Chapter 5, Figure 1: Concept Example from Smith

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Learning Task Analysis
Chapter 5, from Smith Ragan, Instructional
Design, 2nd Edition
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Session Objective
Given two tasks, conduct a task analysis to
include the following components a. the
major steps of the task b. the relationships
among the steps c. tools and equipment
necessary to perform the task d. safety
concerns regarding performance of the tasks e.
the attitudes which are critical to performance
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Task Analysis
1. Write an instructional goal 2. Determine
type(s) of learning of goal 3. Conduct an
information processing analysis of goal 4.
Conduct a prerequisite analysis determine
types of outcomes 5. Write objectives for goal
and prerequisites
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Instructional Goals
From needs assessment Stated in performance
terms What learners should be able to do at
the conclusion of course or unit Example
When given a broken VCR with one of eight
possible malfunctions, the learner can
locate the malfunction and
repair it. Nonexample Given a malfunctioning
VCR, the learner will
understand how to repair it.
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More Examples
Example When given relevant information and
the purpose of a business
letter, the learner will be able to
write an appropriate business letter. Nonexample
When given a videotape lesson, the learner
will watch a demonstration
of using a word processor to write a business
letter.
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What Do You Think?
1. Students will hear lectures and attend
discussions on future trends in technology,
philosophy, and business. 2. The student will
understand the procedure for applying for
welfare. 3. The student will administer an
allergy injection following techniques for
sterile conditions.
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Types of Learning

• 1. Psychomotor skills
• 2. Verbal information
• Intellectual skills
• 4. Attitudes
• 5. Cognitive strategies

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Types of Learning Outcomes
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Advantages to IdentifyingType of Learning
1. Suggests/Confirms task analysis 2.
Identifies prerequisites 3. Suggests form of
objectives 4. Suggests form of assessments 5.
Suggests appropriate instructional strategies
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Psychomotor Skills
Learning "new" muscular activities, characterized
by smooth execution and precise
timing. Examples Doing a swan dive
Executing CPR Typing Driving a standard
transmission car
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Declarative Knowledge
Learning to list, state, describe, explain,
recall, or recite either verbatim or "in own
words." Examples
Summarizing and describing the major periods
in music history Matching acronyms to
phrases that they represent. Listing the tools
needed to repair VCR. Matching symptoms to
stages of Alzheimer's.
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Intellectual Skills -- Concepts
Learning to recognize, categorize, or identify
not previously encountered examples and
non-examples of specific ideas, objects, or
events. Examples Identify a chord as
minor/major. Recognize a "who-done-it"
mystery. Recognize odor of natural gas.
Categorize verbal statements as directive,
non-directive, or inappropriate.
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Chapter 5, Figure 1 Concept Example
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Intellectual Skills -- Principles/Procedures
Learning to . . .

Assess situation and determine which rules or
principles are appropriate. Predict,
explain, or control environment. Apply a
procedure.
Examples Using correct grammar.
Predicting effects of heat on balloon.
Calculating countable monthly income.
Completing application. Determining
eligibility.
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Intellectual Skills -- Problem-solving
Learning to assess problem situation
determine which rules applicable apply
rules accurately and in correct sequence
determine if problem solved adequately
Examples Writing a nursing care plan.
Devising an advertising campaign.
Trouble-shooting broken equipment.
Interviewing a client.
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Attitudes
Learning to . . . Perform desired behavior
(intellectual skill) Choose to perform
behavior in appropriate context. Examples
Choosing to settle arguments with negotiation
rather than violence. Choosing to vote.
Choosing to wear seatbelt.
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What Do You Think?
Which type of learning are the following?
Participant can select the beakers from a set of
lab equipment. Learner can type 60 wpm.
Parent chooses to use positive reinforcement
rather than punishment. Learner can correct
a sentence so that subject and verb agree.
Participant can apply the Heimlich maneuver.
Learner can state number of compressions to
number of breaths in CPR. Participant can
locate source of problem in a VCR.
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Ponder and Discuss
Give an example of each of the following from
your own training area. Be prepared to explain
your categorization. verbal information
psychomotor skill concept rule problem
solving attitude
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Intellectual Skills -- Relationships
p-s
rule
rule
rule
c
c
c
c
c
c
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Conduct an Info Processing Analysis
1. Write a sample assessment question for
goal. 2. Give problem to experts -- observe and
question 3. Identify common steps 4. Identify
shortest route simplifying conditions 5. Note
factors that make solution more complex 6.
Select circumstances (simple or complex that fit
goal and audience) 7. List steps and
decision points for goal 8. Confirm analysis
with experts
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Chapter 5, Fig. 2 Information-Processing
Analysis for a Concept
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Chapter 5, Fig. 3 Information-Processing
Analysis for a Relational Rule
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Chapter 5, Fig. 4 Information-Processing
Analysis for a Procedural Rule
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Chapter 5, Fig. 5 Information-Processing
Analysis for a Higher-Order Rule
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Chapter 5, Fig. 6 Information-Processing
Analysis for Verbal Information
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Chapter 5, Fig. 7 General Information-Processing
Analysis for Attitudes
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Chapter 5, Fig. 8 Information-Processing
Analysis for Nonviolent Dispute Resolution
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Chapter 5, Fig. 9 Psychomotor Skill
Information-Processing Analysis
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Chapter 5, Fig. 10 Cognitive Strategy
Information-Processing Analysis
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Chapter 5, Fig. 11 Prerequisite Analysis
Finding a Journal Article Using ERIC
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Chapter 5, Fig. 12 Part 1 of a Prerequisite
Analysis of the Concept "Rhombus"
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Chapter 5, Fig. 13 Part 2 of a Prerequisite
Analysis of the Concept "Rhombus"
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Chapter 5, Fig. 14 Summary Diagram