of the Sea Horse story imply? n What is an objective? n What happens when objectives aren’t stated in terms of what you REALLY want the learner to be able to do?

Why do we need performance objectives? n For the Designer u provides a focus for instruction u make decisions about what content should be used u determines how students should be evaluated n For the “Adopter” of new instructional materials u assists in making decisions regarding the suitability for a specific learning system

3-Component Objectives n Condition n Behavior n Criteria

Verbal Information n Reflects whether learning will be recalled, verbatim, paraphrased, listed, or summarized.

Concept n Reflect learner’s ability to classify and label ideas, objects, and events as examples or non-examples

Rule n Reflects the intention that the learner can use the rule to predict, explain, control something, or successfully complete a procedure

Problem-Solving n Requires the learner to assess the problem/situation, determine which rules are applicable, and synthesize to solve a particular problem.

Psychomotor Skills n Reflects what muscular actions are required by the learner.

Attitudes n Reflects what the learner must do to demonstrate the acquisition of the attitude.

Cognitive Strategy n Reflects what the learner must do to assess the learning task, select a strategy appropriate to the task, apply the strategy, assess the success of the strategy, and modify the strategy if not effective.

For what tasks do I write objectives? n Goal statement = Terminal objective n Information Processing Analysis = Objectives for each n Prerequisite Analysis = Objectives for each

Activity n In the workbook, complete the activity on page 45.

Homework n Project 2 n Read Chapter 5 n Checkpoints WB: 6,7