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Innovations in Learning: Applying Task Analysis and Objectives

Explore task analysis and learning objectives in educational technology, highlighting emerging tech and effective presentation strategies. Learn through practical examples and engaging presentations. Enhance understanding of instructional strategies and aligning objectives with activities.

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Innovations in Learning: Applying Task Analysis and Objectives

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  1. Theory to Practice – Part IIReview: Task Analysis and Learning Objectives (Revised) EDTEC 572

  2. Road Map Where we’ve been: • 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 are: Where we’re going:

  3. Emerging Technology Preso! Emerging Technology Presentation • 5 – 10 minute group PRESENTATION • Highlighting an emerging technology • Suggesting how it might be used in the classroom Info and Examples: • Description: http://edweb.sdsu.edu/courses/edtec572comet/emergingtech.php • Examples See Assignments Page

  4. Emerging Technology Preso! LESSONPLAN

  5. Debrief: Readings A few points from Chapters 4-6 (Williams): • 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? Don’t let this be you!:

  6. Task 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 & attitudesinterview SMEs; job holders

  7. Bloom’s overlaps Topic TA: • To analyze learning/task • And to create instructional strategies/activities • Instructional Strategy Selection Chart • Ensures the Alignment of Objectives, Activities and Outcomes

  8. Task Analysis: Campus Experience • Ann: Job Task Analysis • Joseph: the peanut butter and jelly sandwich example  (#98) • Dow-Ning: how animation students use tablets to draw • Importance 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)

  9. Task Analysis: Online Group • 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)

  10. Task Analysis: Online Group (2) • Nora: SMEs and ID (different responsibilities) • Content • Organize 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

  11. Task AnalysisReview: Halloween • What are the cultural facts and concepts? • trick-treating, carving a pumpkin, or making costumes.

  12. Task AnalysisPractice: Halloween

  13. Task AnalysisCooking! • What are the facts and concepts, procedures? • How much time would each task take?

  14. Task Analysis(and how it relates to your final project) Regarding 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

  15. Learning Objectives(Chapter 5 Morrison) Once you’ve identified your content … What will the learner DOto DEMONSTRATEtheir learning?

  16. Learning ObjectivesA Reminder: Classifying Objectives Classifying objectives helps prescribe the appropriate Instructional strategy

  17. Learning ObjectivesA Reminder: Classifying Objectives Classifying objectives helps prescribe the appropriate Instructional strategy

  18. Learning Objectives(Chapter 5 Morrison) What areCONCRETE and OBSERVABLE outcomes?

  19. 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

  20. Learning ObjectivesPractice: Observable Verbs Change the verb in each of the following phrases to one that is observable: • The learner will understand …. • The learner will recognize …. • The learner will feel ….

  21. Learning ObjectivesPractice: Observable Verbs Change the verb in each of the following phrases to one that is observable: • The learner will understand …. • The learner will recognize …. • The learner will feel …. Classify, discuss, identify, select, analyze, distinguish ..

  22. Learning ObjectivesPractice: Observable Verbs Change the verb in each of the following phrases to one that is observable: • The learner will understand …. • The learner will recognize …. • The learner will feel …. Classify, discuss, identify, select, analyze, distinguish .. Identify, select, categorize, indicate, locate ..

  23. Learning ObjectivesPractice: Observable Verbs Change the verb in each of the following phrases to one that is observable: • The learner will understand …. • The learner will recognize …. • The learner will feel …. Classify, discuss, identify, select, analyze, distinguish .. Identify, select, categorize, indicate, locate .. Express, attempt, defend, share, participate in, choose ..

  24. Learning ObjectivesPractice: Observable Verbs More examples: • Morrison – Chapter 5 – Table 5-5 • Table 5-5 Observable verbs for the cognitive domain • Bloom’s Polygon PDF – Week 3

  25. Learning ObjectivesPractice: Cognitive Objectives • The learner will interpret a sales graph Write a cognitive objective for the following task:

  26. Learning ObjectivesPractice: Cognitive Objectives Write a cognitive objective for the following task: • The learner will interpret a sales graph • Determine the group that sold the most • Determine the groups that were below average • Determine the year with the greatest number of sales

  27. Learning Objectives 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

  28. PLN: Google Sites .. 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

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