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Instructional Design

The ID Process:Needs Analysis & Task Analysis

(EDER 673 L.91 )

From Calgary With

Asst. Professor Eugene G. Kowch

Feb 27, 2003(A synchronous meeting

usingVclass Real-Time

AudioConference Technology &

WebCT Course Spaces&

The World Wide Web

Check your connection speed…

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Agenda Feb 27

• Update: Where we are in the course• Housekeeping

– Posting your ID Model for Peer Review & Feedback– How is the technology working at your place?

• Needs Analysis: Seeing the “Views” from Several Theorists– Dick & Carey / Rossett / Magliaro / Smith and Ragan / Reigeluth– (from EDER 673 WebCT, WWW, & Vclass Materials)

• Task Analysis– (from EDER 673 WebCT, WWW and Vclass Materials)(from EDER 673 WebCT, WWW and Vclass Materials)– Other optional resources (Views) on job analysis, content analysis and Other optional resources (Views) on job analysis, content analysis and

competency analysiscompetency analysis

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Poll 9

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Posting Your ID model for Peer Review

• Refer to my WebCT Email (Feb 26) for a guide…• Random Groups• Press “private” in a discussion thread Group (Group 01 to Group 06) to

find your group.• Post your ID Model stuff (attachments are possible) for others to

review.• Use the “Guide” to provide Peer feedback, hopefully by March 15th, to all

others in your group.• After all members have provided quality feedback to each group

member model (as designers helping development), the Groups could then “open up” so everyone can provide feedback.

• This is practice for creating and reporting your final ID model (major assignment).

• (Generous) development/design feedback offered in a group setting can really help an instructional designer grow. This is a core competency that all Instructional Designers require (AECT, 1994).

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Update: EDER 673

History of ID

ID TerminologyInstructional Design

Philosophies

Learners and Learning Theories

Context based designs

ID Models: A peek

Needs AnalysisTask Analysis

Ordering Content (elaboration)

Media Selection

Motivation

Evaluation

SMCR/Feedback Communication

Model

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AnalyzingLearners &

Contexts

Gagne/Briggs

Jonassen/Gardner/Gagne/Briggs

Rossett/Tessmer/Smith&Ragan/Reigeluth/Kazanas/Shaumbagh &Magliaro/Dick & Carey/

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Needs Analysis (Rossett in Anglin, 1995)

“A pound of analysis is worth a ton of solutions” (Dr. B. Clarke, 2003).

• Needs Analysis is an (ID person’s) first response to a problem.

• A problem is a gap between what “is” and what “should / could be”Is Ought

Gap

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Needs Analysis (Rossett in Anglin , 1995)

Design -> Development -> Use -> EvaluationAnalysis serves all stages in this Instruction Systems

development model.

• Five Purposes for Needs Assessment1. Optimal Performance: How should they do X best?

2. Actual Performance: Why do they do X < best?

3. Feelings/Attitude: Why do they dislike/like doing X?

4. Causes (for the Gap in learning or performance)1. Lack of skill or knowledge

2. Environment / Organizational barriers

3. No incentives

4. No motivation1. Values (lacking)

2. Confidence (lacking)

5. Solutions: Instructional Interventions to close the gap.

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How to conduct a Needs Analysis ( 5 steps) (Rossett in Anglin, 1995)

1. Determine the causes• Performance problems• Affective problems• Directives

2. Identify Sources (of the information you need)3. Select Tools (to find the exact causes)

• Interview (supervisors, workers/teachers, learners) • Observe (learners, workers: do actuals=optimals?)

• Cognitive perspective: are outcomes what we expect?

• Examine records (about performance / achievement)• Focus Groups (get an org. culture accord on optimals)• Surveys (cost effective measures.. Seek needs, proof of need, feelings,

demographics).4. Conduct a Staged Needs Assessment

1. Meet with management / administration2. Meet with the SME (subject matter expert)3. Observe steps in the work flow / learning process4. Meet with the solution - seeker to check your GAP determination

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How to conduct a Needs Analysis ( 5 steps) (Rossett in Anglin , 1995)

5. Use findings to create a foundation for Instructional Design:– Is training appropriate here (to fill this gap?)

– Will it fit for this culture/group/person?

– Other interventions that might work?• Job aids

• Supervisor training

• Expert systems

• Workstation redesign

• Incentives

• Restructuring

– How will training / teaching be received?

– Is the cost prohibitive?

