Instructional and Guided Learning Analysis Methods: Learning Hierarchy

(Prerequisites) Analysis

Dr. Lee Chwee BengChweebeng.lee@nie.edu.sg 67903285

What is needs assessment? Why do learner analysis? What do you want to find out when conducting job task analysis? In pairs, take about 10-15 min to do think about the purposes of task analysis? (retrieve from folder the document on TA purposes)

Recap

Such methods describes task or jobs in terms of the ways they are best learned, which may or may not correspond with the ways the jobs are performed. More on the way learners process information as they perform task.The emphasis is on what must the learner know in order to perform the task

Instructional and Guided Learning Analysis Methods

There are basically three analysis methodsLearning Hierarchy AnalysisInformation Processing AnalysisLearning Contingency Analysis

Instructional and Guided Learning Analysis Methods

When an instructional objective indicates that the learner will use a concept, apply a rule, or solve a problem, a LHA can pinpoint the prerequisite skills to perform that objective. A LHA represents content in a hierarchical fashion. A learning hierarchy depicts these prerequisites in an ordered hierarchical relationshipLower-level skills are prerequisites to the higher-level skill.

Learning Hierarchy (Prerequisites) Analysis

Task A

Task D

Task B Task C

Task D is a prerequisite to Task B

Prerequisite sequencing is the basis for much of the organization of curriculum, especially in mathematics. In elementary school, students learn basic arithmetic operations before teaching algebra in junior high school.

Prerequisite sequencing is most obvious in mathematics but also shows up in language classes and sciences, as well.

Learning Hierarchy (Prerequisites) Analysis

So the assumption is we must understand the basics before can move on to more difficult skills. Prerequisite Sequencing is a foundational assumption of traditional instructional design. Most designers believe that basics must be mastered before moving onto more complex skills. Prerequisites analysis IS NOT A PROCEDURAL ANALYSIS. The tendency is to fall back into procedures. With prerequisites analysis, you are analyzing SKILLS.

Learning Hierarchy (Prerequisites) Analysis

So what is important is you must do A before you do B, because without A you cannot perform B

Learning Hierarchy (Prerequisites) Analysis

Prerequisite sequencing refers to intellectual skills. Gagne (1985): learning outcomes in the domain of intellectual skills are organized such that each depends on the mastery of simpler prerequisite skills (bottom-up sequence) see next slide

Learning Hierarchy (Prerequisites) AnalysisProblem solving

Rule Rule

Defined concept

Defined concept

Verbal information

Verbal information

http://classweb.gmu.edu/ndabbagh/Resources/IDKB/images/hierarchy_example.jpg

Translation of problems into algebraic expressionsTranslation of problems into algebraic expressions

Algebra problem solvingAlgebra problem solving

Technical Technical termsterms

Evaluation of simple algebraic expressions and formulaeEvaluation of simple algebraic expressions and formulae

Using letters to represent Using letters to represent numbersnumbers

Interpreting algebraic Interpreting algebraic notationsnotations

Four Four OperationsOperations

Whole numbers Whole numbers and integersand integers

People must comprehend information before they can classify concepts. People need to understand (classify) concepts before being able to apply rules and principles, and those rules and principles are prerequisite to solving problems. That is the essence of prerequisites analysis.

Many skills either benefit from or require the acquisition of more basic skills before learning more complex skills. Prerequisites analysis is the methods for identifying that sequence

Learning Hierarchy (Prerequisites) Analysis

LimitationsMuch of the contemporary research on situated learning and everyday cognition calls into question this assumption. Can you identify the prerequisites for all learning outcomes?

Learning Hierarchy (Prerequisites) Analysis

Begins by identifying the highest level (most complex) learning outcome that is sought and develops a hierarchy of prerequisite skills for that outcome.

1. Familiarize with the topic2. State the final learning outcome3. Identify the entering capabilities the learners have in

regard to the final learning outcome4. Identify first-level prerequisites5. Identify second-level prerequisites6. Identify third-level and subsequent level

prerequisites7. Determine how far to go in breaking down the

prerequisites (how do you know?)8. Construct the learning hierarchy (see slide 15)9. Verify the learning hierarchy (logically-asking yourself

questions or approach SME) or empirically-develop test items)

Individual interviewStructured group interviewDocumentation analysis (using wide range of documents)

Test fuel consumption

Select quickest rescue plan

Estimate time of rescue

Investigating rescue options

Identify rescue plan option

Test feasibility of rescue plan

Find the quickest way to rescue the eagle

Test landing area

Can be used in the design of constructivist learning environment. The below is an example (to remove a wounded eagle from the wilderness to the veterinary)

In your group, visit http://familydoctor.org/online/famdocen/home/common/cancer/treatment/721.html

Complete the following LHA diagram (next slide)Determine the prerequisites of the highest order skill presented in the next slide

Identifying the most appropriate

treatment for various types of

cancer

Add/delete boxes and arrows as needed

Now that you have done the activity, tell me this LHA can be meant for who? Trainee doctor? Consultant? Who else?What are the difficulties when conducting LHA?

23/4/20

You should take note of:The goals of TAThe different methods of TAHow to select task for TAWhich method to use How to conduct TA