Conducting a goal analysis
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A goal analysis identifies the steps required to achieve a goal by sequencing the major operations and decisions. It involves two steps: identifying and sequencing the steps, and classifying the goal statement. The analysis also determines the skills and knowledge needed to complete the goals using Gagne's domains of learning, which include intellectual skills, cognitive strategies, verbal information, attitudes, and motor skills. These are analyzed and a flowchart is created to chart the steps in the most efficient order through a step-by-step description of achieving the goal. Not all goals follow a traditional sequential process, as some like analyzing verbal information are achieved by topic rather than discrete steps.
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Goal analysis
Goal analysis is a technique used to analyze goals by identifying the steps needed to achieve them. It involves creating a goal statement and identifying major steps. Goals are broad statements of instructional intent expressed as what learners will be able to do. Objectives are specific statements of what learners will do after instruction in observable terms. While goals and objectives both aim for achievement, goals are long-term and objectives are short-term.
Conducting a goal analysis
This document discusses conducting a goal analysis. A goal analysis identifies the sequence of operations required to achieve a goal. There are two steps: 1) classifying the goal statement, and 2) identifying and sequencing the major steps. The analysis determines the skills that must be learned from Gagne's domains of learning. These domains include intellectual skills, cognitive strategies, verbal information, attitudes, and motor skills. The goal analysis process outlines the steps in sequential order to achieve the goal.
Conducting a goal analysis
The document discusses conducting a goal analysis, which involves classifying instructional goals into different learning domains. It identifies the main learning domains as verbal information, intellectual skills, well-structured and ill-structured problem solving, psychomotor skills, attitudes, and cognitive strategies. Goals are then further classified based on the domain, such as intellectual skills goals requiring learners to learn concepts, follow rules, and solve problems. The document provides an overview of different types of instructional goals and how goal analysis is applied in instructional design.
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This document outlines the key components of a performance management process, including prerequisites, planning, execution, assessment, review, and renewal. It discusses conducting job analyses to understand job requirements and writing descriptions. Performance planning involves setting objectives, standards, and development plans. Execution requires commitment from both employees and managers. Assessment incorporates self and manager evaluations. Reviews cover past performance and future goals. Renewal recaps the cycle and allows for adjustments. The components are interrelated, so weak implementation of any part negatively impacts the overall system.
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This document discusses Bloom's Taxonomy and how to formulate learning outcomes. It explains that learning outcomes identify what learners will know and be able to do by the end of a course or program. Constructive alignment, where intended learning outcomes, teaching methods, and assessments are aligned, is also discussed. The document provides guidance on writing learning outcomes, including using active verbs, keeping them measurable and specific, and including content details. Bloom's Taxonomy, a classification of cognitive levels from simple recall to evaluation, is referenced in formulating learning outcomes. The document concludes with an example activity where groups formulate learning outcomes at different cognitive levels for critical thinking and scientific writing.
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This document provides guidance on conducting a needs assessment. It defines a needs assessment as a systematic process to determine gaps between current and desired conditions. It outlines the goals, types, techniques, and steps involved in needs assessment. This includes collecting both hard and soft data, using methods like questionnaires, focus groups, and secondary data. The document emphasizes obtaining institutional approval when needed and establishing a planning team to guide the process. The overall purpose is to learn about problems and design effective programs to address identified needs and gaps.
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Foundation of distance education
This chapter discusses the foundations of distance education. It aims to explain why students demand distance learning even though they prefer face-to-face, define distance education, explain Coldeway's quadrants and Clark's "mere vehicles" quote in relation to distance education, give examples of distance education use worldwide and in the US, and discuss a vision for future education. It also discusses that research shows distance learning can be as effective as traditional learning, defines distance education as involving geographical, time and intellectual distance using various media, and provides facts about the history and current status of distance education globally.
Definitions, historry, and theories of distance
This document discusses definitions, history, and theories of distance education. It begins by defining distance education as institution-based formal education where the teacher and learner are separated but connected through interactive telecommunications. The chapter objectives are then outlined, including discussing definitions of distance education, describing its history from correspondence study to electronic communications to distance teaching universities. Theories of distance education are also examined, most notably Charles Wedemeyer's theory of independent study which emphasized giving students greater responsibility for learning and allowing flexibility in pace and location of study.
TECHNOLOGIES FOR DISTANCE EDUCATION
This document discusses technologies used for distance education. It explains that distance education technologies can be categorized into telecommunications technologies that connect teachers and learners, and classroom technologies that record and present instructional information. Some examples of distance education technologies mentioned include correspondence studies, prerecorded media, two-way audio, one-way live video, and desktop two-way audio/video. The document also provides a taxonomy of distance education technologies and discusses strategies for online delivery of instruction, including linear programmed instruction.
Internet based distance education
This document discusses the structure and functions of the internet for distance education. It describes how the physical infrastructure of the internet allows for delivery of distance education to learners in various locations. The document discusses how the internet relates to transformations in teaching and learning paradigms. It identifies typical components of course management systems and how third-party products can enhance them. Trends in internet-based distance education and their implications are also described.
Handouts, study guides, and visuals
This document discusses the use of printed materials and visual aids to support distance education. It recommends developing an interactive study guide and distance education syllabus to direct course activities and assessments. The study guide can improve note-taking and be used across different distance learning platforms. When designing visuals, principles of balance, center of interest, and emphasis should be followed. Word pictures and analogies can also help distant learners by showing structural and functional relationships between concepts.
