EDUC 572: Week 4

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EDUC 572 Week 4

• Goal/Task Analysis

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Where are we now?

• You have completed your needs analysis and have
  determined that there is a performance deficiency
  that can be remedied with an instructional
  intervention.

• Now you will describe the performance goal you
  will aim for with the instructional intervention.
  What does a performance to standard look like?

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Task Analysis Purpose

• To identify the relevant steps for performing a
  goal
• To identify the subordinate skills required for a
  student to achieve the goal
• To form the blueprint for instructional design.

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Task Analysis Steps

• Review all documentation from observations,
  interviews and document study.
• Brainstorm the major steps of the task.
• Sequence them in performance order.
• Go back and review for missing steps.
• Describe the process to a non-performer to
  determine if he/she could do it from the
  description you have provided.

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Task Analysis Timing

• Follows the completion of a needs analysis
• Sometimes is done concurrently with a needs
  analysis
• Is always done before instructional design
• Becomes easier with experience and with
  recognizing shortcuts such as best sources of
  information depending on the learning domains.

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Task Analysis Sources

• Observation and interviews of performers
• Interviews of supervisors
• Review of task documentation
• Interviews with receivers/users of the output
• Documentation by the SME if it is the
  instructional designer

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Task Analysis Considerations

• Domains
• Types of knowledge
• Types of behaviors
• Environment including time, place, standards
• Prerequisite skills and knowledge
• ..

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Domains Gagné

• Psychomotor
• Cognitive/Intellectual
• Affective
• Verbal

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Types of Knowledge

• Declarative
• Procedural
• Conditional

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Declarative Knowledge

• Knowledge that something is the case
• Varies tremendously in topic and scope facts can
  be organized into sets, generalizations can be
  organized into theories and personal events can
  be organized into life histories.
• A child can know his/her address (declarative)
  but not how to get home (procedural), or whether
  to go home if it is raining (conditional).

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Procedural/Conditional Knowledge

• Procedural knowledge is more dynamic than
  declarative knowledge.
• Procedural knowledge is represented by an active
  type of representation called a production. A
  production has two clauses an IF clause and a
  THEN clause.

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• Procedural knowledge contains a conditional
  aspect what to do when and with the knowledge
  you have.

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Prerequisite Skills and Knowledge

• Can only be identified after the main goals are
  identified
• Must be broken down separately into skills and
  knowledge

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Types of Behaviors

• Sequence one step follows the previous in a
  necessary order until all steps are completed.
• Generalization several different stimuli can
  result in a similar response.
• Discrimination each stimuli calls for a
  different response.
• Combination two or more of the above occurring
  together.

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Review Task Analysis Considerations

• Domains
• Types of knowledge
• Types of behaviors
• Environment including time, place, standards
• Prerequisite skills and knowledge

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Steps of Task Analysis

• Review all documentation from observations,
  interviews and document study.
• Brainstorm the major steps of the task.
• Sequence them in performance order.
• Go back and review for missing steps.
• Describe the process to a non-performer to
  determine if he/she could do it from the
  description you have provided.

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Additional Considerations

• Attend to the entry level skills and knowledge of
  the population.
• Err on the side of less rather than more detail
  the first time around with task analysis. Details
  can be filled in after the sequence is complete.

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Draw a Dolphin Adults

• Make a backward C.
• Draw another C one-half inch to the left of the
  first C.
• Add two fins on the right side of the dolphin.
• Add two tail fins to connect the Cs at the
  bottom.
• Draw..

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Draw a Dolphin Children

• Lay a large piece of white paper on a table.
• Get crayons blue, gray, red and black.
• Dray a tiny C on the bottom of your paper.
• Now draw it backwards to practice.
• Now draw

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Example 1 Assemble an Aquarium

• Measure available space.
• Research fresh and salt water aquaria.
• If fresh is chosen, go to Step 7.
• If salt is chosen, go to Step 11.
• 5.

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Example 2 Planning a Dinner menu to meal

• Identify date, occasion, place, number of
  people, budget.
• Plan menu.
• List ingredients.
• Check ingredients on hand and those to be
  purchased.
• Get calculator and go to store.

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2 cont
4A
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2
3
4B1
4B2
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5
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Summary Goal/Task Analysis

• Purpose
• Timing
• Sources
• Considerations
• Examples
• Chart