Elboni: 2014

Applied Technology

501 summer 2014

Chapter 4

Select and define Five (5) terms or phrases that were significant to you from this chapter. Post them on your webpage and blog under the tab or section you created as “Glossary of Terms”

4.1 Write a One page summary on how to Describe approaches to subordinate skills analysis including hierarchical, procedural, cluster, and combination techniques.

4.2 Write a One page summary on how to Describe the relationships among the subordinate skills identified through subordinate skills analysis, including entry skills.

4.3 Write a One page summary on how to Apply subordinate skills analysis techniques to steps in the goal analysis and identify entry skills as appropriate.

4.4 Add 3 tabs that relate to this chapter (with support/references) to your LiveBinder

Elboni Todd

Chapter 4

Select and define Five (5) terms or phrases that were significant to you from this chapter. Post them on your webpage and blog under the tab or section you created as “Glossary of Terms”

4.1 Write aOne page summary on how to Describe approaches to subordinate skills analysis including hierarchical, procedural, cluster, and combination techniques.

4.2 Write aOne page summary on how to Describe the relationships among the subordinate skills identified through subordinate skills analysis, including entry skills.

4.3 Write aOne page summary on how to Apply subordinate skills analysis techniques to steps in the goal analysis and identify entry skills as appropriate.

4.4 Add 3 tabs that relate to this chapter (with support/references) to your LiveBinder.

Elboni Todd

Chapter 4

Select 5 terms or phrases that were important in this chapter.

1. Cluster Analysis – It is when the instructional goal or main sub skill in the goal requires learning verbal information.

2. Entry Skill – learners must already have mastered a skill in order to learn a new skill. This is a very important process.

3. Combination domain – includes both intellectual skills and verbal information.

4. Hierarchical Approach- this approach is used to analyze individual steps in the goal analysis that are classified as intellectual or psychomotor skills.

5. Techniques for attitudinal goals are defined as the designer should ask what learners must do when exhibiting this goal.

4.1

When describing the approach to subordinate skills during the hierarchical approach it is classified as the intellectual or psychomotor skill. This is an intellectual skill that requires students to learn a number of rules and concepts related to the assessment. This technique is derived by Gagne’ (1985) that consists of asking the question what the student must already know so that with a minimal amount of instruction this task can be learned. The designer can identify one or more critical skills that will be required of the learner prior to attempting instruction on the step itself. The instructional goal is stated at the top of the pyramid. This approach when describing the procedural analysis is simply saying most adults should know what to do or could be taught very quickly. During the cluster analysis, the instructional goal or main sub skill in the goal that requires learning verbal information. The most meaningful analysis of verbal information goals is to identify the major categories of information that is implied. When diagraming a cluster analysis you must use the hierarchical approach and each major cluster as a sub skill. Combination techniques identify the knowledge that a learner should know.

4.2

This skill is very important because the designer can use these skills to identify what is really needed. The main idea is to get the students to achieve the terminal objective. In the entry skill process it helps the designer identify exactly what learners will already have to know or be able to do before they begin the instruction. In this process, learners must already have mastered them in order to learn the new skills included in the instruction. The procedure used to identify entry skills is directly related to the subordinate skill analysis process. The entry level skill process goes hand in hand with the hierarchical process. Instructional designers should identify expected skills of learners by continuing the instructional analysis tothe point that skills identified become basic for their learners.

4.3

Identifying the appropriate entry skill depends on the current skill level of the learner. In this stage the designer must analyze the information and skills that an individual would need to accomplish the next step. Starting with the goal statement, the necessary skills and information which are identified in a step by step process. When identifying it can be very dangerous during the instructional design process the designer is only making assumptions at this early point.

It can be possible to have several starting points within the instruction, and learner’s scores on entry skills test which can be used to place them at the appropriate starting point. Learners that don’t have these skills must master them somewhere else.

http://www.livebinders.com/edit/index/1368349

Applied Technology

501- summer 2014

5.1 Write a One page summary on how to Name the general characteristics of a target population that are important to consider when developing instruction.

5.2 Write a One page summary on how to Name contextual characteristics of the eventual setting in which acquired skills will be performed.

5.3 Write a One page summary on how to Name contextual characteristics of the instructional setting. For a given instructional goal and context, describe methods and sources for obtaining information about the target population, performance setting, and instructional setting.

