Multimedia Needs Analysis Computer-Based Instruction

1. Multimedia Needs Analysis Computer-Based Instruction MIT 513 - Week 4 Spring 2010 Martin

2. For Week 4 • Discussion on Multimedia Needs Analysis • Needs Assessment, Front-end Analysis, Audience Analysis, Technology Analysis, Situational Analysis, Task Analysis, Critical Incident Analysis, Issue Analysis, Objective Analysis, Media Analysis, Extant data Analysis • Readings - Read – Part One – Chapter 2 to 12, Multimedia-based Instructional Design, Lee & Owens

3. Presentations

4. Agenda – Week 4 • CBI Proposal (Individual) • Multimedia Needs Analysis Discussion • Writing effective objectives and test items • CBI Proposal (Teams) • Ideas for Team Project

5. Needs Analysis

6. Multimedia Needs Analysis • Needs Assessment • Systematic way of determining the gap that exists between where the organization is and where it wishes to be • Front-End Analysis • A collection of techniques that can be used in various combinations to help you bridge the gap by determining what solution(s) will be required

7. Discussion

8. Needs Assessment • Five Types of Need • Normative Need – Need compared to a standard • Felt Need – What people think they need • Expressed or demanded need – Supply and demand • Comparative need – Some people have a particular attribute others don’t • Anticipated or future need – Projected demands

9. Needs Assessment Process Six activities in the process of conducting a needs assessment • Determine the present condition • Define the job • Rank the goals in order of importance • Identify discrepancies • Determine positive areas • Set priorities for action

10. Activity1. Determine the present condition (Actual) • Indentify the knowledge and skill needed to perform the task(s) • Identify the job-related knowledge and skill areas used to select people for the task(s) • Check for discrepancies between steps 1 & 2 • If there isn’t a match identify the skills that are missing and review for possible training or performance support and consider revision of employee selection criteria • Look for environmental causes of the problem • Document task performance that is affected by such environmental factors (Noise, equipment, tools, temperature, workspace) • Review all results and identify areas of need • Gather data from employees about management support, existing training, teamwork.., workflow, safety • Review all results and identify areas of need

11. Activity steps 2 to 6 • Define the job – Define the ideal situation of the job, and compare the ideal to the tasks currently performed • Rank the goals in order of importance – List the goals in order of importance, and show how they interrelate • Identify discrepancies – Determine the differences between ideal and actual performance. List all discrepancies as well as missing tasks • Determine positive areas – Identify what is working • Set priorities for action • List possible solutions suggested by needs assessment • Define impact of each solution in terms of time, money and customer satisfaction • Make recommendations keeping in mind job goals, desired results and other factors

12. Data collection techniques • Phone • In person • E-mail • Paper questionnaire • Video camera • Observer • Inexpensive mock-up or talk-through • Use actual equipment or software but not in the work environment

13. Front-end Analysis • Audience analysis • Identify the background, learning characteristics, and prerequisite skills of the audience • Technology analysis • Identify existing technology capabilities • Task analysis • Describe the job-related tasks performed as a result of the training or performance support

14. Front-end Analysis • Critical-incident analysis • Determine what skills or knowledge should be targeted in the multimedia intervention or training program • Situational analysis • Identify environmental or organizational constraints that may have an impact on goals and multimedia design • Objective analysis • Write the objectives for the job tasks to be addressed

15. Front-end Analysis • Media analysis • Select the appropriate media delivery strategy • Extant-data analysis • Identify existing training materials, manuals, references, and syllabi • Cost-benefit analysis • Identify cost and benefit, and return on investment

16. Requirements for Individual CBI • Statement describing the instructional problem • Brief, but convincing, description of why a CBI program is the appropriate solution to the instructional problem described above • Description of your target audience and the instructional setting in which it will be used • One specific learning objective

17. Requirements for Individual CBI • Description of treatment (that is, what will the approach or style, of the program be. (Humorous/Documentary/Factual/Conceptual/Adventure Game etc.) • Brief content outline • Outline of the instructional flow of the program. (This is where you describe what the user experiences as he/she goes through your program) • A Sample Mini-Proposal linked

18. Parts of a good lesson • Introducing the lesson (objectives) • Providing information • Providing practice • Providing knowledge of results • Reviewing the activity • Objective - Information – Practice - Assessment

19. Providing Information • Students learning to perform a new task normally lack basic information essential to perform the task correctly • Present the necessary information in a clear and concise manner • Present only the information necessary for learning to perform this task • Emphasize the importance of essential information by presenting it in a straightforward manner

20. Providing information • The basic information needed is the definition, description, or set of procedures that will enable students to perform the task stated in the objective

21. Writing Objectives/Assessment Items • Instructional Objectives versus Instructional Activities • Well-written objectives • Writing Objectives

22. Instructional Goals • Broader and general statement of what learners will be able to do at the end of instruction • Eg. Students will be able to solve basic addition and subtraction problems