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Instructional design is the science of creating detailed plans for developing and evaluating educational content and materials. It is a practice aimed at enhancing learning through instructional methods that arrange material in a way that ensures learners can easily understand and achieve learning goals. Common instructional design models include ADDIE, which involves analysis, design, development, implementation, and evaluation; and ASSURE, which involves analyzing needs, stating objectives, selecting materials, utilizing materials, requiring learner participation, and evaluating outcomes. Effective instructional design considers learner needs and makes use of self-paced, interactive materials to cover content in an accessible manner.
Distance technologies
Distance education, or distance learning, allows students who may not always be physically present at a school to receive education. It has several categories defined by whether students and instructors are in the same or different places and times. Distance education can be applied to different programs and helps many students. It reaches diverse audiences using multiple media like podcasts, eBooks, Google Docs and discussion boards. The level of student participation in distance education courses depends on the state, with Arizona, West Virginia and Iowa having the highest rates of enrollment in distance courses.
Revising instructional material
This document discusses methods for revising instructional materials based on formative evaluation data. There are two basic types of revisions: changes to make material more accurate and effective, and changes to instructional procedures. Formative evaluation data comes from sources like learner characteristics, responses to instruction, learning time, test performance, and attitude surveys. Data is analyzed by looking at learner comments, performance, and reactions. Revisions are then made to address any identified problems in instructional strategies, media, materials or procedures. The goal of revision is to ensure instructional content and delivery are up to date and effective.
Designing and conducting formative evaluations
Formative evaluation is used to improve instructional materials during the development process and has three stages: 1) one-to-one evaluation identifies obvious errors and gets initial learner feedback; 2) small group evaluation determines if changes address problems and how learners use unguided materials; 3) field trials assess if changes are effective in the intended context. The evaluation should ask questions about each material component's appropriateness, clarity, motivation, and efficiency. Specialists provide feedback on accuracy, learning enhancement, and appropriateness for outcomes.
Developing instruction materials
This document outlines the process for developing instructional materials. It discusses the designer's role in materials development and instructional delivery. When developing materials, the designer must consider factors like production constraints, level of facilitation, and existing materials that may require revisions to media selections or delivery systems. An instructional package includes course information, assessments, and instructional content. The designer also selects appropriate draft materials and develops final materials based on the given instructional strategy and available resources.
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This document discusses planning instructional strategies. It covers selecting a delivery system, sequencing and clustering content, choosing student groupings, and selecting media. The key steps are: 1) planning the instructional strategy, 2) sequencing and clustering content, 3) choosing student groupings, 4) selecting media, 5) assigning objectives to lessons, and 6) consolidating media selections and confirming the delivery system. The goal is to effectively develop an instructional strategy that considers the instructional goals, learner analyses, and context.
Planning the insturctional strategy
This document outlines the key components of planning an instructional strategy:
1. It identifies the five learning components - preinstructional activities, content presentation, learner participation, assessment, and follow-through activities.
2. It describes considerations for each component, such as motivating learners, informing them of objectives, stimulating prior knowledge in preinstructional activities. For content presentation, it discusses using examples, illustrations and learning guidance.
3. Learner participation involves giving learners opportunities to practice through activities relevant to the objectives. Assessment includes entry skills tests, pretests, posttests and practice tests to evaluate learning.
4. Follow through activities involve reviewing the entire strategy to determine if memory and skills transfer
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Conducting a goal analysis
- 1. Conducting A Goal Analysis Christopher Walker
- 2. What is a Goal Analysis? • A goal analysis is the technique used to analyze a goal to identify the sequence of operations and decisions required to achieve it. (Dick, 2009) • Two fundamental steps – Identify and sequence the major steps – Classifying the goal statement • After the goals are set, it must be determined what skills must be learned in order to complete the goals.
- 3. Gagne’s Domains of Learning Intellectual Skills Cognitive Strategy Verbal Information Attitude Motor Skills
- 4. Gagne’s Domains of Learning Intellectual Skills • Skills that require the learner to perform some unique cognitive activity • Gagne divides Intellectual Skills into the following subcategories depending on the complexity of the mental processing involved • This is a hierarchy which means that each skill requires the lower skills as prerequisite
- 5. Gagne’s Domains of Learning Cognitive Strategies • Refers to the metaprocesses we use to govern our own attending learning remembering and thinking • Similar to other intellectual skills but focus on the learners own cognitive processes as opposed to external objects and events • Examples are – Organizing strategies – Rehearsal strategies – Elaboration strategies
- 6. Skills that require the learner to perform some unique cognitive activity Verbal information that serves as a prereq for further learning and labels Gagne’s Domains of Learning Verbal Information
- 7. Gagne’s Domains of Learning Attitudes • An attitude is an acquired internal state that influences the choice of personal action toward some class of things persons or events • Attitudes represent intrinsically motivated choices people make
- 8. Gagne’s Domains of Learning Motor SKills Motor Skills represent physical activities requiring movement and coordination of all or part of the body Examples drawing a straight line Learning to ride a bicycle changing a flat tire
- 9. Goal Analysis It is important to determine if the designer of the analysis has all information necessary to perform the analysis. This may require a Subject Matter Expert it is not all available From this point it is recommended that a flowchart of the information that has been listed and sequenced. The steps need to be charted in the most efficient order. This is done by describing in step by step fashion what a person would be doing while performing the goal
- 10. Goal Analysis Continued Turn stove on Put pot on stove Begin cooking
- 11. Goal Analysis Two goals don’t follow the traditional step by step method Verbal information goal analysis don’t require linking since it is achieve by topic and by step