Theory to Practice – Part IIReview: Task Analysis and Learning Objectives

(Revised)EDTEC 572

Road MapRoad Map

Update: Emerging Tech Assignment

Debrief – Readings

Applying Theory Part 2

PLN: Google Sites or other designated website

Tech Tool: what all presenters need to know; Storytelling

reminders for next week…

Where we’ve been:

Where we are:

Where we’re going:

5 – 10 minute group PRESENTATIONPRESENTATION Highlighting an emerging technology Suggesting how it might be used in the

classroom

Emerging Technology Emerging Technology Preso!Preso!

Emerging Technology Presentation

Info and Examples:

Description: http://edweb.sdsu.edu/courses/edtec572comet/emergingtech.php

Examples See Assignments Page

Emerging Technology Emerging Technology Preso!Preso!

LESSONPLAN

Debrief: ReadingsDebrief: Readings

You are responsible for applying the principles in this book to your presentations and created instructional content!

We will continue to explore effective presentation of information over the next few weeks. - This is a process.

What is the take away point you came away with? Page #?

What is good or bad presentation you ever attended?

Why?

A few points from Chapters 4-6 (Williams):

Don’t let this be you!:

Task Analysis: #97Task Analysis: #97

Procedural: what’ll the learner do? Highly structured tasks. Concrete content.

Cognitive Task Analysis: the “ mental” steps in completing a task

Topic: content & structures (like Bloom’s)

Critical Incident Method ： interpersonal skills & attitudes interview SMEs; job holders

Bloom’s overlaps Bloom’s overlaps Topic TA:Topic TA:

To analyze learning/task

And to create instructional strategies/activities

Instructional Strategy Selection Chart

Ensures the Alignment of Objectives, Activities and Outcomes

Ann: Job Task Analysis Joseph: the peanut butter and jelly

sandwich example  (#98) Dow-Ning: how animation students use

tablets to drawImportance of lit review, interview SMEs

Scott: specifying cues to let the learner know that a step was complete

Josiah: train sales team (critical method, both novice & SMEs)

Dionna: CTA--to analyze and make decisions based on the particular situation

Lora: not everything learners need to know can be directly observed

Noel: why Army Air Force pilots were not learning to fly correctly in World War II (Critical Incident); field observation of the task

Erika: "win" the challenge of successfully having a member protect their loan with payment protection (interpersonal skills & attitudes)

Nora: SMEs and ID (different responsibilities)ContentOrganize and sequence the content

efficiently by applying learning and instructional theories.

Aaron: develop a pass-down book prior to job transfer; serve as your own SME

Anu: TA as the collection of procedures for defining the content of an instructional unit.

Jack: for Emerging Tool presentations—Poll everywhere

Task AnalysisTask AnalysisReview: HalloweenReview: Halloween

What are the cultural facts and concepts?

trick-treating, carving a pumpkin, or making costumes.

Task AnalysisTask AnalysisPractice: HalloweenPractice: Halloween

Task AnalysisTask AnalysisCooking!Cooking!

What are the facts and concepts, procedures?

How much time would each task take?

Task AnalysisTask Analysis(and how it relates to your final project) (and how it relates to your final project)

You will need to identify an appropriate “chunk” of instruction to develop

It may be a part of a larger unit of curriculum

Objectives align to tasks and sub-tasks

Regarding Your Final Project:

GROUP SIZE HOURS OF INSTRUCTION

1 = 2

2 = 3

3 = 4

4 = 5

Learning ObjectivesLearning Objectives(Chapter 5 Morrison) (Chapter 5 Morrison)

Once you’ve identified your content …

What will the learner DOto

DEMONSTRATEtheir learning?

Learning ObjectivesLearning ObjectivesA Reminder: Classifying ObjectivesA Reminder: Classifying Objectives

Classifying objectives helps prescribe the appropriateInstructional strategy

Facts Concepts Processes Procedures Principles

Apply Classify new examples

Develop a Process

Perform the Procedure

Solve a Problem. Make Inference

Remember Remember the Facts

Remember the Definition

Remember the Stages

Remember the Steps

Remember the Guidelines

Learning ObjectivesLearning ObjectivesA Reminder: Classifying ObjectivesA Reminder: Classifying Objectives

Classifying objectives helps prescribe the appropriateInstructional strategy

THE KNOWLEDGE DIMENSION

THE COGNITIVE PROCESS DIMENSIONRemember

(Knowledge)

Understand (Comprehension)

Apply(Application)

Analyze(Analysis)

Evaluate(Synthesis)

Create(Evaluation)

Factual

Conceptual

Procedural

Meta-Cognitive

Learning ObjectivesLearning Objectives(Chapter 5 Morrison) (Chapter 5 Morrison)

What areCONCRETE

andOBSERVABLE

outcomes?

Keep In Mind!Keep In Mind!Objectives are for Designers to

Communicate with Each other and their Clients

To your Learners: Use Plain English A few Paragraphs about

What you’ll learn Why it’s important or relevant

Learning ObjectivesLearning ObjectivesPractice: Observable VerbsPractice: Observable Verbs

The learner will understand ….

The learner will recognize ….

The learner will feel ….

Change the verb in each of the following phrasesto one that is observable:

Learning ObjectivesLearning ObjectivesPractice: Observable VerbsPractice: Observable Verbs

The learner will understand ….

The learner will recognize ….

The learner will feel ….

Change the verb in each of the following phrasesto one that is observable:

Classify, discuss, identify, select, analyze, distinguish ..

Learning ObjectivesLearning ObjectivesPractice: Observable VerbsPractice: Observable Verbs

The learner will understand ….

The learner will recognize ….

The learner will feel ….

Change the verb in each of the following phrasesto one that is observable:

Classify, discuss, identify, select, analyze, distinguish ..

Identify, select, categorize, indicate, locate ..

Learning ObjectivesLearning ObjectivesPractice: Observable VerbsPractice: Observable Verbs

The learner will understand ….

The learner will recognize ….

The learner will feel ….

Change the verb in each of the following phrasesto one that is observable:

Classify, discuss, identify, select, analyze, distinguish ..

Identify, select, categorize, indicate, locate ..

Express, attempt, defend, share, participate in, choose ..

Learning ObjectivesLearning ObjectivesPractice: Observable VerbsPractice: Observable Verbs

Morrison – Chapter 5 – Table 5-5 Table 5-5 Observable verbs for the

cognitive domain

Bloom’s Polygon PDF – Week 3

More examples:

Learning ObjectivesLearning ObjectivesPractice: Cognitive ObjectivesPractice: Cognitive Objectives

The learner will interpret a sales graph

Write a cognitive objective for the following task:

Learning ObjectivesLearning ObjectivesPractice: Cognitive ObjectivesPractice: Cognitive Objectives

The learner will interpret a sales graph

Write a cognitive objective for the following task:

- Determine the group that sold the most

- Determine the groups that were below average

- Determine the year with the greatest number of sales

Learning ObjectivesLearning Objectives and Task Analysis and Task Analysis

Final Project Takeaway: You will be most successful if you:

• Accurately estimate tasks and time needed (scope)• Specifically describe learning objectives and concrete behaviors

PLN: Google Sites .. PLN: Google Sites .. Or?Or?

Assignment for this week:

Continue the Tools Presentation

Develop a website (or webpage) that will be used to document your PLN and other EDTEC 572 work.

Google Sites You will continue to add to your site throughout

the remainder of the course

Devan’s