Instructional Design

1. Instructional Design Chapter 3: Learner, Task, and Context Analysis

2. Objectives • Describe the various components of learner analysis. • Describe the purpose of learner, task, and context analysis. • Differentiate between the three schools of learning: behaviorism, cognitivism, and constructivism. • Define the VAK’s models’ three learning styles: visual, auditory, and kinesthetic. • Differentiate between Kolb’s four learner styles: diverger, assimilator, accommodator, and converger.

3. Objectives (cont.) • Describe the four steps in a task-analysis procedure. • State the advantages and limitations of hierarchical task analysis. • Describe the components of context: physical, technical, socio cultural, resources, and constraints. • Differentiate between the types of context: pre- instructional, instructional, and post-instructional. • Perform learner, task, and context analysis for a specific course and the learner segment.

4. Learner Analysis • Learner analysis is the process of analyzing the needs of the learners. • The purpose of learner analysis is to: • Determine the current ability, competence, knowledge, and skills of the learners. • Identify dominant learner characteristics and behavior. • Make decisions about how to teach effectively. • Use multiple methodologies in the course to appeal to the learners.

5. Components of Learner Analysis • The components of learner analysis are: • Demographics: General characteristics of learners • Specific entry competencies: Skills and knowledge that the learners possess before taking the course • Motivation and attitude: Psychological make up of learners

6. Three Schools of Learning • Three dominant schools of thought that trace the evolution of the theory of learning are: • Behaviorism: Assumes that human behavior is predictable and structured. • Cognitivism: Is based on the mental models, schemes, or structures that exist in the minds of learners. • Constructivism: Assumes that learners create new ideas based on their experiences.

7. Malcolm Knowles’ Andragogy Assumptions • Andragogy deals with the art and science of adult learning. • The Andragogy assumptions are: • Need to know: Before they begin to learn anything, adults should know why they need to learn. • Self-concept: Adults perceive themselves as self-directed and motivated. • Role of learner’s experience: Adults use their experiences as a resource of learning. • Readiness to learn: Adults are often ready to learn things that help them in their lives.

8. David Kolb’s Experiential Life Cycle • Experiential learning cycle is similar to the constructivist school of learning. • The following figure shows the four stages of the experiential learning cycle:

9. Types of Learning Styles • Two commonly used learning styles are: • The VAK model:This model classifies learning styles into three types: visual, auditory, and kinesthesic. • David Kolb's model of learning styles: David Kolb proposed four four learner styles: divergers, assimilators, convergers, and accomodators.

10. Types of Learning Styles (cont.) The following figure depicts Kolb’s learning styles:

11. Task Analysis • Task analysis is the process of breaking a complex task into small and simple components. • The purpose of task analysis is to define the content, the course objectives, and determine the instructional strategy and medium. • Types of task analysis: • Hierarchical: Organizes tasks in a hierarchical structure • Procedural: Involves developing a sequential list of steps, both physical and mental • Critical Incident: Identifies behaviors that contribute to success or failure of individuals

12. Task Analysis (cont.) The following figure depicts a task analysis procedure:

13. Components of Task Analysis • Task analysis should have the following components: • Tasks performed by the audience in connection with the subject/topic being taught • Tasks broken into sub tasks, if required • Tasks that are not overt tasks, but are planning tasks or decision-making tasks • Troubleshooting tasks or the problems faced while completing the tasks • Key skills, behaviors, and attitudes required to complete the tasks

14. Context Analysis • Context analysis is the process of collecting relevant information about the environment in which learners will be required to perform. • Its purpose is to determine the circumstances in which the learners work and inform the instructions. • Methods of performing context analysis: • Interviews with learners or experts • Observing learners in their jobs • Reading published reports about learners and their work settings

15. Methods of Context Analysis • The following table lists the descriptions of both types of methods of context analysis:

16. Components of Context Analysis • The components of context analysis are: • Physical: Proves the importance of physical comfort on performance • Technical: Represents the technical environment in which the learner learns and later performs • Socio-cultural context: Represents friends and peer groups with whom learners interact • Resources: Represents the instructional support and the opportunities and incentives for use • Constraints: Represents the financial and time-related constraints

17. Types of Context Analysis • Pre-instructional: The context that exists before the course begins • Instructional: The context that exists during the course • Post-instructional: The context in which learners have to apply their skills after finishing the course

18. Summary • Learner analysis is the process of finding out relevant information about the learners. • The art and science of helping adults to learn is called Andragogy. • The purpose of learner analysis is to: • Determine the knowledge and skills the learners have before taking the course. • Identify dominant learner characteristics and behaviors. • Make instructional design decisions.

19. Summary (cont.) • David Kolb’s experiential learning cycle proposes that adults learn through their experiences. • Learners learn in different ways called learner styles. • Task analysis is the process of examining the tasks that a learner performs in relation to the subject of the course. • The three schools of learning are: • Behaviorism • Cognitivism     • Constructivism

20. Summary (cont.) • The purpose of task analysis is to bridge the gap between what the learner does and what the course is teaching. • Context analysis is the process of collecting relevant information about the environment in which the learners will be required to perform. • The purpose of context analysis is to design the instruction in such a way that the course is as close to real life as possible.