1. Why is learning task analysis important? How to do learning task analysis? What can the outcomes of the learning task analysis help us in instructional design? The importance of a learning task analysis Task analysis for instructional design is an important process for it entails the analysis and articulation of the kind of learning that an instructor expects of his learners and thus he or she gets the professional command on how to perform his or her instructions. Precisely, learning task analysis helps the tutor or the instructional designer to: set right the instructional goals and objectives, break down the tasks so that the student can understand them better, establish and select the most appropriate instructional goals and objectives as well as setting the priority right for the tasks’ sequence. The instructional designer is also able to establish right the instructional activities and strategies to foster effective learning, select the appropriate learner and media environments. How to carry out learning task analysis In order for an instructor to carry out effective learning task analysis procedure, he ought to understand the rule of the game by having the requirements at his or her fingertips. Generally, a typical learning analysis can be performed as follows: the designer has to classify tasks in accordance to learning outcomes, generate an appropriate and an optimal task list, select the tasks, decompose them and organize them in an appropriate order. The importance of the outcomes of the learning task analysis in instructional design The outcomes of the learning task analysis, serve as the end point for self-evaluation by the designer based on the learners’ performance. This way, the design learns on the strength or weaknesses of the instruction; which in turn act as a future reference. How do you know when you have gone deep enough in your subordinate task analysis? From the authors Dick, Carey, and Carey (2009), the designer is able to establish whether he or she had done an in-depth subordinate task analysis by reflecting on the outcome of the learning skills as indicated by the learner’s capability. Good performance is indicative of a thorough such process. In addition to this, knowing if I have gone deep enough in my subordinate task analysis can also is assessed from how properly I carry out the procedural analysis, cluster analysis, analysis techniques for attitude goals, analysis techniques for combination domains, and entry skill. This has to be done comprehensively. Reference Dick, W., Carey, L., & Carey, J. O. (2009). The Systematic Design of Instruction (7th ed.). Upper Saddle River, NJ: Pearson. 1.  Why is the learning task analysis important? In any instructional design, the learning task analysis is a critical step. It entails the breakdown of the learning instruction by the instructional designer and allows the designer to completely dissect each learning goal into steps which helps determine exactly what ne ...

1. 1. Why is learning task analysis important? How to do learning
task analysis? What can the outcomes of the learning task
analysis help us in instructional design? The importance of a
learning task analysis
Task analysis for instructional design is an important process
for it entails the analysis and articulation of the kind of learning
that an instructor expects of his learners and thus he or she gets
the professional command on how to perform his or her
instructions. Precisely, learning task analysis helps the tutor or
the instructional designer to: set right the instructional goals
and objectives, break down the tasks so that the student can
understand them better, establish and select the most
appropriate instructional goals and objectives as well as setting
the priority right for the tasks’ sequence. The instructional
designer is also able to establish right the instructional
activities and strategies to foster effective learning, select the
appropriate learner and media environments.
How to carry out learning task analysis
In order for an instructor to carry out effective learning task
analysis procedure, he ought to understand the rule of the game
by having the requirements at his or her fingertips. Generally, a
typical learning analysis can be performed as follows: the
designer has to classify tasks in accordance to learning
outcomes, generate an appropriate and an optimal task list,
select the tasks, decompose them and organize them in an
appropriate order.
The importance of the outcomes of the learning task analysis in
instructional design
The outcomes of the learning task analysis, serve as the end
point for self-evaluation by the designer based on the learners’
performance. This way, the design learns on the strength or
weaknesses of the instruction; which in turn act as a future
reference.
How do you know when you have gone deep enough in your

2. subordinate task analysis?
From the authors Dick, Carey, and Carey (2009), the designer is
able to establish whether he or she had done an in-depth
subordinate task analysis by reflecting on the outcome of the
learning skills as indicated by the learner’s capability. Good
performance is indicative of a thorough such process. In
addition to this, knowing if I have gone deep enough in my
subordinate task analysis can also is assessed from how
properly I carry out the procedural analysis, cluster analysis,
analysis techniques for attitude goals, analysis techniques for
combination domains, and entry skill. This has to be done
comprehensively.
Reference
Dick, W., Carey, L., & Carey, J. O. (2009). The Systematic
Design of Instruction (7th ed.). Upper Saddle River, NJ:
Pearson.
1. Why is the learning task analysis important?
In any instructional design, the learning task analysis is a
critical step. It entails the breakdown of the learning instruction
by the instructional designer and allows the designer to
completely dissect each learning goal into steps which helps
determine exactly what needs to be learned and which areas of
learning will be required. In many cases, this step also helps
designers to narrow down the precise areas of learning that will
need the most focus and brings clarity to the design model.
Proper completion of the learning task analysis will also help
the designer to sequence the learning in the most appropriate
manner. It should be appreciated that, as the skills are
simplified more and more, the more independent the learner
becomes and gradually, he or she becomes increasingly able to
perform larger skills
How to complete a learning task analysis?
First and foremost, completing a learning task analysis is to
fully understand and state the learning goal. Depending on

