Conducting a Goal Analysis
The Systematic Design of Instruction-Dick and CareyInstructional goals are meant to be very specific. The learner will be able to send an email. In this way instructional designers have a very specific goal and will easily be able to analyze whether their students have grasped the concepts they were taught. In outlining the subordinate skills the designer will have a road map of what the students need to learn in order to successfully reach the end goal. The student will turn on a computer and access their email account.
Is it so simple that each goal only fit into one of Gagne’s domains of learning, is it possible for a goal to fit into more then one, this question I will ask on our discussion board. When talking about Gagne’s I would be remiss not to bring up his 4 domains of learning, which are: verbal information, intellectual skill (most ID is here), psychomotor skills or attitudes (I am not going to bring cognitive strategies into this, because the authors have stated they will be taught as intellectual skills).
· Verbal Information-state, list, describe
· Intellectual Skill-making discriminations, forming concepts, applying rules and solving problems
· Psychomotor Skills-physical or motor skills
· Attitudes-Lifestyle Changes or Adaptations
Once the domain is established it is time to describe step by step what the learner will do (Walter Dick, Lou Carey, James O. Carey (2009) The Systematic Design of Instruction (p.44)) , the more specific and smaller the goal the easier it will be to design instruction. For example, the students will learn how to use canvas, wow, that is overwhelming and how would one assess if the students have learned anything? A goal such as, the student will go on canvas and submit an assignment is far more realistic. Then the ID can create several more separate modules to teach canvas to the learner.
When creating a goal analysis the ID uses a diagram which includes all of the steps that will result in the end goal. There are a lot of diagrams in design, it seems like every method, theory and teacher has one. These are a weakness of mine that I will have to take some time to polish up. It is important to note that when creating the steps verbs should be used, in this way the learning will be measurable and observable, words like: adding, striking, sending… (p. 45) Aside from creating steps and diagrams conducting goal analysis is important, you can go through the steps yourself and it is always helpful to have someone else run through the steps, in this way you can observe them and see if you have left anything out or anything too vague. “The main purpose of the goal analysis is to provide an unambiguous description of exactly what the learner will be doing when performing the goal.” Walter Dick, Lou Carey, James O. Carey (2009) The Systematic Design of Instruction (p.49)
Dr. Zheng, Can you please look at how I sited the above and correct it for me? Are there names first name last or last name first? Are there commas in between all of their names, do I put the page number?
No sooner do I mention that I struggle with the diagrams then they are laid out and described on pages 46-53. It makes much more sense to me knowing a few things, first of all the that one does not always go in sequential order, depending on what the answer is in the diamond you go one way or another and you skip certain numbers. I think this should be one of the first things that is taught in the design program because I have already seen so many diagrams that I have been unequipped to read, and now I can!
The word goal continues to come up in all of our readings and class discussions, without the goal there is no design, I believe that is why it is important to establish it up front and design around it. We cannot begin goal analysis until an instructional goal is established.
Is it so simple that each goal only fit into one of Gagne’s domains of learning, is it possible for a goal to fit into more then one, this question I will ask on our discussion board. When talking about Gagne’s I would be remiss not to bring up his 4 domains of learning, which are: verbal information, intellectual skill (most ID is here), psychomotor skills or attitudes (I am not going to bring cognitive strategies into this, because the authors have stated they will be taught as intellectual skills).
· Verbal Information-state, list, describe
· Intellectual Skill-making discriminations, forming concepts, applying rules and solving problems
· Psychomotor Skills-physical or motor skills
· Attitudes-Lifestyle Changes or Adaptations
Once the domain is established it is time to describe step by step what the learner will do (Walter Dick, Lou Carey, James O. Carey (2009) The Systematic Design of Instruction (p.44)) , the more specific and smaller the goal the easier it will be to design instruction. For example, the students will learn how to use canvas, wow, that is overwhelming and how would one assess if the students have learned anything? A goal such as, the student will go on canvas and submit an assignment is far more realistic. Then the ID can create several more separate modules to teach canvas to the learner.