5.4 Write a One page summary on how to Analyze and describe the general characteristics of a target population.

5.5 Write a One page summary on the Analyze and describe the contextual characteristics of the eventual performance and instructional settings.

5.6 Write a One page summary on the Review instructional analysis work in light of learner and context information and revise as indicated.

Elboni Todd

Chapter 5

Select and define Five (5) terms or phrases that were significant to you from this chapter. Post them on your webpage and blog under the tab or section you created as “Glossary of Terms”

Reflect After you read the chapter then complete the following:

5.1 Write aOne page summary on how to Name the general characteristics of a target population that are important to consider when developing instruction.

5.2 Write aOne page summary on how to Name contextual characteristics of the eventual setting in which acquired skills will be performed.

5.3 Write aOne page summary on how to Name contextual characteristics of the instructional setting. For a given instructional goal and context, describe methods and sources for obtaining information about the target population, performance setting, and instructional setting.

5.4 Write aOne page summary on how to Analyze and describe the general characteristics of a target population.

5.5 Write aOne page summary on the Analyze and describe the contextual characteristics of the eventual performance and instructional settings.

5.6 Write aOne page summary on the Review instructional analysis work in light of learner and context information and revise as indicated.

Elboni Todd

Chapter 5

Select 5 terms or phrases that were important to you in this chapter.

1. Target Population – is described as the ones you want to hit.

2. There are two aspects to the analysis of learning context which is the is and should be.

3. Entry Skills – described as prior to beginning instruction the learner must have mastered the skill.

4. Many instructors consider the motivation level of learners the most important factor in successful instruction.

5. Most designers review and revise design analysis before the first draft of instruction is created.

5.1

Considering the learners for any given set of instruction is known as the target population which is known as the ones you want to hit with the appropriate instruction. It can also be referred to as the target audience or target group. It is described by such identifiers, as age, grade level topic being studied, job experience and job position. Designers need to know a lot about their target population which is entry skills, prior knowledge of topic area, attitudes toward content and potential delivery system, academic motivation, educational and ability levels, general learning preferences, attitudes toward training organization and group characteristics.

5.2

Instruction should be included when trying to satisfy a need that has been derived from a needs assessment. It should be based on identifying performance problems. It can be solved through instruction or opportunities in which instruction can provide an organization. The instruction must contribute to meeting an identified need by providing learners with skills and attributes that will be used.

5.3

Research is very important. If management support is not present the designer has an added problem. Always access the physical context in which the skill will be used. Understanding the social context in which the skills are to be applied is very critical for designing effective instruction. In analyzing social aspects some relevant questions must be answered. Relevance of skills to workplace means that a learner must ensure that new skills meet identified needs. Learners should access the relevance of the skills to be learned. Some can be done in office but some require designers to observe in the appropriate setting.

5.4

Describing the characteristics is simple; entry skills which means prior to beginning instruction,target population members must have already mastered certain skills. Prior knowledge of topic area is the importance of determining what learners already know about the topic that is being taught. Learners often have partial knowledge and they construct knowledge by building on their prior knowledge or understanding. They may sometimes have impressions or attitudes about the topic that will be taught. They may however be interested in learning the new skills. Designers should determine the learner’s expectations.

5.5

The major purpose of the analysis is to identify available facilities and limitations of the setting. The procedure is to schedule visits to one or more training sites and schedule interviews with instructors. The main two aspects are known as the what is and whatthe should be. There should be facilities equipment and resources that adequately support the intended instruction. The learning context analysis focuses on compatibility of site with instructional requirements, adaptability of site to stimulate work place, adaptability for delivery approaches and learning site constraints affecting design and delivery.

5.6

Most designers review and revise design analysis before the first draft is written. The instructional analysis diagram indicates the goal, the steps required to perform the goal. Subordinate and entry skills are required. In addition, a designer needs to see how a learner from the target population reacts to the skills that are being taught. The materials can be shared with supervisors in the work setting is very important. Supervisors can provide insights from both content expert and context feasibility perspectives. Input from target learners and supervisors will aide revising the instructional analysis before the learner begin the next phase? If the designer continues to review the information with several learners they will gain information to refine the instructional analysis.