3. which type of learning outcome is required, the goal may be
simply stated or may require a more complex analysis. Once
the designer breaks down all requisite steps to complete the
learning goal, a flow chart is utilized to offer a visual tool for
the designer. The flow chart shows all learning elements
required to successfully complete the learning goal.
What can the outcomes of the learning task analysis help us
with in instructional design?
The outcomes of the instructional designer efforts are a
reflection of how good or fair the instructions are. They show
any gaps or other issues (particularly regarding what the
learners are capable of prior to beginning the instruction) in the
steps required to complete the instruction.
2. How do you know when you have gone deep enough in your
subordinate task analysis?
Under the subordinate task analysis phase, the designer analyses
each of the goals set. This analysis is done in depth to assure
that both the steps and the sub steps of the goal(s) are captured
and assessed. Steps and sub-steps refer to the supporting
information that the learners require. This subordinate task
analysis aims at determining the prerequisite knowledge which a
learner must possess to be able to adequately perform.
Generally speaking, the designer should have a thorough
understanding of the basic skills expected of the learner prior to
entry into instruction. Upon checking through the outcome of
the learning skill analysis with reference on the learners’
performance, satisfactory performance indicates a thorough
undertaking by the designer on the subordinate skills analysis
References
Dick, W., Carey, L., & Carey, J. O. (2009). The Systematic
Design of Instruction (7th ed.). Upper Saddle River, NJ:
Pearson.
1. Why is learning task analysis important? How to do learning

4. task analysis? What can the outcomes of the learning task
analysis help us in instructional design? The importance of a
learning task analysis
In a modest form, a learning task analysis can be defined as the
process of decomposing down a skill, usually a complex one,
into smaller and more manageable steps and sub-steps by an
instructional designer in order to teach the learners tactfully.
This depends on how best the tutor prepares the instructions.
According to Dick, Carey, and Carey (2009), the process entails
proper articulation of the instructions, which the instructional
designer feel best for his or her learners. the instructor is able
to set right the instructional goals and objectives, select the
most appropriate instructional goals and objectives as well as
setting the priority right for the tasks sequence and establish
right the instructional activities and strategies to foster
effective learning, select the appropriate learner and media
environments and construct well thought out performance
assessments and evaluation criteria.
How to complete a learning task analysis
Provided that an instructional designer has understood the
learning task analysis process in good way, the task analysis can
be carried out as follows: one has to classify task in accordance
to learning outcomes, generate a task list, select task in order of
importance and feasibility. The instructional designer must also
decompose the task into well simplified steps and sub-steps.
He/she should also organize the in a sequential manner for
cohesiveness of the learning process.
2. How do you know when you have gone deep enough in your
subordinate task analysis?
Essentially, subordinate task analysis aims at evaluating the
feasibility of the instructions as set by the instructional
designer. Thus, for the designer to ascertain the depth of the
subordinate task, he or she mostly rely on the outcomes of the
learning process for the designer to effectively evaluate the
instructions. under the subordinate task analysis phase, the
designer analyses each of the goals set. This analysis is done in

5. depth to assure that both the steps and the sub steps of the
goal(s) are captured and assessed. By reflecting on the outcome
of the learning skills as indicated by the learner’s capability,
the instructor can know with exactness the scope of the
analysis. Good performance is an indicator of thorough
subordinate task Analysis.
Reference
Dick, W., Carey, L., & Carey, J. O. (2009). The Systematic
Design of Instruction (7th ed.). Upper Saddle River, NJ:
Pearson.
1. Why is learning task analysis important? How to do learning
task analysis? What can the outcomes of the learning task
analysis help us in instructional design? The importance of a
learning task analysis
For instructional design, task analysis is an important process.
First and foremost, a learning task analysis offers the
instructional designer the skills to articulate effectively the kind
of learning that he or she expects of his/her learners and thus
the instructor is advantaged to have the professional command
on how best to perform his or her instructions. According to
Dick, Carey, and Carey (2009), a learning task analysis helps
the tutor or the instructional designer to: set right the
instructional goals and objectives break down the tasks so that
the students can understand them better. The instructional
designer is also placed at the advantage of being able to
establish and select the most appropriate and even the effective
most instructional goals. He or she is uniquely able to set right
the priority for the tasks as well as their sequence.
How to carry out learning task analysis
To carry a learning task analysis effectively, it is important for
an instructional designer has to classify the tasks in accordance
to learning outcomes, generate a task list, and carefully select

6. the tasks. Lastly decomposing of the task together with the right
sequencing is done. The outcomes of the learning task analysis
serve as the end point for self-evaluation by the designer based
on the learners’ performance. This way, the design learns on the
strength or weaknesses of the instruction; which in turn act as a
future reference.
1. How do you know when you have gone deep enough in your
subordinate task analysis?
Subordinate skill analysis and provide a comprehensive analysis
of the instructional goal. Here, the designer analyses each of the
goals set. This analysis is done in depth to assure that both the
steps and the sub steps of the goal(s) are captured and assessed.
Steps and sub steps refer to the supporting information that the
learners require. This subordinate task analysis aims at
determining the prerequisite knowledge which a learner must
possess to be able to adequately perform. In regard to this, it is
then evident that the designer, by using the learner outcome, is
in better position to ascertain that he had done an in-depth
subordinate task analysis.
Reference
Dick, W., Carey, L., & Carey, J. O. (2009). The systematic
design of instruction. Upper Saddle River, N.J:
Merrill/Pearson, 39-89.