© E. Kowch 2003 iD 1 Instructional Design T he ID Process : Needs Analysis & Task Analysis (EDER 673 L.91 ) From Calgary With Asst. Professor Eugene G. Kowch Feb 27, 2003 (A synchronous meeting using Vclass Real-Time AudioConference Technology & WebCT Course Spaces & The World Wide Web Check your connection speed…

© E. Kowch 2003 iD 2 Agenda Feb 27 Update: Where we are in the course Housekeeping –Posting your ID Model for Peer Review & Feedback –How is the technology working at your place? Needs Analysis: Seeing the “Views” from Several Theorists –Dick & Carey / Rossett / Magliaro / Smith and Ragan / Reigeluth –(from EDER 673 WebCT, WWW, & Vclass Materials) Task Analysis –(from EDER 673 WebCT, WWW and Vclass Materials) –Other optional resources (Views) on job analysis, content analysis and competency analysis

© E. Kowch 2003 iD 3 Poll 9

© E. Kowch 2003 iD 4 Posting Your ID model for Peer Review Refer to my WebCT (Feb 26) for a guide… Random Groups Press “private” in a discussion thread Group (Group 01 to Group 06) to find your group. Post your ID Model stuff (attachments are possible) for others to review. Use the “Guide” to provide Peer feedback, hopefully by March 15th, to all others in your group. After all members have provided quality feedback to each group member model (as designers helping development), the Groups could then “open up” so everyone can provide feedback. This is practice for creating and reporting your final ID model (major assignment). (Generous) development/design feedback offered in a group setting can really help an instructional designer grow. This is a core competency that all Instructional Designers require (AECT, 1994).

© E. Kowch 2003 iD 5 Update: EDER 673 History of ID ID Terminology Instructional Design Philosophies Learners and Learning Theories Context based designs ID Models: A peek Needs Analysis Task Analysis Ordering Content (elaboration) Media Selection Motivation Evaluation SMCR/Feedback Communication Model

© E. Kowch 2003 iD 6 Analyzing Learners & Contexts Gagne/Briggs Jonassen/ Gardner/ Gagne/Briggs Rossett/ Tessmer/ Smith&Ragan/ Reigeluth/ Kazanas/ Shaumbagh &Magliaro/ Dick & Carey/

© E. Kowch 2003 iD 7 Needs Analysis (Rossett in Anglin, 1995) “A pound of analysis is worth a ton of solutions” (Dr. B. Clarke, 2003). Needs Analysis is an (ID person’s) first response to a problem. A problem is a gap between what “is” and what “should / could be” Is Ought Gap

© E. Kowch 2003 iD 8 Needs Analysis (Rossett in Anglin, 1995) Design -> Development -> Use -> Evaluation Analysis serves all stages in this Instruction Systems development model. Five Purposes for Needs Assessment 1.Optimal Performance: How should they do X best? 2.Actual Performance: Why do they do X < best? 3.Feelings/Attitude: Why do they dislike/like doing X? 4.Causes (for the Gap in learning or performance) 1.Lack of skill or knowledge 2.Environment / Organizational barriers 3.No incentives 4.No motivation 1.Values (lacking) 2.Confidence (lacking) 5.Solutions: Instructional Interventions to close the gap.

© E. Kowch 2003 iD 9 How to conduct a Needs Analysis ( 5 steps) (Rossett in Anglin, 1995) 1. Determine the causes Performance problems Affective problems Directives 2. Identify Sources (of the information you need) 3. Select Tools (to find the exact causes) Interview (supervisors, workers/teachers, learners) Observe (learners, workers: do actuals=optimals?) Cognitive perspective: are outcomes what we expect? Examine records (about performance / achievement) Focus Groups (get an org. culture accord on optimals) Surveys (cost effective measures.. Seek needs, proof of need, feelings, demographics). 4. Conduct a Staged Needs Assessment 1.Meet with management / administration 2.Meet with the SME (subject matter expert) 3.Observe steps in the work flow / learning process 4.Meet with the solution - seeker to check your GAP determination

© E. Kowch 2003 iD 10 How to conduct a Needs Analysis ( 5 steps) (Rossett in Anglin, 1995 ) 5. Use findings to create a foundation for Instructional Design: –Is training appropriate here (to fill this gap?) –Will it fit for this culture/group/person? –Other interventions that might work? Job aids Supervisor training Expert systems Workstation redesign Incentives Restructuring –How will training / teaching be received? –Is the cost prohibitive? –Who will be responsible?

