The Instructional Design Process (I) 1. Needs Analysis 3. Learner Analysis 4. Task Analysis (Subordinate Skills) 2. Goal Analysis 5. Development of Learning Objectives

The Instructional Design Process (II) 6. Selection and Development of Means of Assessment Means of Assessment 7. Selection/Development of Instructional Strategies and Delivery Methods (Media) Strategies and Delivery Methods (Media) 8. Selection/Development of Instructional Materials Materials 9. Development/Implementation of Formative Evaluation Formative Evaluation

Needs Analysis What is the cause of the gap? What is the knowledge gap? What will filling this gap accomplish? Is this important? What are the costs involved? What are the potential benefits?

Goal Analysis Does it match with your stated knowledge gap? What is your purpose -- what do you hope to accomplish? to accomplish? How do you prioritize/rank these goals?

Learner Analysis Demographics Age Gender Work Experience Education Ethnicity Intelligence Disabilities (especially those that could affect operation and use of computer) operation and use of computer)

Learner Analysis (cont.) Existing Knowledge/Skills Prerequisite skills, knowledge, attitudes Prior knowledge *This applies to both general content knowledge and experience with computers and experience with computers Motivation Attention -- level of interest in topic Relevance Confidence Satisfaction

Learner Analysis (cont.) Learning Styles/Preferences Auditory, visual, tactile Left brain/right brain Field dependent or independent Field dependent or independent Etc. Learning Styles/Preferences Attitudes toward content Attitudes toward how content is delivered Etc.

Setting Analysis What kind of hardware is available to run the program? the program? Number of people who will interact with the program at any given time? the program at any given time? Location -- home, office, elsewhere? Requirements, limitations of setting? Level of distractions in setting? Length of time will be used in setting?

Task Analysis Definition: breaking learning into its component parts component parts Type of skill -- cognitive, motor, affective? If cognitive, what are the levels of knowledge you will be dealing with? you will be dealing with?

Task Analysis (cont.) Cognitive Knowledge Content Identify and outline content -- what are the the various components? the various components? Identify the structure of the components -- what are the individual facts that make up what are the individual facts that make up concepts, how do concepts combine to form concepts, how do concepts combine to form principles, etc. principles, etc. Think about necessary terminology

Task Analysis (cont.) Procedural Content Break procedure into learnable steps Think of both observable and non-observable (decision points) tasks (decision points) tasks Each step should lead logically to the next Think of how best to visually organize -- outlines, flowcharts, etc. outlines, flowcharts, etc.

Learning Objectives Develop from the POV of the learner Three components of a learning objective: Think in terms of what you want learners to be able to do -- it should be observable and able to do -- it should be observable and measurable. measurable. Be specific 1. The performance 2. The conditions 3. The criteria Think in terms of how you will assess the behavior behavior