When creating a goal analysis the ID uses a diagram which includes all of the steps that will result in the end goal. There are a lot of diagrams in design, it seems like every method, theory and teacher has one. These are a weakness of mine that I will have to take some time to polish up. It is important to note that when creating the steps verbs should be used, in this way the learning will be measurable and observable, words like: adding, striking, sending… (p. 45) Aside from creating steps and diagrams conducting goal analysis is important, you can go through the steps yourself and it is always helpful to have someone else run through the steps, in this way you can observe them and see if you have left anything out or anything too vague. “The main purpose of the goal analysis is to provide an unambiguous description of exactly what the learner will be doing when performing the goal.” Walter Dick, Lou Carey, James O. Carey (2009) The Systematic Design of Instruction (p.49)
Dr. Zheng, Can you please look at how I sited the above and correct it for me? Are there names first name last or last name first? Are there commas in between all of their names, do I put the page number?
No sooner do I mention that I struggle with the diagrams then they are laid out and described on pages 46-53. It makes much more sense to me knowing a few things, first of all the that one does not always go in sequential order, depending on what the answer is in the diamond you go one way or another and you skip certain numbers. I think this should be one of the first things that is taught in the design program because I have already seen so many diagrams that I have been unequipped to read, and now I can!
The word goal continues to come up in all of our readings and class discussions, without the goal there is no design, I believe that is why it is important to establish it up front and design around it. We cannot begin goal analysis until an instructional goal is established.
Analysis of Task Analysis Procedures (David Jonassen)
The 5 functions of Task Analysis as described by Kennedy, Esquire and Novak (p. 199):
Inventorying Tasks-This inventory uses a variety of methods such as: job analysis and needs assessment and takes into consideration socio-cultural context management and goals when identifying tasks for instructional development.
Describing Tasks-Making a list, creating the steps and detailing the goals.
Selecting Tasks-When selecting tasks a priority list can be made in order of importance, this will include available time money allotted for training as well as
Sequencing Tasks and Components-In what order will the instruction happen
Analyzing tasks and content level-What people need in order to perform the task from equipment to knowledge and skills.
Wow, in reading all of this I feel like there are so many theories and so many methods, it is hard to keep them all straight. I suppose as I continue in the program I will become familiar with them all. When I taught school I never bought into one teaching style, instead I tried them out and then I used parts and pieces of each style to create my own style. I’m hoping that will be the case with ID. I am feeling pretty overwhelmed with all of this information. Doing projects is really a good way for me to actually get and retain the information.
The authors talk about how needs assessments compliment task analysis well, while task analysis is more in-depth needs assessment is usually done prior and looks at the learners and desired outcomes.
I’ve been thinking about top down and bottom up and how they differ, in this chapter the authors make it clear (p. 203) lays it out very well stating that in task analysis bottom up goes from specific to general and top down from general to specific. This made it more clear to me, but I would like more examples, that is how I best understand.
When selecting task analysis procedures the author recommends asking the following 3 questions: 1. Is it job analysis or learning task analysis; 2. Is it a single task or a whole course and #3. Which of the following are you performing: inventory, description, selection, sequencing or analysis; this I believe simplifies the process and helps the ID break it down and become more conscious of what they are working towards.
Inventorying Tasks-This inventory uses a variety of methods such as: job analysis and needs assessment and takes into consideration socio-cultural context management and goals when identifying tasks for instructional development.
Describing Tasks-Making a list, creating the steps and detailing the goals.
Selecting Tasks-When selecting tasks a priority list can be made in order of importance, this will include available time money allotted for training as well as
Sequencing Tasks and Components-In what order will the instruction happen
Analyzing tasks and content level-What people need in order to perform the task from equipment to knowledge and skills.
Wow, in reading all of this I feel like there are so many theories and so many methods, it is hard to keep them all straight. I suppose as I continue in the program I will become familiar with them all. When I taught school I never bought into one teaching style, instead I tried them out and then I used parts and pieces of each style to create my own style. I’m hoping that will be the case with ID. I am feeling pretty overwhelmed with all of this information. Doing projects is really a good way for me to actually get and retain the information.
The authors talk about how needs assessments compliment task analysis well, while task analysis is more in-depth needs assessment is usually done prior and looks at the learners and desired outcomes.
I’ve been thinking about top down and bottom up and how they differ, in this chapter the authors make it clear (p. 203) lays it out very well stating that in task analysis bottom up goes from specific to general and top down from general to specific. This made it more clear to me, but I would like more examples, that is how I best understand.
When selecting task analysis procedures the author recommends asking the following 3 questions: 1. Is it job analysis or learning task analysis; 2. Is it a single task or a whole course and #3. Which of the following are you performing: inventory, description, selection, sequencing or analysis; this I believe simplifies the process and helps the ID break it down and become more conscious of what they are working towards.