Intro to ID and Identifying Instructional Goals

1. Intro to ID and Identifying Instructional Goals January 28, 2008

2. Why Systems Approach? • The systems approach to ID is recursive, requiring continual evaluation, review, and revision; illustrates the connection between each task • Focused on outcomes that are measurable. • Process is empirical and replicable.

3. Foundations of ID Systems Approach • Cognitive approach • Learner = instructor’s situation + appropriate learner response • Constructivism • Learning = new information + existing information/experiences • Behaviorism • Learning = change of understanding + change of behavior

4. Considering Delivery Systems “Most recently, it seems that every new instructional effort tends to include a computer. In every instance, the systems approach is an invaluable tool for identifying what is to be taught, determining how it will be taught, and evaluating the instruction to find out if it is effective.” --SDOI, p. 9

5. Front-End Analysis and Instructional Goals

6. Why does ID Happen? • SME identifies a deficiency in knowledge and/or performance. • Curriculum, policies, manuals, etc. identify what students/employees should know. • Mandates from above. • Performance technology--response to problems or opportunities within organization.

7. Front-End Analysis Process • Conduct Performance Analysis • Identify and describe situation/problem that needs to be addressed • Conduct Needs Assessment • Compare performance analysis data w/ performance goals • Conduct Job Analysis • Observe employees/students at work • Conduct interviews with employees and managers/students and teachers

8. Front-End Analysis Process

9. Front-End Analysis • What questions can be asked to collect data for the front-end analysis/needs assessment?

10. Identifying Instructional Goals • Instructional Goals are determined by the following equation: • Sometimes the performance gap requires instruction, sometimes it does not. Desired Goal - Actual Goal Performance Gap

11. Writing Clear Instructional Goals • A complete goal statement should describe: • The learners • What the learners should be able to do • The performance context • Available tools for learners in the performance context

12. Revising Goal Statements To clarify goal statements: • Write out the goal on paper. • Brainstorm the behaviors learners would demonstrate. • Select behaviors that best represent the goal. • Incorporate behaviors and possible job aids into statement. • Evaluate revised goal statement.

13. Select a Goal Statement to Revise • Students will learn how to prepare accurate and effective lab reports. • Librarians will be trained to provide customer service to faculty, students, and staff. • Food service staff will correctly prepare grilled cheese sandwiches. • Office staff will know how to schedule appointments for the department chair.

14. Take-home Messages • Not every performance problem requires instruction. • Instructional goals should be measurable and behavioral-based. • Comprehensive needs-analysis should inform instructional goals.