Summer 2014
Elboni Todd
APT. 501
Chapter 2
2.1 Write a One
page summary on how to Define performance analysis, needs
assessment, needs statements, and instructional goals.
2.2 Write a One
page summary on how to Identify an instructional goal that meets
the criteria for initiating the design of effective instruction.
2.3 Write a One
page summary on how to Write an instructional goal that meets the
criteria for initiating the development of instructional materials.
2.4 Write a One
page summary on how to Evaluate instructional goals for
congruence with learner characteristics, learning and performance contexts, and
tools available for learners.
2.5 Add 3 tabs that relates to
this chapter (with support/references) to your LiveBinder
Chapter 2.1
Define performance analysis, needs assessment, needs
statements and instructional goals.
Performance
analysis is seldom used in the public school setting. Designers engage in this
stage to identify the problem precisely, which is not an easy task. The
question is if a performance can be solved instruction the next step is
assessment which is required the conduct of job analysis to identify
instructional goals. In the needs assessment stage the purpose is to require
information in order to verify problems and identify solutions. There are three
components in this stage which are establishing a goal (desired status), the
second component is determining the actual status or the performance of the
goal and the last component is identifying the gap between the desired and the
actual status describing the need. In the instructional goal process it is
directly linked to the needs assessment study. It is a clear, general statement
of a learner outcome that is related to an identified problem and needs
assessment and statement and achievable through instruction rather some more
efficient means.
Elboni Todd
Question 2.2
How to identify an instructional goal that meets the
criteria for initiating the design of effective instruction?
There
are four major steps in identifying and instructional goal which are:
1. Is
the instructional goal acceptable to administrators?
The task at hand is: do the
designers have knowledge of the information in order to teach the learner.
2. Are
there sufficient resources to develop instruction?
Designers must have accurate
materials in order to develop the right instruction.
3. Is
the content stable.
The material that is being taught
to the learners is it suitable for their age group.
4. Are
learners available?
The most important question is will
there be any learners able to learn the materials at hand because without them
there is no purpose.
The instructional designer must be
aware that instructional design needs to take place in a specific context that
that includes a number when identifying the goal that a designer must use to
complete this goal.
Elboni Todd
Question 2.3
How to identify an instructional goal that meets the
criteria for initiating the design of effective instruction?
There
are four major steps in identifying and instructional goal which are:
1. Is
the instructional goal acceptable to administrators?
The task at hand is: do the
designers have knowledge of the information in order to teach the learner.
2. Are
there sufficient resources to develop instruction?
Designers must have accurate
materials in order to develop the right instruction.
3. Is
the content stable.
The material that is being taught
to the learners is it suitable for their age group.
4. Are
learners available?
The most important question is will
there be any learners able to learn the materials at hand because without them
there is no purpose.
The instructional designer must be
aware that instructional design needs to take place in a specific context that
that includes a number when identifying the goal that a designer must use to
complete this goal.
Elboni Todd
Question 2.4
How
to evaluate instructional goals for congruence with learner characteristics,
learning and performance contexts and tools available for learners?
This
is the most important task in this question. The description of what learners
will be able to do. It is not complete without an indication of which the
learners are the context in which they will use the skills and tools that are
available.
The designer must be
clear about what is exactly who the learners are rather than making vague
statements about them. They must be clear about the materials, I can say that
enough; be very Clear. The designer should examine additional questions when
contemplating an individual project and do not assume. The ability and
willingness to work in teams is also very important because without access to
appropriate learners the designers will be unable to implement the total design
process
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