Transcript Analyzing Learners & Context

Analyzing Learners &
Context
Instructional Design : Analysis Phase
Unit1,Session 4
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Review:

Do a Needs Assessment to identify
instructional goals
Unit1,Session 4
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Review: Criteria for Estab. Instr.
Goals
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Will the instruction achieve the goal?
Are the goals acceptable to the boss?
Are there sufficient resources to develop
the instruction?
Is there enough time for learning?
How good is the designer?
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Review: Set a Goal
What do we want the learners to be able to
do?
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Review: Complete a Goal Analysis
Goal Analysis A two-part process used to identify all of the skills
and knowledge that should be included in the
instruction.
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Review: Part 1
The Goal Analysis
Step 1. Classify the goal according to the
type of learning outcome (domain of
learning)
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psychomotor, intellectual, verbal information,
attitudes
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Review: Part 1 (cont’d)
Step 2. Describe exactly what a student will
be doing when performing the goal
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using observable verbs like moving, painting,
etc.
Decide on the instructional content
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What’s going to be taught
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Review: Part 2
Identify Subordinate Skills
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For Intellectual or Psychomotor Goals Use
Hierarchical Approach
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For each step in the goal ask this question:
“ What must the student already know so that , this task
can be learned?”
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Yields one or more subordinate skills
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Review: Part 2 (cont’d)
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For lntellectual Skills
The subordinate skills should follow Gagne's
hierarchy
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higher-order rules
rules
concepts
discriminations
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Review: Part 2 (cont’d)
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For Verbal Information Skills Use Cluster
Analysis
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Identify the information needed to achieve the goal
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Review: Part 2 (cont’d)
For Attitude Goals ask two questions:
? Question # 1
“What must the learner do when exhibiting this
attitude?”
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answer is almost always psychomotor
or intellectual skill (hierarchical
analysis)
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Review: Part 2 (cont’d)
? Question # 2
“Why should the learner exhibit this attitude?”
the answer is usually verbal information
 analyzed using a separate cluster or
integrated into the basic hierarchical
analysis that was done in the first half
of the analysis
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Review: Part 2 (cont’d)
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Entry Behaviors
Identify steps in the procedure for relevant
entry behaviors and modify procedural and
goal analyses as necessary.
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New Content - Analyzing Learners
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Synonyms:
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“Target Population”
“Target Audience”
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Focus
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Characteristics of the learners
Context(s) in which the instruction will be
delivered
Context in which the skills will eventually be
used
Try-out learners
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specific group, i.e. college students, bakers, etc.
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Learner Characteristics
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Entering Behavior
Prior Knowledge of Topic
Attitude toward Content & Delivery System
Academic Motivation (ARCS)
Educational and Ability Levels
General Learning Preferences
Attitudes toward the Organization
Group Characteristics
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Context of Performance Setting
1. Managerial Support

little support, little or no skills transfer
2. Physical Aspects of the Workplace
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skills practiced in conditions similar to workplace
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Performance Setting (cont’d)
3. Social Aspects
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alone or in groups?
work independently or with direction?
most workers familiar with content or new to
everyone?
4. Relevance of the Skills to the Workplace
Constraints:
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physical, social, or motivational
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Collecting Data for Context Analysis
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At the site
Preplanned
May be unannounced
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Data for Context (cont’d)
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Purpose: Gather data
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utilize workers, managers
any source that will help
Output Document
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Description. of physical & organizational
environment
List of factors that may facilitate or interfere
with learner’s use of new skills
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Context of Learning Environment
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Determining “what is” and “what should
be”
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facilities, equipment, & resources
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Learning Environment (cont’d)
The “Cover Your Butt” phase, determine:
? is the site compatible with the instructional
mandates?
? is the instructional area adaptable to
simulate workplace performance?
? is the site adaptable for using a variety of
instructional training delivery approaches?
? what are the constraints present that may
affect the design & delivery of instruction?
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Collecting Data from Learning
Environment
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Similar to analysis of workplace
Purpose is to identify :
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available facilities
limitations of the settings
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Data from Learning Environment
(cont’d)
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Procedure:
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visit one or more sites
interview instructors, managers and learners
have prepared questions
obtain information about workers’ use of site
determine site limitations
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Data From Learning Environment
(cont’d)
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Output
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description of the extent to which the site can be
used to deliver training on skills that will be
required for transfer
list of any limitations
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Evaluation & Revision of the
Instructional Analysis
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One-on-one review of Instructional Analysis
with learners
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hear yourself explaining steps in the analysis
gauge learner reaction
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Summary
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In this session , we covered:
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the analysis of learners
performance context
and learning context
The next step is writing appropriate
performance objectives
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