Analysis

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Analysis

• Dr. Talal Maghrabi

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Introduction

• A small educational software company, First Try
  Software, Inc. decided to build their first
  project, a computer-based package on fractions
  (Fraction Fever) to market to public schools
  throughout the country.
• The programmers spent hundreds of hours in
  developing novel instructional games to help
  students learn all about fractions.
• They used the ALVIRA personal computer system and
  made the software compatible with its operating
  system only. ALVIRA was a new system sold with a
  wide range of options, including exceptional
  display, memory, and networking capacity.
• The First Try developers used clever input
  formats, such as a light pen and a graphics
  tablet. They used color to highlight the parts of
  the display on which learners should focus.

P. Smith and T. Ragan, Instructional Design, 2nd
Ed, John Wiley Sons, P. 31
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Introduction (Cont.)

• They also used ALVIRAs unique high-speed laser
  optic networking to enable real-time 3-D graphic
  rendering across all workstations in a
  client-server relationship.
• They paid a team of programmers a great deal of
  money to code the instruction using a terribly
  sophisticated authoring environment. They
  invested the remainder of their resources in
  slick packaging and lots of advertising.
• Much to the developers surprise and
  disappointment Fraction Fever didnt sell. A few
  months later they attended a regional computer
  conference and spoke to some teachers to whom
  they loaned their fractions package in return for
  the teachers evaluation and reports about the
  software.
• What information did they gain from the
  teachers comments?

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Introduction (Cont.)

• The novel approach that they used to teach
  fractions was contrary to the popular math
  educational theory of the day. Teachers
  especially enjoyed teaching fractions with a
  hands-on approach, and they felt that this
  approach was successful.
• Few schools had the ALVIRA system most had Macs
  or IBMs.
• They also found that of the few ALVIRA systems in
  use in schools, many did not have color monitors
  or input devices such as graphics tablets and
  light pens, and few had installed the laser-optic
  network.

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Introduction (Cont.)

• In schools where Fraction Fever could be used,
  teachers reported that the students learned a lot
  about the rules of the games in the software but
  very little about fractions.
• Many students were unable to use the software
  because the developers had assumed that they were
  skilled in determining the least common
  denominator, and many students were not competent
  in this skill.
• Some students reported that the games were too
  cute and that the characters used in the games
  were insulting.

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Introduction (Cont.)

• First Try had learned a painful lesson about
  instructional design.
• Instructional Designers must be clever
  investigators, examining the characteristics of
  the potential users, the learning environments,
  the perceived need for the instruction, and the
  instructional task before investing time and
  resources in the costly production of
  instructional materials.

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Course Analysis
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Course Analysis

• This process consists of the following tasks
• Identifying the Instructional Probelm
• Identifying the Learner Characterstics
• Performing Task Analysis
• Defining the Instructional Objectives

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Analysis in Instructional Design
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Instructional Problems

• The gap between actual learners state and the
  desired learners state of knowledge or skills.
• Determines if the gap can be eliminated through
  an effective instructional program.

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Instructional Problems (Cont.)

• The instructional problem for the course under
  development is best stated if its goal can be
  clearly defined.
• Start the design only if you know what is the
  problem the instruction is supposed to solve
• In the organization / institution / context

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Instructional Problems (Cont.)

• Example Goal 1
• Given a malfunctioning VCR, the learners will
  understand how to repair it.
• This is an example of an ambiguous and,
  therefore, preliminary learning goal because it
  does not tell what the learners would do to
  demonstrate that they understand.
• Do they need to be able to explain how to repair
  a VCR?
• Do they need to be able to recognize the parts
  and functions of a VCR?
• Do they need to be able to actually fix a VCR?
• Better Goal
• When given a broken VCR with one of four possible
  malfunctions, the learner will be able to locate
  the malfunction and repair it.

P. Smith and T. Ragan, Instructional Design, 2nd
Ed, John Wiley Sons, P. 64
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Instructional Problems (Cont.)

• Example Goal 2
• When given a videotape lesson, the learner will
  watch a demonstration of VCR repair.
• This goal does not describe what learners should
  be able to do after instruction. It describes a
  learning activity that the learner will complete
  while learning. At this point, the designer is
  not ready to make decisions yet about how to
  teach he is still trying to determine what to
  teach.
• Remember, a goal describes what learners should
  be able to do after instruction.
• In general, the effort of being specific cannot
  be avoided if it is not made during goal
  specification, it must be made at later stages of
  the design process, such as when designing
  assessment instruments or narrowing the content
  to be included.

