Needs Analysis,
Task Analysis and
Learner Analysis
By: Jake Gordon
Needs Analysis
• Instruction is motivated by a need for change
• Externally motivated: i.e. the need to meet a
particular ...
Guiding Questions for a
Needs Analysis
• Some important questions are:
• What is the change being
requested/demanded/requi...
Formal vs. Informal
• Formal Needs Analysis involves gathering information from
multiple sources and gathering information...
Mager’s Approach to
Needs Analysis
• Heuristic to help instructional designers
determine what someone is currently doing
a...
Mager’s
Performance
Analysis
Morrison, Ross and Kemp’s “Needs
Assessment”
• A flow chart for conducting performance.
• Provides a more technical plans ...
Task Analysis
• Systematic process used by instructional
designers to determine what a learner needs
to learn or accomplis...
Different Models of Task
Analysis
• Content analysis
• Subject matter analysis
• Learning task analysis
Morrison, Ross and
Kemp on Task Analysis
• Defines the content requires to solve the
performance problem or alleviate a
pe...
Dick & Carey on Task
Analysis
• The process of identifying the skills and
knowledge that should be included in
instruction...
What Should Task
Analysis Answer?
• What is the task that a learner needs to be able to accomplish or
perform?
• What are ...
Learner Analysis
• Learner analysis is understanding the target
learners and determining in advance what they
can and will...
Different Approaches to
Learner Analysis
• Mager
• Dick & Carey
• Smith and Ragan
Learner Analysis for
Instructional Design
• Who are the intended learners for the instruction?
• What common traits do mem...
EDP332: Assignment 2.2 - Needs, Task and Learner Analysis By: Jake Gordon
EDP332: Assignment 2.2 - Needs, Task and Learner Analysis By: Jake Gordon
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EDP332: Assignment 2.2 - Needs, Task and Learner Analysis By: Jake Gordon

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EDP332: Assignment 2.2 - Needs, Task and Learner Analysis By: Jake Gordon

  1. 1. Needs Analysis, Task Analysis and Learner Analysis By: Jake Gordon
  2. 2. Needs Analysis • Instruction is motivated by a need for change • Externally motivated: i.e. the need to meet a particular standard in education or train workers in a specific skill • Internally motivated: i.e. address a problem or increase learners understanding of a subject area
  3. 3. Guiding Questions for a Needs Analysis • Some important questions are: • What is the change being requested/demanded/required? • Who is being asked to change (target learners)? • What is currently being done? • Where will this change need to take place? • What is the timeline for change?
  4. 4. Formal vs. Informal • Formal Needs Analysis involves gathering information from multiple sources and gathering information in multiple ways including: interviews, observations, reviewing materials, surveys, etc. • Informal Need Analysis: first-hand experience of the learning needs
  5. 5. Mager’s Approach to Needs Analysis • Heuristic to help instructional designers determine what someone is currently doing and what they need to be doing • Provides a flow chart for conducting analysis and provides a guide to key questions
  6. 6. Mager’s Performance Analysis
  7. 7. Morrison, Ross and Kemp’s “Needs Assessment” • A flow chart for conducting performance. • Provides a more technical plans for conducting a needs assessment . • 4 phases: Planning, Collecting Data, Analyzing the Data, Preparing final report. • They also have two other Needs Analysis methods: Goal Analysis and Performance Assessment examines whether the performance can should be remedied for instruction
  8. 8. Task Analysis • Systematic process used by instructional designers to determine what a learner needs to learn or accomplish by participating in instruction.
  9. 9. Different Models of Task Analysis • Content analysis • Subject matter analysis • Learning task analysis
  10. 10. Morrison, Ross and Kemp on Task Analysis • Defines the content requires to solve the performance problem or alleviate a performance need • Forces the educator to work through the individual students and identify subtle steps • Forces the designer to view the content from the learners’ perspective
  11. 11. Dick & Carey on Task Analysis • The process of identifying the skills and knowledge that should be included in instruction. • What exactly would learners be doing if they were demonstrating that they already could perform the goal?
  12. 12. What Should Task Analysis Answer? • What is the task that a learner needs to be able to accomplish or perform? • What are they key components of this task (what are the skills and knowledge learner needs in order to complete or perform the task)? • How will you determine whether a learner is able to complete the task?
  13. 13. Learner Analysis • Learner analysis is understanding the target learners and determining in advance what they can and will do is an essential part of any instructional design. • Instructional designers and educators must conduct evaluation for a group of learners
  14. 14. Different Approaches to Learner Analysis • Mager • Dick & Carey • Smith and Ragan
  15. 15. Learner Analysis for Instructional Design • Who are the intended learners for the instruction? • What common traits do members in the learning group possess? • What are the differences among the learners? • What are the achievements and general ability levels of the learners? • How do the learners feel about the organization/institution providing the training?

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