23. Instructional Objectives • Specific statements of what students will be able to DO at the end of the instruction • Typically, there are number of objectives for each goal • Eg. Given two single-digit numbers, the students will add those two numbers correctly

24. Instructional Objective versus Instructional activity • A common error in identifying instructional objective is to confuse objectives and activities • Objectives are ends of instruction, but activities represent means to these ends • Objective is a skill that you want your students to possess at the end of the activity • Activity is a learning experience for the purpose of attaining an objective

25. Objectives vs Activities • Examples • Activity – The student will take a field trip to the art museum • Objective – Given picture of famous paintings, the student will identify the correct artist for each

26. Identify well-written objectives • Objectives must be stated appropriately in order for them to be useful in instructional planning and assessment of student learning. • Two elements are important: • the description of the expected student performance itself; • the description of conditions for assessing performance

27. Describe Student Performance • An acceptable objective describes what student will be able to DO rather than what they will know or how they will feel. • Whenever possible use verbs that indicate OBSERVABLE behavior rather than internal state.

28. Well –written versus Not well-written

29. Describing Performance Conditions • Performance conditions or givens are materials provided to the student in order to perform the task. • Stating givens may not be appropriate for every objective. • For example, there is no need to indicate givens when they are common sense and implied in the task itself such as a pen or paper.

30. Errors in writing givens • The objective includes instructional activities or events rather than materials or information given at the time of assessment, for example, • Given a week’s practice in shooting free throws, the student will make at least 6 of 10 free throws (inappropriate use of givens.) • The objective states the type of test item to be given, for example, • Given essay questions, the student will explain the importance of several economic theories. (Inappropriate use of givens.)

31. Writing Instructional Objectives • When writing your own instructional objectives think of these two questions: • What should the instructional content be (concepts, principles, etc.)? • What should students be able to do with respect to the content?

32. Assessment • Your goal at this stage of instructional planning is to find out whether the students learned what you intended and how well they learned it. • Assessment should help you answer the following questions: • How well can students perform each objective? • Which students need additional instruction? • How effective was my instruction overall and what should I improve next time?

33. Identify appropriate assessment items • When writing assessment items ask yourself: • Does the assessment item and procedures require the same performance of the student as that specified in the instructional objective? • Does the assessment item provide the same conditions or givens as those specified in the instructional objective?

34. Appropriate assessment item • Objective: Given the letters l, m, and n, the students will say the sound of each letter. • Assessment item: The teacher shows the letters l, m, and n individually and calls on the student to ‘say the sound of this letter’. (Appropriate assessment item.)

35. Identify well-written assessment items • Assessment items should be clearly written so that students understand exactly what is required. Here are some of the most common errors made when writing assessment items:

36. Unnecessarily complex items • The four food groups provide all of the nutrients necessary for healthy bodies. Name them. (Too complex) • A better item: Name the four food groups.

37. Ambiguous completion items • In such items several correct answers can be used, for example, • In order to survive, every living thing needs ________________. (Not well-written; several correct answers may be given.) • A better item: List the three resources that every living thing needs for survival as discussed in class.

38. Basis of ordering • There is no indication of the basis of ordering. • When asking students to order something indicate whether the ordering should be done chronologically, alphabetically, by importance, etc.

39. Desired description unclear • Asking for a description without indicating the nature of the desired description, for example, • There are four classes of instruments in orchestra. Name one and tell something about it. (Not well-written; it’s unclear what information should be provided.)

40. Items that include prompts • There are a number of different ways that an assessment item may provide students with cues about the correct answer.

41. Providing appropriate practice • Once Information is given, students should be given appropriate practice • Appropriate practice is practice of the exact task stated in the objective • Providing Individual and Frequent Practice • Provide knowledge of results

42. Practice • If your objective calls for “identifying isosceles triangles, given examples of the three types of triangles” • The practice you will provide will involve identifying isosceles triangles from among examples of the three types

43. Requirements for Team CBI • Statement describing the instructional problem (which in turn should include the background and a description of the need for the program) • Brief, but convincing, description of why your CBI program is the appropriate solution to the instructional problem described above. • Description of your target audience and planned instructional setting • Two to Four specific learning objectives and a sample test item for each

44. Requirements for Team CBI • Description of treatment (that is, what will the approach or style, of the program be. (Humorous/Documentary/Factual/Conceptual/Adventure Game etc.) • Brief content outline • Outline of the instructional flow of the program. • Proposed timeline for producing the program, and • Proposed budget

45. Ideas for CBI Team Project

46. Week 5 – Guided Lab Day 2 • Video2Brain Lessons • Lessons 5 to 8 • Guided Lab Day • Guest speaker - Newman • Peer reviews on your individual project

47. Week 6 • Multimedia Instructional Design • Flowcharting, Storyboarding, Prototyping • Read – Part Two – Chapter 15 to 20, Multimedia based Instructional Design, Lee & Owens . Also, Read chapters 21 to 23 • DUE: Individual CBI Project

48. Reference • Lee & Owens, Multimedia Based Instructional Design • Sullivan & Higgins, Teaching for Competence