Conceptual Graph Analysis Chapter 20

1. Conceptual Graph AnalysisChapter 20 Lori Nuth | EDIT 730 | Fall 2005

2. Purpose • Conceptual Graph Analysis (CGA): • Used to represent the structure of an expert’s thinking • Useful for analyzing problems solving and decision making outcomes • Represents complex skills as in a form of graph nodes (concepts) and the relation between them • People who use CGA are: • Task Analysts • Knowledge engineers • Instructional designers • Internet-based instructional programmers • Developers of multimedia • Purpose • Overview • Procedure • Example • Evaluation

3. Overview • CGA was developed by Grasser and Murachver in 1985 • They wanted to get detailed knowledge from computer science experts, and found a way of representing it in a coherent fashion. • Sallie Gordon and her colleagues refined the CGA methodology. • They expanded the nodes and questions of the original method and have extended its application from information system design to instructional design. • CGA’s are similar to concept maps with more formalized and detailed set of nodes, relations and information-seeking questions. • CGA is a two step process: • Stage 1: task analyst develops a rudimentary conceptual graph • Stage 2: Analyst uses the rudimentary graph and questions to get more information from the expert for the graph. • Purpose • Overview • Procedure • Example • Evaluation

4. Procedure • Assumptions that expert knowledge can be: • gained through unstructured and structured interview methods • graphed and labeled in a graph How to Conduct a Conceptual Graph Analysis • Clarify the uses for the graph information • Choose a set of situations for the expert to analyze • Construct a rough graph • Prepare a list of follow-up questions • Expand the graph • Review the final graph • Purpose • Overview • Procedure • Example • Evaluation

5. ExampleHow to install Hardwood Flooring • Purpose • Overview • Procedure • Example • Evaluation

6. Evaluation • Purpose • Overview • Procedure • Example • Evaluation

7. Master Design ChartChapter 21 Lori Nuth | EDIT 730 | Fall 2005

8. Purpose • Master Design Chart: • organizes curriculum and subject matter content • shows a representation of a whole course or curriculum in a well organized format • indicates the behaviors associated with the content • summarizes the decisions made when planning a curriculum or course of study • is a way to assist instructional designers with developing the curriculum • Purpose • Overview • Assumptions • Procedure • Example • Evaluation

9. Overview • Master Design Chart: • has two primary foundations • represents an analytical approach that breaks down complex content into smaller more simple chunks • is created prior to developing instructional materials or teaching • Description of Master Design Chart • one axis contains items of content • other axis contains a taxonomy of behavior • cells contain a number that represent the degree of emphasis placed on the specific behavior for a specific item of content • Purpose • Overview • Assumptions • Procedure • Example • Evaluation

10. Assumptions • Purpose • Overview • Assumptions • Procedure • Example • Evaluation • objectives can and should be stated in advance by the ID in terms of behavioral outcomes • relies on a rational process of the ID to determine the instructional content and the relationships among items of content • Instructional content has its own organization and structure separately from any student’s perception of it

11. Procedure How to Conduct a Master Design Chart Analysis • Construct the behavior axis that forms the horizontal dimension • Identify the specific items of content that form the content axis • Decide on the relative amount of emphasis to place on each cell Recommended follow up: 4. Determine the relationships, if any, between pairs of content items • Purpose • Overview • Assumptions • Procedure • Example • Evaluation

12. ExampleEDIT 526 Web Accessibility and Design • Purpose • Overview • Assumptions • Procedure • Example • Evaluation

13. Evaluation • Purpose • Overview • Assumptions • Procedure • Example • Evaluation

14. Matrix AnalysisChapter 22 Lori Nuth | EDIT 730 | Fall 2005

15. Purpose • Matrix Analysis: • identify and represent relationships between concepts • examines and identifies every possible relationship between paired concepts to be taught • basis for sequencing the instruction • Purpose • Overview • Assumptions • Procedure • Example • Evaluation

16. Overview • Evans, Homme and Glaser identified content and instructional sequence when developing programmed instruction • Classified all verbal subject matter in two types of statements: rule statements & example statements • The purpose of instruction is to teach both the specific content items and the relationships among the content Matrix analysis consists of three analytical processes: • Identifying the concepts of the task • Explore the relationships among the concepts identified • Constructing a relational matrix of these concepts • Purpose • Overview • Assumptions • Procedure • Example • Evaluation

17. Assumptions • Knowledge can be represented as a set of relationships between many concepts • Human performance is driven by knowledge base of concepts and the relationships among the concepts • In order to teach a person how to perform a task you must teach the concepts and relationships • Knowledge is assumed to consist of content nodes and the relationships among them • Purpose • Overview • Assumptions • Procedure • Example • Evaluation

18. Procedure • Specify task criterion behavior • Brainstorm major task concepts of the criterion behavior • Determine if matrix analysis can be used • Complete a list of task concepts • Organize and order the task concepts • Arrange all concepts into a matrix • Choose a relational operator to compare concepts • Describe the conceptual relationship represented by each cell. • Review the matrix • Decide if another matrix is necessary • Purpose • Overview • Assumptions • Procedure • Example • Evaluation

19. ExampleDistance in miles to Different Cities • Purpose • Overview • Assumptions • Procedure • Example • Evaluation

20. Evaluation • Purpose • Overview • Assumptions • Procedure • Example • Evaluation