© E. Kowch 2003 iD 11 Needs Analysis: (Shambaugh & Magliaro, 1997). “An analysis activity that examines the instructional problem, intended learners, and learning context”. (Smith and Ragan cited in Shambaugh & Magliaro, 1993) …Is done before Design begins ….. Is an ongoing process

© E. Kowch 2003 iD 12 Needs Analysis: (Shambaugh & Magliaro, 1997). Functions of a Needs Assessment 1.Confirm that the problem is an ID opportunity –Is this project idea an instructional problem? 2.Discover the nature of what is to be learned –Is there a solution embedded in MY idea? 3.Learn more about the learners in context –Do you know all you need to know about your learners? 4.Understand the realities of the instructional context –What are the realities surrounding the instructional problem? 5.Explore the issues surrounding the instructional problem –What are some possible solutions? 6.Generate the (instructional and learning outcome) goals that will guide designing. Based on this data, what should be done (to fill the gap)?

© E. Kowch 2003 iD 13 Needs Analysis: 3 Steps (Shambaugh & Magliaro, 1997). 1.Describe your intent: The IDEAL 2.Gather Information: REALITY 1.What is known about the learning task? Task analysis Ethnography Structured questions, protocol analysis, displays, stats, docs 2.Who are your learners? Data analysis tools Learner profiles 3.What are your resources and constraints? 3.Summarize and Revise your intent: GOALS

© E. Kowch 2003 iD 14 From : Tessmer, M (1990). Environmental Analysis: A neglected stage of instructional design. In Educational Technology Research & Development, 38(1), Use Factors Instructional Environment Patterns of Use Reasons for Use Student-User characteristics Leadership Characteristics Supportive Environment Production Services Storage & Delivery Services Dissemination resources Support Resources Physical Factors Instructional Environment Facilities Equipment Instructional Lifespan Supportive Environment Site distribution Management & Coordination Seasons & Climate Resources & Constraints

© E. Kowch 2003 iD 15 Needs Analysis: 3 Steps (Shambaugh & Magliaro, 1997). Outline of a Needs Assessment (Report ;-) 1.Summarize your instructional problem 1.Confirm the problem 2.Describe the major issues characterizing the problem 3.Cite the resources of information and the tools used 2.Describe your instructional solution (set) 1.List features addressing learning task or content 2.Include a learner profile 3.Include a context analysis 3.Identify Major Goals that address the problem 1.Identify and prioritize goals –What really needs to be done to fill the gap? –Prioritize the list and get buy-in from the leadership.

© E. Kowch 2003 iD 16 Adieu for this week, EDER 673 ! Instructional Design (iD) Next Week (March 6- March 13) Ordering and sequencing content: Elaboration Theory (blueprinting) Readings due for Next Class (March 6, 2003): 1. The Elaboration Theory: Guidance for Scope and Sequence Decisions. In C. Reigeluth (Ed.), Instructional Design Theories and Models - An Overview and Current Status (pp ). 2. Read / Use The Interactive Powerpoint on this topic, available from the Course Home Page. From, Culnan, A. (2003). Elaboration Theory. Unpublished M.Ed. Ed Technology Assignment. See the Home Page by Friday, 7 PM Feb. 28th for more detail and reading resources on this topic -- beyond the class material covered tonight. See the New Discussion Thread (Groups) in WebCT for your ID Model Peer Feedback (Rubrics are attached in your and in the new Thread) Eugene G. Kowch Assistant Professor of Educational TechnologyAdieu for this week, EDER 673 ! Instructional Design (iD) Next Week (March 6- March 13) Ordering and sequencing content: Elaboration Theory (blueprinting) Readings due for Next Class (March 6, 2003): 1. The Elaboration Theory: Guidance for Scope and Sequence Decisions. In C. Reigeluth (Ed.), Instructional Design Theories and Models - An Overview and Current Status (pp ). 2. Read / Use The Interactive Powerpoint on this topic, available from the Course Home Page. From, Culnan, A. (2003). Elaboration Theory. Unpublished M.Ed. Ed Technology Assignment. See the Home Page by Friday, 7 PM Feb. 28th for more detail and reading resources on this topic -- beyond the class material covered tonight. See the New Discussion Thread (Groups) in WebCT for your ID Model Peer Feedback (Rubrics are attached in your and in the new Thread) Eugene G. Kowch Assistant Professor of Educational Technology