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Task Analysis and Structure for Effective Instruction

Dr. Joseph Mior explores the essential steps in instructional design focusing on task analysis and content structure. Learn how to identify necessary skills, knowledge, and content organization for effective teaching.

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Task Analysis and Structure for Effective Instruction

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  1. Task Analysis

  2. Question to Consider • What skills and information are necessary to address the identified needs? • What knowledge does the expert have that is essential to the task? • What related subject content should be taught? • How can the subject content items be organized? • How is the task analyzed to identify its components and then to sequence the actions required? Dr. Joseph Mior

  3. Task Analysis • Most critical step in instructional design process. • If designer has not defined content to include in instruction little value in going further. • Solves three problems for designer: • Defines content required to solve performance problem. • Forces SME to work through individual steps thus making subtle steps more easily identifiable. • Creates opportunity to view content from learner’s perspective. Dr. Joseph Mior

  4. Topic Analysis • Also known as content analysis. • Used to define facts, concepts, principles, and rules that make up the final instruction. • Provides the focus of the intended instruction and identifies the structure of the components. Dr. Joseph Mior

  5. Content Structure • Six structures are associated with task analysis: • Facts • The building blocks • Vocabulary learn must master • Concepts • Categories used for grouping similar or related ideas, events or objects • Principles and rules • Describe a relationship between two concepts • Procedures • Ordered sequence of steps learner must execute to complete task • Interpersonal skills • Verbal and nonverbal skills for interacting with other people • Attitudes • Predispositions to behaviour Dr. Joseph Mior

  6. Procedural Analysis • Used to analyze tasks by identifying the steps required to complete them. • Refers to the analysis of both observable and unobservable behaviours. • Each step includes three questions: What does the learner do? What does the learner need to know to do this step? What cues (tactile, smell, visual, etc.) inform the learner that there is a problem, the step is done, or different step is needed. Dr. Joseph Mior

  7. Cognitive Task Analysis • Developed to analyze tasks that involve a cognitive component. • Typically used with a more traditional task analysis and provides additional information that is not obvious when the expert performs the task. • Goal is to identify those covert cognitive operations associated with the overt behaviours we can easily observe. Dr. Joseph Mior

  8. Critical Incident Method • Critical incident interview based on three types of information: • What were the conditions before, during, and after the incident? • What did you do? • How did this incident help you reach or prevent you from reach your goal? • Well suited for analyzing interpersonal skills and attitudes. Dr. Joseph Mior

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