Transcript Needs Analysis Task Analysis : &

Instructional Design
The ID Process:
Needs Analysis & Task Analysis
(EDER 673 L.91 )
From Calgary
With
Asst. Professor
Eugene G. Kowch
Feb 27, 2003
(A synchronous meeting
using
Vclass Real-Time
AudioConference Technology
&
WebCT Course Spaces
&
The World Wide Web
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Agenda Feb 27
• Update: Where we are in the course
• Housekeeping
– Posting your ID Model for Peer Review & Feedback
– How is the technology working at your place?
• Needs Analysis: Seeing the “Views” from Several Theorists
– Dick & Carey / Rossett / Magliaro / Smith and Ragan / Reigeluth
– (from EDER 673 WebCT, WWW, & Vclass Materials)
• Task Analysis
– (from EDER 673 WebCT, WWW and Vclass Materials)
– Other optional resources (Views) on job analysis, content analysis and
competency analysis
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Poll 9
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Posting Your ID model for Peer Review
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Refer to my WebCT Email (Feb 26) for a guide…
Random Groups
Press “private” in a discussion thread Group (Group 01 to Group 06) to
find your group.
Post your ID Model stuff (attachments are possible) for others to
review.
Use the “Guide” to provide Peer feedback, hopefully by March 15th, to
all others in your group.
After all members have provided quality feedback to each group
member model (as designers helping development), the Groups could
then “open up” so everyone can provide feedback.
This is practice for creating and reporting your final ID model (major
assignment).
(Generous) development/design feedback offered in a group
setting can really help an instructional designer grow. This is a
core competency that all Instructional Designers require (AECT,
1994).
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Update: EDER 673
History of ID
ID Terminology
Instructional Design
Philosophies
Context based designs
ID Models: A peek
Learners and
Learning Theories
Needs Analysis
Task Analysis
SMCR/Feedback
Communication
Model
Media Selection
Ordering Content
(elaboration)
Evaluation
Motivation
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Gagne/Briggs
Rossett/
Tessmer/
Smith&Ragan/
Reigeluth/
Kazanas/
Shaumbagh
&Magliaro/
Dick & Carey/
Analyzing
Learners &
Contexts
Jonassen/
Gardner/
Gagne/Briggs
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Needs Analysis (Rossett in Anglin, 1995)
“A pound of analysis is worth a ton of solutions” (Dr. B. Clarke, 2003).
• Needs Analysis is an (ID person’s) first response to a problem.
• A problem is a gap between what “is” and what “should / could be”
Ought
Is
Gap
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Needs Analysis (Rossett in Anglin , 1995)
Design -> Development -> Use -> Evaluation
Analysis serves all stages in this Instruction Systems development
model.
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Five Purposes for Needs Assessment
1. Optimal Performance: How should they do X best?
2. Actual Performance: Why do they do X < best?
3. Feelings/Attitude: Why do they dislike/like doing X?
4. Causes (for the Gap in learning or performance)
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Lack of skill or knowledge
Environment / Organizational barriers
No incentives
No motivation
1. Values (lacking)
2. Confidence (lacking)
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Solutions: Instructional Interventions to close the gap.
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How to conduct a Needs Analysis ( 5 steps)
(Rossett in Anglin, 1995)
1.
2.
3.
Determine the causes
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Performance problems
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Affective problems
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Directives
Identify Sources (of the information you need)
Select Tools (to find the exact causes)
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Interview (supervisors, workers/teachers, learners)
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Observe (learners, workers: do actuals=optimals?)
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Cognitive perspective: are outcomes what we expect?
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Examine records (about performance / achievement)
Focus Groups (get an org. culture accord on optimals)
Surveys (cost effective measures.. Seek needs, proof of need, feelings,
demographics).
Conduct a Staged Needs Assessment
1. Meet with management / administration
2. Meet with the SME (subject matter expert)
3. Observe steps in the work flow / learning process
4. Meet with the solution - seeker to check your GAP determination
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How to conduct a Needs Analysis ( 5 steps)
(Rossett in Anglin , 1995)
5. Use findings to create a foundation for Instructional Design:
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Is training appropriate here (to fill this gap?)