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Instructional Problem (Cont.)

• Example - EE 203
• GOAL
• Upon completing this course the student should
  be able to analyze and design simple electronic
  circuits

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Exercise

• Take 5 minutes to write down the Goal of the
  course that you and your team are designing

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Learner Characteristics

• Any instruction is effective only if it is
  tailored to its target (The Learner)
• We need to identify the following
• General characterstics such as Identity,
  Culture, Age, Previous knowledge, Attitude,
  motivation, etc.
• Knowledge Skills needed by the learner here

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Learner Characteristics (Cont.)

• Example - EE 203
• Learner Characteristics
• Third year college student with EE, SE or COE
  Major
• Should have basic knowledge in computer and
  Internet use
• Could be on-campus or off-campus

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Task Analysis
Task analysis for instructional design is a
process of analyzing and articulating the kind of
learning that you expect the learners to know how
to perform(Jonassen, Tessmer, Hannum, 1999,
p.3).
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Task Analysis (Cont.)

• Identify what learner needs to learn
• Acquisition of Information (Knowledge)
• Improvement of performance (Skills)
• Define and describe in detail
• Tasks
• Sub-tasks
• Resources required
• Technology, tools, materials, and supplies

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Task Analysis (Cont.)

• What knowledge/skill is required to solve the
  instructional problem?
• We need to identify the following
• Knowleged and/or skills that should be learned
• Technology Analysis
• Instructors Information
• Available resources
• Etc.

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Task Analysis (Cont.)

• Example - EE 203
• Topics to be covered
• Diodes
• Bipolar Junction Transistor (BJT)
• Field Effect Transistor (FET)
• Digital Circuits
• Differential Amplifiers
• Skills to be taught
• Using SPICE software for circuits analysis
  design
• Analysis and design of circuits

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Task Analysis (Cont.)

• Example - EE 203
• Technology / Resources needed
• SPICE Software
• WebCT Software Support
• Authorware authoring tool
• PC/Internet Access

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Exercise

• Take 15 minutes and use the given template to
  finalize the analysis of the course you started
  in this session.

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Instructional Objectives (Cont.)

• The expected learning outcomes from the point of
  view of the learner
• What should be taught? (content)
• How could it be taught (instruction)
• What should be evaluated? (evaluation)
• How to keep consistency among all the elements?
  (alignment)

(Anderson Krathwohl 2001)
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Instructional Objectives

• Objectives at various levels
• Global (Course Objectives)
• Specific (Instructional Unit Objectives)
• Learning Objectives are based on
• Cognitive Processes (Behavior)
• Knowledge
• State objectives with the learner in focus
• After completing this course student will be able
  to

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Instructional Objectives (Cont)

• Objectives should be
• Clear to you and to the design team
• Shared
• Precise enough to
• Select the topics of the instruction
• Define assessment
• Evaluate if the instruction achieved them

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Instructional Objectives (Cont)
Objectives Grid
(Anderson Krathwohl 2001)
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Instructional Objectives (Cont)

• Example - EE 203
• By the end of this course, students will be able
  to
• O1. Identify the basic electronics components
  (diode, transistor).
• O2. Recognize basic operation of diode and
  transistor.
• O3. Analyze analog electronic circuit.
• O4. Design and build analog electronic circuit.
• O5. Recognize useful applications of circuits.
• O6. Design basic digital circuits.

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Instructional Objectives (Cont)
Example - EE 203
O1
O2
O4
O6
O1. Identify the basic electronics components
(diode, transistor). O2. Recognize basic
operation of diode and transistor. O3. Analyze
analog electronic circuit. O4. Design and build
analog electronic circuit. O5. Recognize useful
applications of circuits. O6. Design basic
digital circuits.
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Exercise

• Take 15 minutes to write down the objectives of
  the course you and your team are designing.
• Then map these objectives you identified earlier
  to the Objectives Grid.

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Analysis ID Process
PROBLEM
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Additional Resources

• http//classweb.gmu.edu/ndabbagh/Resources/IDKB/t
  askanalysis2.htm
• http//host3.cvc4.org/conversion