User and User Needs Assessment and Analysis

1. User and User Needs Assessment and Analysis

2. Instructional Design Process • A systematic approach for designing, developing and delivering strategic instruction focused on improving the learners' performance and the elimination of performance gaps that are the result of a training problem.

3. I.D. Process Analysis Evaluation Design Implementation Development

4. I.D. Process • Preparations: Collect Resources • Subject Resources • materials relevant to the subject matter • Instructional Design Resources • materials relevant to the instructional development • Media Resources • hardware, software, operation manuals

5. I.D. Process • Preparations: Learn the Content • refer to expert if not familiar with subject matter • studying resources gathered • includes content structure and not only the actual content

6. I.D. Process • Analysis • Performance Analysis • Goal analysis • Task analysis

7. I.D. Process • Analysis: Performance Analysis • reveals the gap between actual learner performance and the desired learner performance • determines if the gap can be eliminated through an effective training program

8. I.D. Process • Analysis: Goal analysis • turns abstract statements into concrete tasks that can be taught • e.g. Employees should be safety conscious. How do I know if someone is safety-conscious?

9. I.D. Process • Analysis: Task analysis • a sequenced description (or flowchart) of: • the step by step actions • the tools, equipment, materials, and supplies • any associated safety concerns • required prerequisite knowledge • acceptable standards of performance • key points required to complete a task

10. I.D. Process • Analysis: Task analysis • understand the user activities that a product is intended to support • consider the goals of the product and the goals of the end users • ensures the need to know information is taught

11. I.D. Process • Design • Learner Analysis • Learning Objectives • Skill Hierarchies • Course Prerequisites • Content Design • Technical Design

12. I.D. Process • Design: Learner Analysis • a description of the people who will receive the training • this might include: • their skills, knowledge (experience level), and expectations • their reading ability • their attitudes and interests

13. I.D. Process • Design: Learner Analysis • consider personality, individual preferences and dislikes • determine what the student should know or be able to do • assess the characteristics and instructional needs of intended users

14. I.D. Process • Design: Learning Objectives • statements that define what the learner must do to demonstrate learning has been accomplished. • contain 3 distinct components: • Performance: States what a learner is expected to be able to do. • Conditions: Describes the important conditions under which the performance is to occur.

15. I.D. Process • Design: Learning Objectives • contain 3 distinct components (cont.): • Criteria: States the specific standard of performance by describing how well the learner must perform in order to be considered acceptable.

16. I.D. Process • Design: Skill Hierarchy • a diagram showing the relationships between the skills in the training • helps you determine what to teach first

17. I.D. Process • Design: Course Pre-requisites • gives you a starting point • describes what knowledge and skills the learners must have before taking your course • everything between the course prerequisites and terminal objectives = course content

18. I.D. Process • Design: Content Design • Generate Ideas • brainstorming • conceptual design • “the more ideas you generate early in the design process, the more likely it is that at least one of them will be an exceptionally good one”

19. I.D. Process • Design: Content Design • generate Ideas (ideas about Information to be taught) • e.g. history of computers parts of the computer

20. I.D. Process • Design: Content Design • generate Ideas (ideas about how to teach the topics) • e.g. give a video about the history of the computers show a picture of a computer system and label the parts

21. I.D. Process • Design: Technical Design • Flowchart the Design • series of diagrams describing the operations a computer performs • visual representation of decisions and events • shows sequence

22. I.D. Process • Design: Technical Design • Storyboarding • process of preparing textual and pictorial displays • depicts content and presentation • draft of actual instructional messages such as presentations, questions, feedback, directions, prompts, pictures, and animations

23. I.D. Process Good Fast Cheap Pick any two! If you want it fast and good – don’t expect it to be cheap. If you want it fast and cheap – don’t expect it to be good. If you want it good and cheap – don’t expect it to be fast.