Will it fit for this culture/group/person?
Other interventions that might work?
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Job aids
Supervisor training
Expert systems
Workstation redesign
Incentives
Restructuring
How will training / teaching be received?
Is the cost prohibitive?
Who will be responsible?
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Needs Analysis: (Shambaugh & Magliaro, 1997).
“An analysis activity that examines the instructional
problem, intended learners, and learning context”.
(Smith and Ragan cited in Shambaugh & Magliaro, 1993)
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…Is done before Design begins
….. Is an ongoing process
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Needs Analysis: (Shambaugh & Magliaro, 1997).
• Functions of a Needs Assessment
1. Confirm that the problem is an ID opportunity
– Is this project idea an instructional problem?
2. Discover the nature of what is to be learned
– Is there a solution embedded in MY idea?
3. Learn more about the learners in context
– Do you know all you need to know about your learners?
4. Understand the realities of the instructional context
– What are the realities surrounding the instructional problem?
5. Explore the issues surrounding the instructional problem
– What are some possible solutions?
6. Generate the (instructional and learning outcome) goals that will
guide designing.
• Based on this data, what should be done (to fill the gap)?
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Needs Analysis: 3 Steps (Shambaugh & Magliaro, 1997).
1. Describe your intent: The IDEAL
2. Gather Information: REALITY
1. What is known about the learning task?
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Task analysis
Ethnography
Structured questions, protocol analysis, displays, stats, docs
Who are your learners?
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Data analysis tools
Learner profiles
3. What are your resources and constraints?
3. Summarize and Revise your intent: GOALS
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Resources & Constraints
• Physical Factors
Instructional Environment
Facilities
Equipment
Instructional Lifespan
• Use Factors
Instructional Environment
Patterns of Use
Reasons for Use
Student-User characteristics
Leadership Characteristics
Supportive Environment
Site distribution
Management & Coordination
Seasons & Climate
Supportive Environment
Production Services
Storage & Delivery Services
Dissemination resources
Support Resources
From : Tessmer, M (1990). Environmental Analysis: A neglected stage of
instructional design. In Educational Technology Research & Development,
38(1), 55-64.
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Needs Analysis: 3 Steps (Shambaugh & Magliaro, 1997).
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Outline of a Needs Assessment (Report ;-)
1. Summarize your instructional problem
1. Confirm the problem
2. Describe the major issues characterizing the problem
3. Cite the resources of information and the tools used
2.
Describe your instructional solution (set)
1. List features addressing learning task or content
2. Include a learner profile
3. Include a context analysis
3.
Identify Major Goals that address the problem
1. Identify and prioritize goals
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What really needs to be done to fill the gap?
Prioritize the list and get buy-in from the leadership.
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Adieu for this week, EDER 673 !
Instructional Design
(iD)
Next Week (March 6- March 13)
Ordering and sequencing content:
Elaboration Theory (blueprinting)
Readings due for Next Class (March 6, 2003):
1. The Elaboration Theory: Guidance for Scope and Sequence Decisions. In C.
Reigeluth (Ed.), Instructional Design Theories and Models - An Overview and Current Status
(pp.425-454).
2. Read / Use The Interactive Powerpoint on this topic, available from the
Course Home Page.
From, Culnan, A. (2003). Elaboration Theory. Unpublished M.Ed. Ed Technology Assignment.
See the Home Page by Friday, 7 PM Feb. 28th for
more detail and reading resources on this topic -- beyond the class material covered tonight.
See the New Discussion Thread (Groups) in WebCT for your ID Model Peer Feedback
(Rubrics are attached in your email and in the new Thread)
http://www.ucalgary.ca/~ekowch/673/673home.html
Eugene G. Kowch
Assistant Professor of Educational Technology
© E. Kowch 2003
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