1. Theory to Practice – Part II Review: Task Analysis and Learning Objectives (Revised)
EDTEC 572
Dr. Minjuan Wang, Susan Connell , Jerry Marino, and Cathy all contributed to this ppt.
The slides are revised based on our BB Forum Discussion, about task analysis.

2. Road Map Update: Emerging Tech Assignment Debrief – Readings
Where we’ve been:
Update: Emerging Tech Assignment
Debrief – Readings
Applying Theory Part 2
PLN: Google Sites or other designated website
Tech Tool: what all presenters need to know; Storytelling
reminders for next week…
Where we are:
Where we’re going:

3. Emerging Technology Preso!
Emerging Technology Presentation
5 – 10 minute group PRESENTATION
Highlighting an emerging technology
Suggesting how it might be used in the classroom
Info and Examples:
Description: ech.php
Examples See Assignments Page
CLARIFICATION: This is NOT a detailed application of the technology. Rather, it is a PRESENTATION about the technology and how it could and is being applied in classroom settings. Your grade will be based on your presentation. THIS IS NOT A LESSON PLAN.

4. Emerging Technology Preso!
LESSON PLAN
CLARIFICATION: This is NOT a detailed application of the technology. Rather, it is a PRESENTATION about the technology and how it could and is being applied in classroom settings. THIS IS NOT A LESSON PLAN.

5. Debrief: Readings A few points from Chapters 4-6 (Williams):
You are responsible for applying the principles in this book to your presentations and created instructional content!
We will continue to explore effective presentation of information over the next few weeks. - This is a process.
What is the take away point you came away with? Page #?
What is good or bad presentation you ever attended?
Why?
The Non-Designers Presentation Book is a VERY helpful tool to improve both your presentation skills and your presentation design and development. You are expected to reflect these planning and graphic concepts in your presentations and in any media you create.
I found Chapter 4 useful because it encouraged me to look at task analysis from a new perspective. My previous forays into this topic centered around easily analyzed tasks where topic and procedural analysis were the only tools I needed to find success. Chapter 4 of 'Designing Effective Instruction' introduced me to critical incident analysis as a tool for analyzing situations containing a wealth of variables. It seems to me that this method would be extremely useful in the workplace when situations arise involving many people. By recognizing common behaviors of successful individuals it is possible to suggest which behaviors will lead to success for the group.
Don’t let this be you!:

6. Task Analysis: #97 Topic: content & structures (like Bloom’s)
Procedural: what’ll the learner do? Highly structured tasks. Concrete content.
Critical Incident Method： interpersonal skills & attitudes interview SMEs; job holders
Task analysis is a critical but challenging step in ID. The book lays out three parts of a task analysis: topic, procedural, and critical incidence analyses.
Topic analysis is similar to Bloom’s. Designers analyze the topic and decide what to teach/train.
The Critical incidence one is excellent! It addresses two domains that are left out of Bloom's taxonomy: interpersonal skills, and attitudes. [Bloom actually has a separate taxonomy for attitudes and the entire Affective domain. See: 
Critical Incident Method： interview SMEs to see how they complete a task. It’s used more in abstract knowledge (like a process).
How to resolve a conflict, how to prepare for an interview, how to succesfully sell a house. However, the book did not touch upon Cognitive Task Analysis (CTA), which it's probably instrumental for most of your projects. Here is a good resource: 
Cognitive Task Analysis: the “mental” steps in completing a task

7. Bloom’s overlaps Topic TA:
To analyze learning/task
And to create instructional strategies/activities
Instructional Strategy Selection Chart
Ensures the Alignment of Objectives, Activities and Outcomes

8. Task Analysis: Campus Experience
Ann: Job Task Analysis
Joseph: the peanut butter and jelly sandwich example  (#98)
Dow-Ning: how animation students use tablets to draw
Importance of lit review, interview SMEs
Scott: specifying cues to let the learner know that a step was complete
Josiah: train sales team (critical method, both novice & SMEs)

9. Task Analysis: Online Group
Dionna: CTA--to analyze and make decisions based on the particular situation
Lora: not everything learners need to know can be directly observed
Noel: why Army Air Force pilots were not learning to fly correctly in World War II (Critical Incident); field observation of the task
Erika: "win" the challenge of successfully having a member protect their loan with payment protection (interpersonal skills & attitudes)
Dionna: I wonder, in practice, how often CTA's are done, and if it has more to do with culture or with careful selection of the type of task.
Noel: applying more in-depth interviews with multiple people and asking what was successful and what wasn't successful about a task determines there are knowledge and techniques involved.  Thinking more about it, I am sure the amount of stress a pilot, especially in wartime, has to endure pushes it well beyond a normal procedural task when dealing with a situation.

10. Task Analysis: Online Group (2)
Nora: SMEs and ID (different responsibilities)
Content
Organize and sequence the content efficiently by applying learning and instructional theories.
Aaron: develop a pass-down book prior to job transfer; serve as your own SME
Anu: TA as the collection of procedures for defining the content of an instructional unit.
Jack: for Emerging Tool presentations—Poll everywhere
"It 's important to clearly establish how your role as a designer is different from the SME from the start of your interaction. The SME's role is to ensure that all essential content is included and that the content is accurate. As an instructional designer, your role is to organize and sequence the content efficiently by applying learning and instructional theories.“
Jack: What does the learner do?, What does the learner need to know, and What cues inform the learner that there is a problem.

11. Task Analysis Review: Halloween
What are the cultural facts and concepts?
trick-treating, carving a pumpkin, or making costumes.
Let’s review and practice “chunking” instruction with some task analysis.
Teaching new comers to the U.S.

