1. Instructional Design JMA 503

2. Objectives 1. Review Instructional Analysis - Analysis of the Learning Tasks Review Instructional Analysis - Analysis of the Learning Tasks 2. Toolbook Toolbook 3. Practice 1 (Feb 13) Practice 1 (Feb 13)

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

4. Identified Need/Problem Deaths occur when people change tires.

5. Models Identified Need/Problem Deaths occur when people change tires. Is this a learning problem?

6. Models Identified Need/Problem Is this a learning problem? If yes then…

7. Analysis Analyze the learning context Perform need assessment Describe the environment

8. Analysis Consider the characteristics of target audience or population such as: Gender, ethnicity, age Prior learning Cognitive style, learning style

9. Analysis Perform task analysis: Write learning goals Determine types of learning goals Perform information processing analysis Write learning objectives

10. 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.

11. 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.

12. Information processing analysis Which of the following goals are stated unambiguously? Learner can compute the mean, range, and standard deviation of a series of ten numbers. Learner has acquired the ability to deal with angry parents.

13. 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 ( http://pubs.aged.tamu.edu/jae/pdf/vol41/41-01-60.pdf ) http://pubs.aged.tamu.edu/jae/pdf/vol41/41-01-60.pdf 4. attitudes, and 5. psychomotor skills. Most learning objectives can be classified into these categories.

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

15. 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)

16. Information processing analysis Understanding of these learning outcomes can aid in: – the 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 test based solely on verbal information (declarative knowledge – knowing that) such as write the names of 4 different countries?

17. Analysis of Learning Task: Goal 1. When presented a flat tire on 1 of 4 vehicles, the learner will locate the necessary hardware and change the tire. 2. This is where training leads us. How do you get to this point?

18. Analysis of Learning Task: Goal Determining the types of learning goals.

19. Goal: Go to California!

20. How do you do it? What do you have to do? What kind of information do you need? What steps do you follow?

21. Goal: Go to California! What is the goal? What are the steps to reaching the goal?

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

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

24. 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

25. 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.

26. 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 turns red, stop. Psychomotor: How to turn the car. Problem solve: Estimate the travel time, estimate the costs for fuel, estimate trip costs.

27. Determine types of learning Bloom’s Taxonomy 1. Recall/Knowledge 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation

28. Bloom’s Taxonomy Knowledge/recall observation and recall of information knowledge of dates, events, places knowledge of major ideas mastery of subject matter Question Cues: list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, when, where, etc. Comprehension Application Analysis Synthesis Evaluation Knowledge Names of states, East-west distances, time zones

29. Bloom’s Taxonomy Knowledge/recall What state is to the immediate West of PA? Is a much different question compared to… Traveling east to west on RT 70 through Ohio at 65 MPH what is estimated travel time to reach the state west of Ohio?

30. Bloom’s Taxonomy Comprehension understanding information grasp meaning translate knowledge into new context interpret facts, compare, contrast order, group, infer causes predict consequences Question Cues: summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extend Comprehension Application Analysis Synthesis Evaluation Knowledge Southern states are warm in the winter so, if I go the southern route, I’ll have warm weather.

31. Bloom’s Taxonomy Application use information use methods, concepts, theories in new situations solve problems using required skills or knowledge Questions Cues: apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discover Comprehension Application Analysis Synthesis Evaluation Knowledge -Using map and geographic information to plan route -Using a spreadsheet to calculate costs. -Use weather data to chart trip path

32. Bloom’s Taxonomy Analysis seeing patterns organization of parts recognition of hidden meanings identification of components Question Cues: analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer Comprehension Application Analysis Synthesis Evaluation Knowledge -In the past 4 years Blue Ridge Mountains have had severe weather events in the first two weeks of November = avoid Blue Ridge in November -Gas is 3 cents cheaper in the eastern states… maybe because it doesn’t have to be shipped so far…

33. Bloom’s Taxonomy Synthesis use old ideas to create new ones generalize from given facts relate knowledge from several areas predict, draw conclusions Question Cues: combine, integrate, modify, rearrange, substitute, plan, create, design, invent, compose, formulate, prepare, generalize, rewrite Comprehension Application Analysis Synthesis Evaluation Knowledge If I use route 39 through state A and route 29 through state B, I will get to state C 1 day earlier than planned because I will travel fewer miles

34. Bloom’s Taxonomy Evaluation compare /discriminate ideas assess value of theories make choices on reasoned argument verify value of evidence recognize subjectivity Question Cues: assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare, summarize Comprehension Application Analysis Synthesis Evaluation Knowledge I used route 39 through state A and while it was less miles to travel, traffic slowed me down. Do not use route 39 on the way home.

35. Information processing analysis 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?"

36. Information processing analysis ASK: What information does the learner need to accomplish the goal. How will I know the learner is successful? Identifying the steps or processes needed to accomplish the goal.

37. Information processing analysis How can we determine the information-processing steps for a goal? 1. Gather information about task and content needed by goal. 2. Convert goal into "test" question. 3. Give problem to people who knows how to complete task. 4. Observe them 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.

38. Learning Objectives

39. 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.

40. Learning objectives Objectives are valuable to all members of the 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 together to produce instruction.

41. Learning objectives Components of an objective: A description of terminal behavior. Description of conditions of demonstration of action. Description of the standard or criterion.

42. Learning objectives Given a Jeep 2002 Grand Cherokee, the learner/trainee will locate the jack and lug wrench with 100% accuracy and within 5 minutes.

43. Learning objectives Given a Jeep 2002 Grand Cherokee, the learner will locate the jack and lug wrench with 100% accuracy and within 5 minutes. Standard Terminal behavior Condition

44. Analyzing tasks

45. Task Analysis Additional methods to analyze what learners do: – what things they work with – what they must know

46. 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 etc.

47. General Method of Task Analysis Observe the user in action, if possible Collect unstructured lists of words and actions Organize using notation or diagrams

48. Approaches to Task Analysis Task decomposition – splitting task into (ordered) subtasks lots of different notations/techniques

49. 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 which is examined and the main tasks for achieving it are identified

50. Task Decomposition Aims: describe the actions user performs structure them within task-subtask hierarchy - describe order of subtasks

51. Textual HTA description Hierarchy description... 0. 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 1 - 2 - 3 - 5 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

52. Diagrammatic HTA

53. Refined HTA for making tea