Analysis: Learner and Task Analysis
Needs Analysis: Determine what the “challenge” is. This is your Educational Need (submitted in Moodle). Your educational need has to be able to be solved through instruction. You will have to “collect data” that has led you to selecting this need.
I do not expect you to run a full needs analysis with formal surveys. However, you should share why you selected your topic. Some examples include: sharing results from a casual interview you did with 3 co-workers about issues in the workplace, summary of verbal feedback from customers, or observations of your environment. You will use some of the information you collect to help create your Task Analysis & Learner Analysis. It is perfectly acceptable to include some fictional characters to more fully elaborate on your audience.
Deliverable: Needs Analysis submission in Moodle. See Rubric Below
Conducted a needs analysis that accurately determined the gap between what “is” and what “should be”. What is the problem we are asked to solve?
Will instruction solve the problem, or is there another approach?
What is the purpose of the planned instruction?
Is an instructional intervention the best solution?
Method of Analysis
Selects appropriate method(s) for gathering data. Method is described and supported by reading (cited) and personal examples. Some examples of these methods are:
• Focus Groups
• Institutional or Organizational Reports or Trends
Content & Delivery
-Submitted on time
-Free from grammatical errors
-APA Format and Citations
Task Analysis: (Submitted in Moodle) What is the task you will be measuring from start to finish? What will learners have to do from beginning to end to complete the tasks successfully? How do learners/users complete the tasks now and what is missing? List out the order tasks need to be completed, and details about each event.
Learner Analysis: (Submitted in Moodle) Who is your audience? How do you know? You should take into account the variety of people who would/could attend your training/ use your resource/ benefit from your instructional design project. Things to consider: reading level, accommodations for disabilities, attention span, age, socioeconomic background, race, gender, sex and/ or religion.
Be creative and use the course resources to design BOTH a Task Analysis and a Learner Analysis. You should design both tools and complete them based on your educational need.
Your Task Analysis. In chapter 4 of your textbook, we learned the 2 most common forms of a task analysis: An Outline or Flowchart.
Your Learner Analysis. In chapter 5 in your textbook, we learned about several methods of analyzing learners. Two examples are: a chart of learner characteristics data or a fictitious profile of the average member of the target audience.
Task Analysis (50 Points Possible)
Content and/or Skill needed to address the instructional problem is defined clearly. Jonassen, Hannum & Tessmer (1998), describe five discrete functions of task analysis, be sure that your analysis covers most or all of these elements:
• Inventorying Tasks-identify tasks that need to be developed for instruction
• Describing Tasks-the process of elaborating the tasks identified in the inventory
• Selecting & Prioritizing Tasks- Prioritizing tasks and choosing those that are more feasible and appropriate if there is a large quantity of tasks.
• Sequencing Tasks & Task Components-Defining the sequence in which instruction should occur in order to successfully facilitate learning.
• Analyzing Tasks and Content Level- Describe the type of cognitive behavior, physical performance, or effective response required by the task.
Learner Analysis (50 Points Possible)
• Select an appropriate format for the Learner Analysis
• Create a descriptive cohort of learners that you will base your IDP on. The learners should be based the audience likely to participate in your educational intervention.
• Be sure to take time to read about the diverse variables that should be included in your analysis.