INSTRUCTIONAL-ANALYSIS.pptx
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This document discusses instructional analysis and design based on Dick, Carey and Carey's model. It describes instructional analysis as identifying the steps to achieve an instructional goal and the subordinate skills needed. It discusses performing goal analysis, which involves classifying learning outcomes and determining goal steps. Classifying outcomes involves grouping subject matter into Gagne's taxonomy. Determining goal steps breaks down the overall goal into smaller, measurable steps. The document also discusses subordinate skills analysis, which identifies the entry behaviors and skills learners must have before instruction. It emphasizes identifying skills learners already possess versus those that will be taught.
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This document provides an overview of instructional analysis based on the Dick and Carey model. It describes instructional analysis as breaking down a goal statement into smaller steps and identifying subordinate skills needed to achieve the goal. The process involves two parts: goal analysis, which classifies outcomes and determines goal steps; and subordinate skills analysis, which identifies prerequisite skills for each goal step using either a hierarchical or cluster approach. The overall purpose is to thoroughly define the learning objectives and requirements.
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The document discusses instructional analysis and formative evaluation in instructional design. It describes the two steps of instructional analysis as goal analysis and subordinate skills analysis. Goal analysis involves outlining the steps an expert takes to achieve the instructional goal, while subordinate skills analysis identifies knowledge and skills learners need to perform those steps. The document also outlines the purposes and procedures of formative evaluation, including expert review, one-to-one evaluation, small group evaluation, and field testing. The purpose of formative evaluation is to assess and improve the effectiveness of instruction by gathering feedback and identifying areas for revision.
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2. Conduct instructional analysis
3. Identify learner entry behaviors and characteristics
4. Write performance objectives
5. Develop assessment instruments
6. Develop instructional strategy
7. Develop and select instructional materials
8. Design and conduct formative evaluation
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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.
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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.
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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.
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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.
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The document discusses instructional analysis and formative evaluation in instructional design. It describes the two steps of instructional analysis as goal analysis and subordinate skills analysis. Goal analysis involves outlining the steps an expert takes to achieve the instructional goal, while subordinate skills analysis identifies knowledge and skills learners need to perform those steps. The document also outlines the purposes and procedures of formative evaluation, including expert review, one-to-one evaluation, small group evaluation, and field testing. The purpose of formative evaluation is to assess and improve the effectiveness of instruction by gathering feedback and identifying areas for revision.
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1. Identify the instructional goal
2. Conduct instructional analysis
3. Identify learner entry behaviors and characteristics
4. Write performance objectives
5. Develop assessment instruments
6. Develop instructional strategy
7. Develop and select instructional materials
8. Design and conduct formative evaluation
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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.
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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.
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The document discusses training objectives, including:
1) The importance of defining clear and measurable training objectives to guide the design, evaluation, and improvement of training programs.
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3) Guidelines for specifying objectives so they clearly describe the intended learner behaviors, conditions, and criteria for demonstrating success.
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The document discusses conducting a goal analysis which involves two main steps: 1) classifying the instructional goal according to Gagne's domains of learning, and 2) identifying and sequencing the major steps required to achieve the goal. It then provides details on Gagne's domains of learning, including verbal information, intellectual skills, psychomotor skills, attitudes, and cognitive strategies. The document also outlines suggestions for identifying steps within a goal and describes qualities needed for effective instruction.
Kirk patrick's simplistic approach
The Kirkpatrick model provides a simple 4-level approach to evaluating training programs: (1) measure participant reaction, (2) assess learning, (3) determine behavior changes, and (4) evaluate results. It is among the most widely used training evaluation models. While simple and easy to understand, it has also been criticized as being too simplistic and lacking evidence that the levels are causally related.
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This document discusses the process of designing training programs. It begins by defining training design and its importance in analyzing training problems, defining outcomes, and developing effective training courses. It then covers two common models for training design: the instructional system development model and transitional model. Finally, it outlines the key steps in the training design process, including identifying objectives, content, methods, activities, evaluation criteria, and follow-up. The overall goal of training design is to create a systematic plan to achieve the desired learning outcomes.
Dick and carey model
The Dick and Carey Model is a comprehensive instructional design model that consists of 9 iterative stages: 1) identifying instructional goals, 2) conducting instructional analysis, 3) identifying learner characteristics and entry behaviors, 4) writing performance objectives, 5) developing criterion-referenced test items, 6) developing instructional strategies, 7) developing and selecting instructional materials, 8) conducting formative evaluation, and 9) conducting summative evaluation. The model offers more detail than other instructional design models and has gained widespread acceptance as a systematic approach to developing instruction.
Dick and carey model
The Dick and Carey Model is a comprehensive instructional design model that consists of 9 iterative stages: 1) identifying instructional goals, 2) conducting instructional analysis, 3) identifying learner characteristics and entry behaviors, 4) writing performance objectives, 5) developing criterion-referenced test items, 6) developing instructional strategies, 7) developing and selecting instructional materials, 8) conducting formative evaluation, and 9) conducting summative evaluation. The model provides a systematic process for developing instruction that begins with analyzing needs and ends with evaluating outcomes. It offers more detail than other models and has gained widespread acceptance as a framework for instructional system design.
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.
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The four level model of evaluation assesses training effectiveness by building evaluation into four levels - reaction, learning, behavior, and results. Each successive level represents a more precise measure of a training program's effectiveness. Evaluation planning uses the model to identify targeted outcomes at the results level before beginning level one for reactions. The levels assess participant satisfaction, knowledge acquisition, ability to demonstrate learning in the workplace, and achievement of targeted outcomes respectively. While useful, the model has drawbacks as training is replaced by learning and development and levels three and four are difficult to implement.
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Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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- 1. Design and Evaluation of Instructional Media MAED 212 Dr. Leonila P. Clamo PROFESSOR CHARLYN F. ABAO REPORTER IVY T. CABALLERO REPORTER
- 2. Instructional Analysis -According to Dick, Carey and Carey, "An instructional analysis is a set of procedures that, when applied to an instructional goal, results in the identification of the relevant steps for performing a goal and the subordinate skills required for a student to achieve the goal’’. -Performs some what of a "double-check" with the goal statement to make sure that it is very distinct and clear.
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