Front-End Analysis - Objective & Media Analysis.pdf

Front-End
Analysis
Objective Analysis
Media Analysis
Mohd Ridzuan bin Mohd Taib
(P-PD0072/22)
Present by:

Objective
Analysis
It is important to write clear, measurable objectives
for developing effective training / performance and
organization level.
The objective will determine what instructor should
include in the content:
the instruction produce knowledge / performance
measure the effectiveness of of instruction
the media chosen to deliver the instruction
Primary purposes to write objctives:
Instructor think about objective before write it
Write meaningful objective

1. The Conitive Domain
Levels of Intellectual
Skill required for
learning within
cognitive domain
(Gagne, Brigg and
Wager, 1988):

2. The Affective Domain
Levels within affective
domain
(Krathwohl, 1964):

3. The Motor & Psychomotor Domain
Levels in Motor and
Psychomotor domain
(Harrow, 1972):

4. The Metacognitive Domain
Metacognitive - encompasses the integration of cognitive, affective,
motor, and psychomotor domains, focusing on internal strategies for
approaching tasks and problem-solving (Alley and Deschler, 1979)
It is the most important learning domain because it integrates all of the
others.
Effective multimedia instruction, in line with metacognition, should extend
beyond conveying task-specific knowledge and skills to include the
teaching of generalizable processes and problem-solving strategies
applicable across different situations.

4. The Metacognitive Domain
Eight-step metacognitive strategy to teach someone how to learn
(Alley and Deschler, 1979):
1. Observe the
student
performing
the task.
2. Explain the
student’s
approach
(verbalizing
each step)
3. Explain
the desired
approach
4. Demonstrate
the new
approach
(verbalizing
each step)
5. Encourage
questions
before, during,
and after the
demonstration
6. Have the student
verbally rehearse the steps
until they can state them
without error (provide
corrective feedback to the
student during rehearsal)
7. Have the student
practice with
simulated materials
(again offering
corrective feedback
immediately).
8. Have the
student
practice with
actual
materials.

Four Types of Objectives
KSA - Knowledge, Skills, and
Abilities
Terminal objectives
focus on the knowledge, skills,
and abilities (KSA) that a
student is expected to
demonstrate upon returning to
the job.
Goals and concise course
objectives
articulate the comprehensive
aim of the entire course,
outlining what students should
know or be able to do upon
completion from a learner's
perspective.
Performance objectives
intended for communication
among instructional designers
and contribute to the creation of
terminal and lesson objectives
within the course design
process.
Lesson objectives
specify the particular KSA that a
student should demonstrate
during a specific lesson.

Objectives Analysis Procedure
1. Decide on domains.
2. Decide on level.
3. Write goal statement.
4. Write performance objectives.
5. Engage in a group discussion.
6. Separate terminal objectives from performance
objectives.
7. Separate lesson objectives from performance
objectives.

1. Decide on domains.
2. Decide on level.
3. Write goal statement.
Decide on the domain of each task, using the task
listing to determine KSA. Match the domains to
each task.
Determine the level within the domain of each
task.
Write the overall course goal statement.

Write the performance objective for each task.
Use the five elements to construct a performance
objective for each task.

Cognitive Domain, Discrimination Level:
Situation: Diagram of electronic
instrument
Learned Capability: Discriminate each
functional part
Action Verb: Circle
Object: Major parts
Special Condition: Complete accuracy
Objectives for Technical Skills
Training in technical skills usually involves developing training for software, a piece of equipment, or
machinery.
The domain and the level are identified for each objective.
Cognitive Domain, Rule Level:
Situation: Defined problem in a major
part of electronic instrument
Learned Capability: Demonstrate
knowledge of troubleshooting
procedures
Action Verb: Describe
Object: Troubleshooting procedure
Special Condition: Complete accuracy

Objectives for Technical Skills
Psychomotor (Perceptual)
Domain, Visual Discrimination
Level:
Situation: Identified problem in
electrical distribution system of
electronic instrument
Learned Capability: Execute
diagnostic procedures
Action Verb: Correctly attach
Object: Voltmeter to the
ground, appropriate resistor, or
lead point
Constraint/Tools: Correct ends
on correct terminals
Metacognitive Domain:
Situation: Unidentified
problem in electronic
instrument’s electrical
system (without identifying a
specific instrument)
Learned Capability: Develop
a strategy for approaching
Action Verb: Verbally list
Object: Steps necessary to
approach the problem
Constraint: Without prior
instruction
Affective Domain, Valuing Level:
Situation: Identified problem
with electronic instrument
Learned Capability: Choose
to perform
Action Verb: Perform
Object: Emergency-
shutdown safety procedures
Constraint: Before repairing
the problem