12. Task Analysis Practice: Halloween
Let’s review and practice “chunking” instruction with some task analysis.
Use Inspiration to brainstorm concepts that can be taught, as associated with each tasks.

13. Task Analysis Cooking! What are the facts and concepts, procedures?
How much time would each task take?
A Cooking Problem.

15. Task Analysis (and how it relates to your final project)
Regarding Your Final Project:
You will need to identify an appropriate “chunk” of instruction to develop
It may be a part of a larger unit of curriculum
Objectives align to tasks and sub-tasks
GROUP SIZE
HOURS OF INSTRUCTION 1 = 2 3 4 5
You might design a course of instruction that is longer – and only develop the appropriate number of modules. If so, please describe the outline of the larger course in your documents.

16. Learning Objectives (Chapter 5 Morrison)
Once you’ve identified your content …
What will the learner DO to
DEMONSTRATE their learning?
Your learning objectives will determine the design and development of your instruction.
How could you write learning objectives to assess those tasks and sub-tasks?
Defines instructional strategies

17. Learning Objectives A Reminder: Classifying Objectives
Classifying objectives helps prescribe the appropriate
Instructional strategy
Facts
Concepts
Processes
Procedures
Principles
Apply
Classify new examples
Develop a Process
Perform the Procedure
Solve a Problem. Make Inference
Remember
Remember the Facts
Remember the Definition
Remember the Stages
Remember the Steps
Remember the Guidelines
We’ve looked in depth are different models (taxonomies) of classifying objectives. However, at the very least, are learners going to remember or apply?
If it applies, feel free to add the two dimensions from the book: interpersonal Skills and Attitudes.
Feel free to create your own taxonomy, a blend of a few models.

18. Learning Objectives A Reminder: Classifying Objectives
Classifying objectives helps prescribe the appropriate
Instructional strategy
THE KNOWLEDGE DIMENSION
THE COGNITIVE PROCESS DIMENSION
Remember
(Knowledge)
Understand (Comprehension)
Apply
(Application)
Analyze
(Analysis)
Evaluate
(Synthesis)
Create
(Evaluation)
Factual
Conceptual
Procedural
Meta-Cognitive
Looking at a more complex model – we are still left with fuzzy verbs. How does one write “good” objectives?

19. Learning Objectives (Chapter 5 Morrison)
What are CONCRETE
and
OBSERVABLE
outcomes?
One tip is to describe what you would observe if a learner had mastered the knowledge/skill in question. What does that look like? What can the learner DO?

20. Keep In Mind!
Objectives are for Designers to Communicate with Each other and their Clients
To your Learners:
Use Plain English
A few Paragraphs about
What you’ll learn
Why it’s important or relevant

21. Learning Objectives Practice: Observable Verbs
Change the verb in each of the following phrases
to one that is observable:
The learner will understand ….
The learner will recognize ….
The learner will feel ….
Try your best. See answers at end of Chapter 5, Morrison! How did you do?

22. Learning Objectives Practice: Observable Verbs
Change the verb in each of the following phrases
to one that is observable:
The learner will understand ….
The learner will recognize ….
The learner will feel ….
Classify, discuss, identify, select, analyze, distinguish ..
Try your best. See answers at end of Chapter 5, Morrison! How did you do?

23. Learning Objectives Practice: Observable Verbs
Change the verb in each of the following phrases
to one that is observable:
The learner will understand ….
The learner will recognize ….
The learner will feel ….
Classify, discuss, identify, select, analyze, distinguish ..
How could your learner demonstrate .. Understanding, recognizing, feeling … There are many answers.
Try your best. See answers at end of Chapter 5, Morrison! How did you do?
Identify, select, categorize, indicate, locate ..

24. Learning Objectives Practice: Observable Verbs
Change the verb in each of the following phrases
to one that is observable:
The learner will understand ….
The learner will recognize ….
The learner will feel ….
Classify, discuss, identify, select, analyze, distinguish ..
Try your best. See answers at end of Chapter 5, Morrison! How did you do?
Identify, select, categorize, indicate, locate ..
Express, attempt, defend, share, participate in, choose ..

25. Learning Objectives Practice: Observable Verbs
More examples:
Morrison – Chapter 5 – Table 5-5
Table 5-5 Observable verbs for the cognitive domain
Bloom’s Polygon PDF – Week 3
Describing concrete actions begins to indicate what sorts of activities should be considered for your learning module.

26. Learning Objectives Practice: Cognitive Objectives
Write a cognitive objective for the following task:
The learner will interpret a sales graph
What concrete actions could indicate the cognitive skill of interpreting a sales graph?
Try your best. See answers at end of Chapter 5, Morrison! How did you do?

27. Learning Objectives Practice: Cognitive Objectives
Write a cognitive objective for the following task:
The learner will interpret a sales graph
Determine the group that sold the most
Determine the groups that were below average
Determine the year with the greatest number of sales
How could these objectives be rewritten to be even more specific? What are some “better” words than “determine”?

28. Learning Objectives and Task Analysis
Final Project Takeaway:
You will be most successful if you:
Accurately estimate tasks and time needed (scope)
Specifically describe learning objectives and concrete behaviors
Thinking ahead: More information on the final project will be available shortly. However…
As you begin to consider what your final project (developed instruction) might be, consider the amount of time it might take to deliver (instruction & practice) that learning. How can that content be “chunked”? If it is too big, what chunk would you want to develop?
If you can specifically describe learning behaviors, you will be well on your way to strategically choosing appropriate activities and media.

29. PLN: Google Sites .. Or? Assignment for this week: Devan’s
Continue the Tools Presentation
Develop a website (or webpage) that will be used to document your PLN and other EDTEC 572 work.
Google Sites
You will continue to add to your site throughout the remainder of the course
Devan’s