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Transcript of 1 Needs Analysis “Analysed opportunities and constraints in using C&IT” i.e. analysed the needs...
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Needs Analysis
“Analysed opportunities and constraints in using C&IT”
i.e. analysed the needs or requirementsPut simply, the goal is to describe the gap between where the students are and where we want them to be, before we can design the bridge they can cross.
2Sources of needs analysis(more of later?)
Learning technology integratione.g. Stoner, Laurillard, Conole & Oliver
Instructional design e.g. Gagné , Shuell Curriculum design e.g. Taba Action research e.g. Kemmis &
McTaggart Training needs analysis e.g. Peterson Learning needs analysis Systems analysis for software
development e.g. Yourdon
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A needs analysis
Tasks – some or all of1. Review the current course, if any2. Analyze the stakeholders especially
students3. Analyze the subject domain 4. Analyze the learning outcomes 5. Analyze the teaching/learning activities6. Analyze the constraints and resources7. Analyze the evaluation methods needed
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Stakeholder analysis Who are they? Who cares? What will they want from the intervention? Are we prepared to give it them?They include The tutor, programme assessment Students Colleagues The department The QA office, the QAA ‘The university’
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The students What relevant knowledge and skills? How varied are they in knowledge and
learning styles? How well can they learn? What study skills? What motivation and interests, attitudes to
teaching/learning methods? What obstacles to their learning, such as
anxiety, colour blindness, lack of concentration, computer access?
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The subject domain
In commercial training needs analysis only task performance counts
In higher education emphasis is on the knowledge underpinning performance, and generic cognitive skills
We may need to represent the knowledge domain, the context of learning activities and outcomes
So we might use knowledge elicitation and knowledge representation techniques
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Knowledge elicitation
Informal interviews with experts.This reveals their view of the domain.
Observation of actual performance of expertise done in a natural context.
Verbal protocols in an assessment situation.A protocol provides a framework for capturing the knowledge in a skilled performance.
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Knowledge represented as …
living things
mammals
animals
humans dogs
female humans
Julia
movement
respiration
growth
plants
movement
have
have
have
not have
ako
ako
akoako
ako
isa ako = class is A Kind Ofisa = individual Is A
orchids
ako
Danny
whippets
ako
isa
Semantic net
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Pyramid of learning outcomes
to beable to
to beable to
to beable to
to beable to
to beable to
to beable to
to beable to
to beable to
to beable to
to beable to
to beable to
to beable to
Pre-requisites
to beable to
to beable to
to beable to
to beable to
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TLAs: traditional
Acquisition – reading, lectures Practice - exercises, problems Discussion – seminars, tutorials Discovery – field trips, practicals Assessment – essays, exams
11TLAs Laurillard’s teaching strategy
Four aspects of TLAs Discursive
discussion of goals and conceptions Adaptive
students relate feedback on their work to their conceptions
Interactiveacting to achieve a goal and receive feedback
Reflectivereflect on their actions in the light of conceptions
12TLAs: Laurillard’s Conversational Framework
In more detail, 12 activities of which 10 are: Receiving information Describing own conceptions (verbally, writing..) Correcting misconceptions from feedback Re-describing improved conceptions Performing tasks Receiving feedback on tasks Improving performance of tasks Reflecting on performance to improve
conceptions Reflecting on conceptions to improve
performance
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concrete experience
abstract conceptualization
reflective observationactive experimentation
four stages of learning from experience:
TLAs: Kolb’s cycle
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TLAs: Robert Gagné The nine instructional eventsUse LT to support 1. Gain attention2. Tell learners the learning objective3. Stimulate recall4. Present the stimulus, content5. Provide guidance, relevance, organization6. Elicit the learning by demonstrating it7. Provide feedback on performance8. Assess performance, give feedback and
reinforcement9. Enhance retention and transfer to other
contexts
15TLAs: Shuell’s Learning Functions
1. Expectations must be set2. Motivation must be gained and
maintained3. Prior knowledge needs activation4. Draw attention to important items5. Encoding: help remembering, give
personal meaning with diagrams, examples
6. Comparisons: encourage with diagrams, charts, questions
16Shuell’s Learning Functions - 2
7. Hypothesis generation, encourage thinking of alternative actions
8. Repetition: guided practice or reflection, multiple examples or perspectives
9. Relevant feedback and correction10. Evaluation of feedback as basis of next
activity11. Monitoring - check for understanding12. Integration: provide ways to combine,
integrate, synthesize, with graphics, multimedia
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Constraints & resources
Learning technology availability When: deadlines, time available Who is available to do what How tools and resources available Other costs
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Summative evaluation, what will count as success? (from Kirkpatrick, four ripples)
1. What happened in use? Did learners, teachers use it? Like it?
2. Were learning outcomes achieved?Was student performance improved?
3. Were the outcomes transferable to real situations?
4. What were the wider effects? On students, staff departments, institution…
The evaluation in outline
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Criticisms of needs analysis The unit of analysis is too small.
Decomposition emphasizes elements but not their integration or application - does not encourage constructivist learning, synthesis, generic skills.
Hierarchies of objectives (or content) are too simple for the richer interrelations of real domains.
Instructional strategies can become just the integration of small items of learning.
…?
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References 1Bostock S.J. 1996 A critical review of Laurillard’s
classification of educational media Journal of Instructional Science 24,71-88
Gagné R M and Medsker K L, The conditions of learning: training applications 1996, Harcourt Brace
Harmon, P. and King, D. 1985 Representing knowledge New York: Wiley
Kirkpatrick D L Evaluating Training ProgramsKemmis S & McTaggart R 1988 (eds) The Action
Research Planner 3rd ed. Deakin University PressLaurillard D. Rethinking University Education, 1994
Routledge and second edition 2002Marshall, I.M., Samson, W.B., Dugard, P.I. & Scott, WA
Predicting the development effort of multimedia courseware Information and Software Technology 1994 36 (5) 251-258
Oliver, M. and Conole, G. 1998 A pedagogical framework for embedding C&IT into the curriculum ALT-J 6 (2)
21References 2Pederson, K. Expert systems programming: practical techniques
for rule-based systems 1989 London: John WileyPeterson, R. 1992 Training needs analysis in the workplace
London: Kogan Page Shuell, T. 1992, Designing Instructional Computing Systems for
Meaningful Learning, in P. Winne & M.Jones (eds) Adaptive Learning Environments: foundations and Frontiers, New York: Springer Verlag
Stoner G. A conceptual framework for the integration of learning technology, chapter 3 in Implementing Learning Technology, LTDI, Heriot-Watt 1996http://www.icbl.hw.ac.uk/ltdi/implementing-it/implt.pdf
Taba H. 1971 The functions of a conceptual framework for curriculum design 134-152 in R. Hooper (ed.) The Curriculum: context, design and development Open University Press