Cognitive Domain, Defined
Concept Level:
Situation: Selected work unit
Learned Capability: Identify
internal and external
customers
Action Verb: Verbally list
Object: All customer
characteristics
Condition: All customer
characteristics
Objectives for Soft Skills.
Soft-skill training covers those intangibles such as delivering quality service, management techniques,
leadership skills, or interpersonal skills.
Cognitive Domain, Problem-Solving
Level:
Situation: Ensure work group
members have information, training,
responsibility, and resources
Learned Capability: Generate
strategies for deducing routine
elements of workgroup performance
with customer requirements using
quality standards
Action Verb: Deduce
Object: Routine elements of
workgroup performance
Conditions: Using quality standards
Affective Domain, Organization
Level:
Situation: Workplace situation
where quality standards could
be ignored
Learned Capability: Choose to
endorse
Action Verb: Endorse
Object: Benefits of following
quality standards
Conditions: Using words
adhering to company
philosophy

Engage the project team, or a neutral party, in discussion of each
performance objective to clarify and verify correct assumptions.
Step one: Review the objectives in a group setting to validate
the relevance to job tasks.
Step two: Rewrite performance objectives as necessary after
discussion.
5. Engage in a group discussion.

Separating terminal objectives from performance objectives
involves recognizing that the terminal objective encompasses the
situation and learned-capability aspects within the performance
objective.
Purpose of Terminal Objective:
Lists observable performance at the end of the course.
Informs learners about what they will achieve.
Focuses on the upper level of learning the concept (e.g.,
discrimination).
Sample objective for manufacturing course:
Cognitive domain, discrimination level: Given a diagram of
the electronic instrument (situation), the student will
discriminate each functional part (learned capability) by
circling (action verb) each major part (object) with
complete accuracy (special condition).
Terminal Objective Extraction:
Given a diagram of the electronic instrument, the student
will discriminate each functional part.
6. Separate terminal objectives from performance
objectives.

Lesson objectives are separated from performance objectives by
excluding the learned capability.
Purpose of Lesson Objective:
Focuses instructional designer on the specific activities within
the lesson leading to the accomplishment of the terminal
objective.
Performance Objective Example:
Cognitive domain, discrimination level: Given a diagram of
the electronic instrument (situation), the student will
discriminate each functional part by circling each major
part with complete accuracy (special condition).
Lesson Objective Example:
Given a diagram of the electronic instrument, the student
will circle all major parts with complete accuracy."
7. Separate lesson objectives from performance
objectives.

Media
Analysis
Systematic and careful media selection is crucial for
successful and cost-effective resolution of business problems.
A developed media analysis tool addresses various factors
related to learners and costs relevant to delivery media.
Many types of media should be considered for the appropriate
selection.
Multimedia is often associated with Computer-Based Training
(CBT), but it's important to note that "media" is plural.
It is advisable to consider using a blended solution that
incorporates whatever media are necessary for effective
outcomes.

Media Analysis Procedure
1. Rate the factors
2. Summarize findings
3. Place the media in a hierarchy
4. Match media advantages and limitations
5. Calculate costs
6. Determine final media selection
7. Match media to the appropriate objectives
8. Document the results

1. Rate the factors
Media Analysis Rating Process:
Project team, including subject-matter expert and
possibly the customer, rates factors on the Media
Analysis Rating Form in Appendix E.
Factor Categories: Factors relate to the user, cost,
or content of the project.
Rate each factor on a scale of 1 to 5, with 5 being
very important, 1 indicating not important at all, and
3 being neutral.
Use the Considerations column for clarifications
and thought starters.
Ratings of 3 are not included in the final analysis,
emphasizing the significance of clear and decisive
ratings.

2. Summarize findings
Use the Media Analysis Summary Sheet in Appendix E to
calculate the results of
the ratings.
Step one: If you rated a factor as 4 or 5, put a mark in the
High column for each medium that is associated with that
factor.
Step two: If you rated a factor as 1 or 2, put a mark in the Low
column for each medium that is associated with that factor.
Step three: Subtract the Low occurrences from the High
occurrences for each medium and record the number in
the Difference column.
Step four: To achieve a weighted percentage, divide the
difference by the number in the All Occurrences column (all
occurrences are the number of times a particular medium
is listed in the Media Analysis tool). Convert the decimal to a
percentage and place the number in the Weigh column.

3. Place the media in a hierarchy
Make a list of the ranked media from the highest percentage to the lowest. The highest
ranked media are the most likely possibilities for your solution.
Match the strengths and weaknesses of the media to business requirements.
Analyze the advantages and limitations of each type of medium. Factors vary depending on
your location, the size of the organization, internal and external resources, and your level of
development experience.

5. Calculate costs
Purposes: simply review the various costs to
eliminate any of the delivery media from the analysis
results before arriving at the delivery of the solution
by considered:
Cost factors associate to media
Delivery factors associate to media
Maintenance factors associate to media

5. Calculate costs

6. Determine final media selection
Compare the results of the media selection with the cost factors and decide on the appropriate
media
7. Match media to the appropriate objectives
Use the Media/Objectives Mapping Tool to
match objectives with the most appropriate
media

8. Document the results
Document the results making a list of the final media choices.
Validity and Reliability of Media Analysis Tool:
The media analysis process is highly valid and reliable, demonstrated through content
validity with a team of experienced instructional designers, and predictive validity
confirmed through consistent results with six hundred workshop participants over five
years.

Front-End Analysis - Objective & Media Analysis.pdf

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