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Instructional Design T he 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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  1. Instructional DesignThe ID Process:Needs Analysis & Task Analysis (EDER 673 L.91 )From Calgary With Asst. Professor Eugene G. KowchFeb 27, 2003(A synchronous meeting usingVclass Real-TimeAudioConference Technology &WebCT Course Spaces&The World Wide Web Check your connection speed…

  2. 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

  3. Poll 9

  4. Posting Your ID model for Peer Review • 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).

  5. Update: EDER 673 History of ID ID Terminology Instructional Design Philosophies SMCR/Feedback Communication Model Context based designs Learners and Learning Theories ID Models: A peek Needs Analysis Media Selection Task Analysis Ordering Content (elaboration) Evaluation Motivation

  6. Gagne/Briggs Analyzing Learners & Contexts Jonassen/ Gardner/ Gagne/Briggs Rossett/ Tessmer/ Smith&Ragan/ Reigeluth/ Kazanas/ Shaumbagh &Magliaro/ Dick & Carey/

  7. 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

  8. Needs Analysis (Rossett in Anglin , 1995) Design -> Development -> Use -> Evaluation Analysis serves all stages in this Instruction Systems development model. • Five Purposes for Needs Assessment • Optimal Performance: How should they do X best? • Actual Performance: Why do they do X < best? • Feelings/Attitude: Why do they dislike/like doing X? • Causes (for the Gap in learning or performance) • Lack of skill or knowledge • Environment / Organizational barriers • No incentives • No motivation • Values (lacking) • Confidence (lacking) • Solutions: Instructional Interventions to close the gap.

  9. How to conduct a Needs Analysis ( 5 steps)(Rossett in Anglin, 1995) • Determine the causes • Performance problems • Affective problems • Directives • Identify Sources (of the information you need) • Select Tools (to find the exact causes) • Interview (supervisors, workers/teachers, learners) • Observe (learners, workers: do actuals=optimals?) • Cognitive perspective: are outcomes what we expect? • 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 • Meet with management / administration • Meet with the SME (subject matter expert) • Observe steps in the work flow / learning process • Meet with the solution - seeker to check your GAP determination

  10. How to conduct a Needs Analysis ( 5 steps)(Rossett in Anglin , 1995) 5. Use findings to create a foundation for Instructional Design: • Is training appropriate here (to fill this gap?) • Will it fit for this culture/group/person? • Other interventions that might work? • Job aids • Supervisor training • Expert systems • Workstation redesign • Incentives • Restructuring • How will training / teaching be received? • Is the cost prohibitive? • Who will be responsible?

  11. 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) • …Is done before Design begins • ….. Is an ongoing process

  12. Needs Analysis: (Shambaugh & Magliaro, 1997). • Functionsof a Needs Assessment • Confirm that the problem is an ID opportunity • Is this project idea an instructional problem? • Discover the nature of what is to be learned • Is there a solution embedded in MY idea? • Learn more about the learners in context • Do you know all you need to know about your learners? • Understand the realities of the instructional context • What are the realities surrounding the instructional problem? • Explore the issues surrounding the instructional problem • What are some possible solutions? • Generate the (instructional and learning outcome) goals that will guide designing. • Based on this data, what should be done (to fill the gap)?

  13. Needs Analysis: 3 Steps (Shambaugh & Magliaro, 1997). • Describe your intent: The IDEAL • Gather Information: REALITY • What is known about the learning task? • Task analysis • Ethnography • Structured questions, protocol analysis, displays, stats, docs • Who are your learners? • Data analysis tools • Learner profiles • What are your resources and constraints? • Summarize and Revise your intent: GOALS

  14. From : Tessmer, M (1990). Environmental Analysis: A neglected stage of instructional design. In Educational Technology Research & Development, 38(1), 55-64. Resources & Constraints • Use Factors Instructional Environment Patterns of Use Reasons for Use Student-User characteristics Leadership Characteristics Supportive Environment Production Services Storage & Delivery Services Dissemination resources Support Resources • Physical Factors Instructional Environment Facilities Equipment Instructional Lifespan Supportive Environment Site distribution Management & Coordination Seasons & Climate

  15. Needs Analysis: 3 Steps (Shambaugh & Magliaro, 1997). • Outline of a Needs Assessment (Report ;-) • Summarize your instructional problem • Confirm the problem • Describe the major issues characterizing the problem • Cite the resources of information and the tools used • Describe your instructional solution (set) • List features addressing learning task or content • Include a learner profile • Include a context analysis • Identify Major Goals that address the problem • Identify and prioritize goals • What really needs to be done to fill the gap? • Prioritize the list and get buy-in from the leadership.

  16. 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.htmlEugene G. KowchAssistant Professor of Educational Technology

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