– Who will be responsible?

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Needs Analysis: (Shambaugh & Magliaro, 1997).

“An analysis activity that examines the instructional problem, intended learners, and learning context”.

(Smith and Ragan cited in Shambaugh & Magliaro, 1993)

• …Is done before Design begins• ….. Is an ongoing process

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Needs Analysis: (Shambaugh & Magliaro, 1997).

• Functions of a Needs Assessment1. Confirm that the problem is an ID opportunity

– Is this project idea an instructional problem?

2. Discover the nature of what is to be learned– Is there a solution embedded in MY idea?

3. Learn more about the learners in context– Do you know all you need to know about your learners?

4. Understand the realities of the instructional context– What are the realities surrounding the instructional problem?

5. Explore the issues surrounding the instructional problem– What are some possible solutions?

6. Generate the (instructional and learning outcome) goals that will guide designing.

• Based on this data, what should be done (to fill the gap)?

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Needs Analysis: 3 Steps (Shambaugh & Magliaro, 1997).

1. Describe your intent: The IDEAL2. Gather Information: REALITY

1. What is known about the learning task?• Task analysis

• Ethnography

• Structured questions, protocol analysis, displays, stats, docs

2. Who are your learners?• Data analysis tools

• Learner profiles

3. What are your resources and constraints?

3. Summarize and Revise your intent: GOALS

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From : Tessmer, M (1990). Environmental Analysis: A neglected stage of instructional design. In Educational Technology Research &

Development, 38(1), 55-64.

• Use FactorsInstructional

EnvironmentPatterns of UseReasons for UseStudent-User characteristicsLeadership Characteristics

Supportive EnvironmentProduction ServicesStorage & Delivery ServicesDissemination resourcesSupport Resources

• Physical FactorsInstructional

EnvironmentFacilitiesEquipmentInstructional Lifespan

Supportive EnvironmentSite distributionManagement &

CoordinationSeasons & Climate

Resources & Constraints

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Needs Analysis: 3 Steps (Shambaugh & Magliaro, 1997).

• Outline of a Needs Assessment (Report ;-)1. Summarize your instructional problem

1. Confirm the problem

2. Describe the major issues characterizing the problem

3. Cite the resources of information and the tools used

2. Describe your instructional solution (set)1. List features addressing learning task or content

2. Include a learner profile

3. Include a context analysis

3. Identify Major Goals that address the problem1. Identify and prioritize goals

– What really needs to be done to fill the gap?

– Prioritize the list and get buy-in from the leadership.

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• Adieu for this week, EDER 673 !Adieu for this week, EDER 673 !Instructional Design Instructional Design (iD) (iD)

Next Week (March 6- March 13)Next Week (March 6- March 13)

Ordering and sequencing content:Ordering and sequencing content: Elaboration Theory (blueprinting) Elaboration Theory (blueprinting)

Readings due for Next Class (March 6, 2003):Readings due for Next Class (March 6, 2003): 1. The Elaboration Theory: Guidance for Scope and Sequence 1. The Elaboration Theory: Guidance for Scope and Sequence Decisions. Decisions. In C.In C. Reigeluth Reigeluth (Ed.), Instructional Design Theories and Models - An (Ed.), Instructional Design Theories and Models - An Overview and Current Status Overview and Current Status (pp.425-454).(pp.425-454).

22.. Read / Use The Interactive Powerpoint on this topic, available Read / Use The Interactive Powerpoint on this topic, available from the Course Home Page.from the Course Home Page.From, Culnan, A. (2003). Elaboration Theory. Unpublished M.Ed. Ed Technology From, Culnan, A. (2003). Elaboration Theory. Unpublished M.Ed. Ed Technology Assignment.Assignment.

See the Home Page by Friday, 7 PM Feb. 28th for See the Home Page by Friday, 7 PM Feb. 28th for more detail and reading resources on this topic -- beyond the class material covered more detail and reading resources on this topic -- beyond the class material covered tonight.tonight.

See the New Discussion Thread (Groups) in WebCT for your ID Model Peer FeedbackSee the New Discussion Thread (Groups) in WebCT for your ID Model Peer Feedback(Rubrics are attached in your email and in the new Thread)(Rubrics are attached in your email and in the new Thread)

http://www.ucalgary.ca/~ekowch/673/673home.htmlEEugene G. Kowchugene G. KowchAssistant Professor of Educational TechnologyAssistant Professor of Educational Technology