Analysis

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A.D.D.I.E. workshop presentation on Analysis for an Academic Impressions Conference "A Comprehensive Approach to Designing Online"

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  • Analysis

    1. 1. Analysis: Taking Stock of What you Know Academic Impressions Conference December 2-4, 2007, Austin, TX Patricia McGee [email_address]
    2. 3. the case 2
    3. 4. <ul><li>What do you know? </li></ul><ul><li>What more do you need to know? </li></ul>
    4. 5. What is analysis? <ul><li>Identifying a need </li></ul><ul><li>Articulating goals </li></ul><ul><li>Analyzing tasks </li></ul><ul><li>Describing the learning context </li></ul><ul><li>Understanding the learner </li></ul>1
    5. 6. determining a need
    6. 7. What is the need? <ul><li>needs assessment identifies… </li></ul><ul><ul><li>Normative need </li></ul></ul><ul><ul><li>Felt need </li></ul></ul><ul><ul><li>Expressed or demanded need </li></ul></ul><ul><ul><li>Comparative need </li></ul></ul><ul><ul><li>Anticipated or future need </li></ul></ul>3
    7. 8. Needs analysis to task analysis <ul><li>Identify learning goal (s) through a front end needs analysis. </li></ul><ul><li>Identify tasks associated with the goals through a task analysis. </li></ul>4
    8. 9. Identifying instructional goals <ul><li>Higher education - goals come from? </li></ul><ul><li>In other venues goals come from: </li></ul><ul><ul><li>Subject matter expertise (SME) </li></ul></ul><ul><ul><li>Performance indicators </li></ul></ul>6
    9. 10. <ul><li>Who are the learners? Students </li></ul><ul><li>What is the high level knowledge, skill or ability that they will learn? Specific facts, procedures, concepts, principles </li></ul><ul><ul><li>Learners will interpret the impact of domestic economic policies on environmental issues </li></ul></ul>Goals answer…
    10. 11. Determining goals <ul><li>Review case </li></ul><ul><li>Consider case outcomes (handout) </li></ul><ul><li>Group outcomes by related topics </li></ul><ul><li>Write a goal for each group of outcomes and record for use in the Design Phase </li></ul>
    11. 12. task analysis
    12. 13. Goals = what tasks? <ul><li>Analyze by… </li></ul><ul><li>Hierarchical Task Analysis </li></ul><ul><li>IF and THEN Analysis </li></ul><ul><li>Model Based Analysis </li></ul><ul><li>Cognitive Task Analysis </li></ul><ul><li>Information Processing Analysis </li></ul>
    13. 14. the good news
    14. 15. the context
    15. 16. What should you consider? <ul><li>Discuss case context cards one at a time. </li></ul><ul><li>Make a list for each of the 7 areas. noted in the Case Context cards. </li></ul><ul><li>Post to wiki under Considering the Context. </li></ul>w i k i
    16. 17. the learner
    17. 18. Generations at Work 1922-1943 1944-1960 1961-1980 1981-2000 Nexters or Millennials Veterans or Traditionalists Baby Boomers Gen Xers Retiring from the work force 63-84 years old Middle to end work force 46-62 years old Beginning to mid work force 26-45 years old In K-20 education system 6-25 years old Sara McNeil, 2005
    18. 19. From: Smith, P.L. & Ragan, T.J. (2005), Instructional Design, 3rd Edition , p. 60. Hoboken, NJ: Wiley.
    19. 20. Learner avatars <ul><li>What are the characteristics of the learners? </li></ul><ul><li>What more might we need to know about the learners? </li></ul><ul><li>Can the learners be grouped into difference categories? If so, how can we label these? </li></ul><ul><li>What are the top five instructional </li></ul><ul><li>needs of these learners? </li></ul><ul><li>Save in Word Doc. </li></ul>7 w i k i
    20. 21. Summing up… <ul><li>What are most important factors that will impact development? </li></ul><ul><li>Who needs to be involved throughout process? </li></ul>
    21. 22. questions?
    22. 23. LUNCH!

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