Methods: (Prerequisites) Analysis

Dr. Lee Chwee Beng [email protected]

67903285

Recap

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)

Instructional and Guided Learning Analysis Methods

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 methods

Learning Hierarchy Analysis

Information Processing Analysis Learning Contingency Analysis

Learning Hierarchy (Prerequisites) Analysis

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 relationship

Lower-level skills are prerequisites to the higher level skill.

Task A Task B Task D Task C Task D is a prerequisite to Task B

Learning Hierarchy (Prerequisites) Analysis 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.

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) Analysis Problem solving Rule Rule Defined concept Defined concept Verbal information Verbal information

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

Algebra problem solving Translation of problems into algebraic expressions Evaluation of simple algebraic expressions and formulae

Using letters to represent numbers Four Operations Interpreting algebraic notations Technical terms Whole numbers and integers

Learning Hierarchy (Prerequisites) Analysis 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 Limitations Much of the contemporary research on situated learning and everyday cognition calls into question this assumption. Can you identify the prerequisites for all learning outcomes?

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 topic 2. State the final

learning outcome

3. Identify the

entering capabilities

the learners have in regard to the final learning outcome 4. Identify

first-level prerequisites

5. Identify

second-level prerequisites

6. Identify

third-level

and

subsequent level

prerequisites 7. 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 interview Structured group interview Documentation analysis (using wide range of documents)

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) Find the quickest way to rescue the eagle Select quickest rescue plan Investigating rescue options Identify rescue plan option Test feasibility of rescue plan Estimate time of rescue Test landing area Test fuel consumption

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?

You should take note of: The goals of TA The different methods of TA How to select task for TA Which method to use How to conduct TA 2020/4/28