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WEEK 4 INSTRUCTIONAL OBJECTIVES, TASK ANALYSIS
DEFINITION -  TASK ANALYSIS for ID <ul><li>The most critical step in the instructional design process. </li></ul><ul><li>1...
The Purpose <ul><li>Why using Task Analysis in ID? </li></ul><ul><li>Determine the instructional goals and objectives. </l...
Procedural Analysis <ul><li>Use to analyze tasks by identifying  the steps required to complete them. </li></ul><ul><li>Th...
The Flowcharts <ul><li>Flowcharting has a language of its own. The following are the generally accepted conventions for fl...
DEFINITION -  INSTRUCTIONAL OBJECTIVES <ul><li>Are basically statements which clearly describe an anticipated learning out...
INSTRUCTIONAL OBJECTIVES  (cont) <ul><li>…  specific  - should describe precisely what the learner is expected to do. </li...
3 Objective Domains <ul><li>Cognitive Domain  - concerning information or knowledge, naming, solving and predicting  and o...
Cognitive Domain <ul><li>concerning information or knowledge, naming, solving and predicting  and other intellectual aspec...
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Io And Task Analysis

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Week 4 - Lecture Notes

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Transcript of "Io And Task Analysis"

  1. 1. WEEK 4 INSTRUCTIONAL OBJECTIVES, TASK ANALYSIS
  2. 2. DEFINITION - TASK ANALYSIS for ID <ul><li>The most critical step in the instructional design process. </li></ul><ul><li>1st step in the design of any instruction is a task analysis to determine what should be taught. (Polson, 1993) </li></ul><ul><li>A process of analyzing and articulating the kind of learning that you expect the learners to know how to perform. </li></ul>
  3. 3. The Purpose <ul><li>Why using Task Analysis in ID? </li></ul><ul><li>Determine the instructional goals and objectives. </li></ul><ul><li>Define and describe the task and subtasks - student will perform. </li></ul><ul><li>Select learning outcomes - suitable for instructional development. </li></ul><ul><li>Prioritize and sequence tasks </li></ul><ul><li>Determine instructional activities and strategies that foster learning. </li></ul><ul><li>select appropriate media and learning environments </li></ul><ul><li>Construct performance assessment and evaluation. </li></ul>
  4. 4. Procedural Analysis <ul><li>Use to analyze tasks by identifying the steps required to complete them. </li></ul><ul><li>The process breaks tasks into the size of steps needed for learning. </li></ul><ul><li>Usually designers are using flowcharts to break the tasks into steps. </li></ul>
  5. 5. The Flowcharts <ul><li>Flowcharting has a language of its own. The following are the generally accepted conventions for flowcharting. (Seels & Glasgow, 1990) </li></ul>Start/End symbol Input/output Process Decision
  6. 6. DEFINITION - INSTRUCTIONAL OBJECTIVES <ul><li>Are basically statements which clearly describe an anticipated learning outcome. </li></ul><ul><li>Objectives are specific , outcome based , measurable and describe the learner’s behavior after instruction. </li></ul>
  7. 7. INSTRUCTIONAL OBJECTIVES (cont) <ul><li>… specific - should describe precisely what the learner is expected to do. </li></ul><ul><li>… outcome based - going to state what the learner should be able to do after the instruction. </li></ul><ul><li>… measurable - should describe learning outcomes that can be measured, should be seen or heard. </li></ul><ul><li>… describe student behaviors - should relate what the student should be able to do after the instruction. </li></ul>
  8. 8. 3 Objective Domains <ul><li>Cognitive Domain - concerning information or knowledge, naming, solving and predicting and other intellectual aspects of learning. </li></ul><ul><li>Psychomotor Domain - encompasses the skill requiring the use and coordination of skeletal muscle - physical activities. </li></ul><ul><li>Affective Domain - concerning attitudes, appreciations, values and emotions; enjoying and respecting </li></ul>Classified according to level of learning, Benjamin Bloom has created these 3 domains:
  9. 9. Cognitive Domain <ul><li>concerning information or knowledge, naming, solving and predicting and other intellectual aspects of learning. </li></ul><ul><li>Under this domain, Bloom and his associates (1956) developed a widely used of Taxonomy called Bloom Taxonomy - labels from the lowest cognitive level to the highest level. </li></ul><ul><ul><li>Knowledge </li></ul></ul><ul><ul><li>Comprehension </li></ul></ul><ul><ul><li>Application </li></ul></ul><ul><ul><li>Analysis </li></ul></ul><ul><ul><li>Synthesis </li></ul></ul><ul><ul><li>evaluation </li></ul></ul>
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