ADVANCED MODULES IN LEARNING SCIENCES Instructional Design Models and Practices

1. ADVANCED MODULES IN LEARNING SCIENCESInstructional Design Models and Practices Instructional and Guided Learning Analysis Methods: Learning Hierarchy (Prerequisites) Analysis Dr. Lee Chwee Beng Chweebeng.lee@nie.edu.sg 67903285

2. Recap • What is needs assessment? • Why do learner analysis? • What do you want to find out when conducting job task analysis? • In pairs, take about 10-15 min to do think about the purposes of task analysis? (retrieve from folder the document on TA purposes)

3. Instructional and Guided Learning Analysis Methods • Such methods describes task or jobs in terms of the ways they are best learned, which may or may not correspond with the ways the jobs are performed. • More on the way learners process information as they perform task. • The emphasis is on what must the learner know in order to perform the task

4. Instructional and Guided Learning Analysis Methods There are basically three analysis methods • Learning Hierarchy Analysis • Information Processing Analysis • Learning Contingency Analysis

5. Learning Hierarchy (Prerequisites) Analysis • When an instructional objective indicates that the learner will use a concept, apply a rule, or solve a problem, a LHA can pinpoint the prerequisite skills to perform that objective. • A LHA represents content in a hierarchical fashion. • A learning hierarchy depicts these prerequisites in an ordered hierarchical relationship • Lower-level skills are prerequisites to the higher-level skill.

6. Task A Task B Task C Task D Example of a learning hierarchy Task D is a prerequisite to Task B

7. Learning Hierarchy (Prerequisites) Analysis • Prerequisite sequencing is the basis for much of the organization of curriculum, especially in mathematics. In elementary school, students learn basic arithmetic operations before teaching algebra in junior high school. • Prerequisite sequencing is most obvious in mathematics but also shows up in language classes and sciences, as well.

8. Learning Hierarchy (Prerequisites) Analysis • So the assumption is we must understand the basics before can move on to more difficult skills. • Prerequisite Sequencing is a foundational assumption of traditional instructional design. Most designers believe that basics must be mastered before moving onto more complex skills. • Prerequisites analysis IS NOT A PROCEDURAL ANALYSIS. The tendency is to fall back into procedures. With prerequisites analysis, you are analyzing SKILLS.

9. So what is important is you must do A before you do B, because without Ayou cannot perform B

10. Learning Hierarchy (Prerequisites) Analysis • Prerequisite sequencing refers to intellectual skills. • Gagne (1985): learning outcomes in the domain of intellectual skills are organized such that each depends on the mastery of simpler prerequisite skills (bottom-up sequence) see next slide

11. Learning Hierarchy (Prerequisites) Analysis Problem solving Rule Rule Defined concept Defined concept Verbal information Verbal information

12. An example http://classweb.gmu.edu/ndabbagh/Resources/IDKB/images/hierarchy_example.jpg

13. Algebra problem solving Whole numbers and integers Four Operations Technical terms Translation of problems into algebraic expressions Evaluation of simple algebraic expressions and formulae Using letters to represent numbers Interpreting algebraic notations Example

14. Learning Hierarchy (Prerequisites) Analysis • People must comprehend information before they can classify concepts. People need to understand (classify) concepts before being able to apply rules and principles, and those rules and principles are prerequisite to solving problems. That is the essence of prerequisites analysis. • Many skills either benefit from or require the acquisition of more basic skills before learning more complex skills. Prerequisites analysis is the methods for identifying that sequence

15. Learning Hierarchy (Prerequisites) Analysis Limitations • Much of the contemporary research on situated learning and everyday cognition calls into question this assumption. • Can you identify the prerequisites for all learning outcomes?

16. Description of LHA • Begins by identifying the highest level (most complex) learning outcome that is sought and develops a hierarchy of prerequisite skills for that outcome.

17. Suggested ways to conduct LHA • Familiarize with the topic • State the final learning outcome • Identify the entering capabilities the learners have in regard to the final learning outcome • Identify first-level prerequisites • Identify second-level prerequisites • Identify third-level and subsequent level prerequisites • Determine how far to go in breaking down the prerequisites (how do you know?) • Construct the learning hierarchy (see slide 15) • Verify the learning hierarchy (logically-asking yourself questions or approach SME) or empirically-develop test items)

18. Knowledge elicitation techniques used • Individual interview • Structured group interview • Documentation analysis (using wide range of documents)

19. Test fuel consumption Select quickest rescue plan Estimate time of rescue Investigating rescue options Identify rescue plan option Test feasibility of rescue plan Find the quickest way to rescue the eagle Test landing area Learning hierarchy-Application Can be used in the design of constructivist learning environment. The below is an example (to remove a wounded eagle from the wilderness to the veterinary)

20. Your TASK (40 min) • In your group, visit http://familydoctor.org/online/famdocen/home/common/cancer/treatment/721.html • Complete the following LHA diagram (next slide) • Determine the prerequisites of the highest order skill presented in the next slide

21. Identifying the most appropriate treatment for various types of cancer Add/delete boxes and arrows as needed

22. Question • Now that you have done the activity, tell me this LHA can be meant for who? • Trainee doctor? Consultant? Who else? • What are the difficulties when conducting LHA?

23. Task Analysis Overall You should take note of: • The goals of TA • The different methods of TA • How to select task for TA • Which method to use • How to conduct TA