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.
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.
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.
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