Analysis: Taking Stock of What you Know

Academic Impressions ConferenceDecember 2-4, 2007, Austin, TXPatricia McGeePatricia.mcgee@utsa.edu

the case

2

• What do you know?

• What more do you need to know?

What is analysis?

• Identifying a need• Articulating goals• Analyzing tasks• Describing the learning context• Understanding the learner

1

determining a need

What is the need?

needs assessment identifies…

– Normative need

– Felt need

– Expressed or demanded need

– Comparative need

– Anticipated or future need

3

Needs analysis to task analysis

1. Identify learning goal(s) through a front end needs analysis.

2. Identify tasks associated with the goals through a task analysis.

4

Identifying instructional goals

• Higher education - goals come from?

• In other venues goals come from:– Subject matter expertise (SME)– Performance indicators

6

• Who are the learners? Students

• What is the high level knowledge, skill or ability that they will learn? Specific facts, procedures, concepts, principles

Learners will interpret the impact of domestic economic policies on environmental issues

Goals answer…

Determining goals

• Review case

• Consider case outcomes (handout)

• Group outcomes by related topics

• Write a goal for each group of outcomes and record for use in the Design Phase

task analysis

Goals = what tasks?

Analyze by…

• Hierarchical Task Analysis

• IF and THEN Analysis

• Model Based Analysis

• Cognitive Task Analysis

• Information Processing Analysis

the good news

the context

What should you consider?

• Discuss case context cards one at a time.

• Make a list for each of the 7 areas. noted in the Case Context cards.

• Post to wiki under Considering the Context.

wikiwiki

the learner

Generations at Work

1922-1943 1944-1960 1961-1980 1981-2000

Nexters or Millennials

Veterans orTraditionalists

Baby Boomers Gen Xers

Retiring from the

work force

63-84 years old

Retiring from the

work force

63-84 years old

Middle to end

work force

46-62 years old

Middle to end

work force

46-62 years old

Beginning to mid

work force

26-45 years old

Beginning to mid

work force

26-45 years old

In K-20 education

system

6-25years old

In K-20 education

system

6-25years old

Sara McNeil, 2005

From: Smith, P.L. & Ragan, T.J. (2005), Instructional Design, 3rd Edition, p. 60. Hoboken, NJ: Wiley.

Learner avatars

• What are the characteristics of the learners?

• What more might we need to know about the learners?

• Can the learners be grouped into difference categories? If so, how can we label these?

• What are the top five instructional needs of these learners?

• Save in Word Doc.

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wikiwiki

Summing up…

• What are most important factors that will impact development?

• Who needs to be involved throughout process?

questions?

LUNCH!