24. I.D. Process • Development • Criterion tests • Relevant practice • Content derivation • Delivery system selection • Module development • Sequencing • Tryout

25. I.D. Process • Development: Criterion tests • Criterion testing evaluates whether the learner has met the objectives. A test may have a learner: • provide a correct answer from alternatives (multiple choice, fill in the blank, etc.) • do or produce something to demonstrate the objective has been met

26. I.D. Process • Development: Content Derivation • content promotes complete understanding and successful completion of test items. Objectives Content Test

27. I.D. Process • Development: Delivery System Selection • sometimes referred to as “media selection.” • you decide how the training will be presented to the learners. • examples: simulator based, instructional videos

28. Skill Check Description -demonstrate mastery of objective Objective(s) – stated in terms learners can understand Big picture - orients learners I.D. Process • Development: Module Development

29. Demo - shows what performing the objective looks like Relevance - tells why it’s important to them Instruction - gives information needed for objective I.D. Process • Development: Module Development

30. Self check - allows learners to see if they can perform the objective Practice - gives practice in doing the objective Feedback - gives information on performance I.D. Process • Development: Module Development

31. I.D. Process • Development: Sequencing • determining the most efficient order to present the modules to learners. • organize information in one of these ways: • Hierarchically (from easy to difficult, from simple to complex) • Chronologically • Spatially (left to right, top to bottom, outside in) • Spirally

32. I.D. Process • Development: Tryout • try out your design • debugging • re-engineering • evaluation: intended users

33. I.D. Process • Implementation • the training system is put in place and persons are trained on how to use it properly

34. I.D. Process • Evaluation • focus on continuous improvement • this step tells you: • whether or not the training solved the original training problem • what you can do to improve the training • how training impacts the bottom line

35. I.D. Process • Evaluation

36. Research Techniques • Expert Reviews • Site Visits • Survey Construction • Paper Prototype Tests • Contextual Inquiry • Technology Immersion • Participatory Design

37. Research Techniques • Expert Reviews • provide “quick checks” of design to catch obvious problems • check for violations of usability guidelines

38. Research Techniques • Site Visits • provide information about the end users’ use of products in context • e.g. examining what makes a product retain appeal and “replayability” or how quickly children master certain types of interactivity

39. Research Techniques • Site Visits • explores end users’ preferences and other qualitative reactions to design ideas • goal: increase the chance that the end users will choose the product over many options

40. Research Techniques • Survey Construction • Questionnaires • must be age-appropriate

41. Research Techniques • Survey Construction  A scale for asking children to rate software on attributes of usability and engagement 

42. Research Techniques • Paper Prototype Tests • low-tech prototyping • screen shots, sketches, or storyboard made of paper, crayons, etc. • interaction between researcher and end users

43. Research Techniques Research Technique Stage/s Expert Reviews Throughout Site Visits Concept, Prelim Design Survey Construction Concept, Prelim Design Beta Testing Prototyping Prelim Design

44. Research Techniques • Contextual Inquiry • observation technique • users can be, at times, nonverbal o less-reflective in discussing the world around them • goal: to understand what these needs may be

45. Research Techniques • Technology Immersion • immersing the users with large amounts of technology • provide as many options as possible • observing likes, dislikes, preferences on hardware and software

46. Research Techniques • Technology Immersion • a combination of technology, time, and freedom of choice offers researchers more opportunity to understand what users do and want with technology

47. Research Techniques • Participatory Design • develops partnership between designers and end users • low-tech prototyping • users: not only reactants but designers as well

48. Research Techniques • Participatory Design • adult researchers can identify new technology possibilities that might not have been considered otherwise • in practice: CHI Kids

49. Project Schedule • Documentation of General Project Information • Listing of Project Deliverables • Scheduling of Project Activities

50. Project Schedule • Documentation of General Project Information • purpose of the project and what need is addressed • current performance gaps and obstacles • desired outcome • project constraints • assumption that have impact on time lines or project success