Transcript Objectives and Task Analysis

Theory to Practice – Part II
Review: Task Analysis and Learning Objectives (Revised)
EDTEC 572
Road Map
Where we’ve been:

Update: Emerging Tech Assignment

Debrief – Readings
Where we are:

Applying Theory Part 2

PLN: Google Sites or other designated website

Tech Tool: what all presenters need to know; Storytelling
Where we’re going:

reminders for next week…
Emerging Technology Preso!
Emerging Technology Presentation



5 – 10 minute group PRESENTATION
Highlighting an emerging technology
Suggesting how it might be used in the classroom
Info and Examples:
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
Description:
http://edweb.sdsu.edu/courses/edtec572comet/emergingt
ech.php
Examples
See Assignments Page
Emerging Technology Preso!
LESSON
PLAN
Debrief: Readings
A few points from Chapters 4-6 (Williams):

You are responsible for applying the principles in this book to
your presentations and created instructional content!

We will continue to explore effective presentation of
information over the next few weeks. - This is a process.

What is the take away point you came away with? Page #?
Don’t let this be you!:

What is good or bad presentation you ever attended?

Why?
Task Analysis: #97
Topic:
content &
structures (like Bloom’s)
 Critical
Incident
Method：
interpersonal skills
& attitudes
interview SMEs; job
holders
 Procedural:
what’ll the learner do?
Highly structured tasks.
Concrete content.
 Cognitive
Task
Analysis: the
“mental” steps in
completing a task
Bloom’s overlaps Topic
TA:
 To
analyze learning/task
 And
to create instructional
strategies/activities
 Instructional
 Ensures
Strategy Selection Chart
the Alignment of Objectives,
Activities and Outcomes
 Ann:
Job Task Analysis
 Joseph: the peanut butter and jelly sandwich
example (#98)
 Dow-Ning:
how animation students use
tablets to draw
 Importance of lit review, interview SMEs
 Scott: specifying cues to let the learner
know that a step was complete
 Josiah: train sales team (critical method,
both novice & SMEs)
Dionna: CTA--to analyze and make decisions based on
the particular situation
 Lora: not everything learners need to know can
be directly observed

Noel: why Army Air Force pilots were not learning to
fly correctly in World War II (Critical Incident); field
observation of the task
 Erika: "win" the challenge of successfully having a
member protect their loan with payment protection
(interpersonal skills & attitudes)

Nora: SMEs and ID (different responsibilities)
 Content
 Organize and sequence the content efficiently by
applying learning and instructional theories.
 Aaron: develop a pass-down book prior to job
transfer; serve as your own SME
 Anu: TA as the collection of procedures for defining
the content of an instructional unit.
 Jack: for Emerging Tool presentations—Poll
everywhere

Task Analysis
Review: Halloween


What are the
cultural facts and
concepts?
trick-treating,
carving a
pumpkin, or
making costumes.
Task Analysis
Practice: Halloween
Task Analysis
Cooking!


What are the
facts and
concepts,
procedures?
How much time
would each
task take?
Task Analysis
(and how it relates to your final project)
Regarding Your Final Project:

You will need to identify an appropriate “chunk” of
instruction to develop

It may be a part of a larger unit of curriculum
GROUP SIZE

HOURS OF INSTRUCTION
1
=
2
2
=
3
3
=
4
4
=
5
Objectives align to tasks and sub-tasks
Learning Objectives
(Chapter 5 Morrison)
Once you’ve identified your content …
What will the learner
DO
to
DEMONSTRATE
their learning?
Learning Objectives
A Reminder: Classifying Objectives
Classifying objectives helps prescribe the appropriate
Instructional strategy
Facts
Apply
Remember
Remember
the Facts
Concepts
Processes
Procedures
Principles
Classify new
examples
Develop a
Process
Perform
the Procedure
Solve a
Problem. Make
Inference
Remember
the Definition
Remember
the Stages
Remember
the Steps
Remember
the Guidelines
Learning Objectives
A Reminder: Classifying Objectives
Classifying objectives helps prescribe the appropriate
Instructional strategy
THE COGNITIVE PROCESS DIMENSION
THE
KNOWLEDGE
DIMENSION
Factual
Conceptual
Procedural
MetaCognitive
Remember
Understand
Apply
Analyze
Evaluate
Create
(Knowledge)
(Comprehension)
(Application)
(Analysis)
(Synthesis)
(Evaluation)
Learning Objectives
(Chapter 5 Morrison)
What are
CONCRETE
and
OBSERVABLE
outcomes?
Keep In Mind!
 Objectives
are for Designers to
Communicate with Each other and their
Clients
 To
your Learners:
Use Plain English
 A few Paragraphs about



What you’ll learn
Why it’s important or relevant
Learning Objectives
Practice: Observable Verbs
Change the verb in each of the following phrases
to one that is observable:
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The learner will understand ….
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The learner will recognize ….
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The learner will feel ….
Learning Objectives
Practice: Observable Verbs
Change the verb in each of the following phrases
to one that is observable:

The learner will understand ….
Classify, discuss, identify, select, analyze, distinguish ..

The learner will recognize ….

The learner will feel ….
Learning Objectives
Practice: Observable Verbs
Change the verb in each of the following phrases
to one that is observable:

The learner will understand ….
Classify, discuss, identify, select, analyze, distinguish ..

The learner will recognize ….
Identify, select, categorize, indicate, locate ..

The learner will feel ….
Learning Objectives
Practice: Observable Verbs
Change the verb in each of the following phrases
to one that is observable:

The learner will understand ….
Classify, discuss, identify, select, analyze, distinguish ..

The learner will recognize ….
Identify, select, categorize, indicate, locate ..

The learner will feel ….
Express, attempt, defend, share, participate in, choose ..
Learning Objectives
Practice: Observable Verbs
More examples:
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Morrison – Chapter 5 – Table 5-5
 Table 5-5 Observable verbs for the cognitive
domain
Bloom’s Polygon PDF – Week 3
Learning Objectives
Practice: Cognitive Objectives
Write a cognitive objective for the
following task:

The learner will interpret a sales graph
Learning Objectives
Practice: Cognitive Objectives
Write a cognitive objective for the following task:

The learner will interpret a sales graph
- Determine the group that sold the most
- Determine the groups that were below average
- Determine the year with the greatest number of sales
Learning Objectives
and Task Analysis
Final Project Takeaway:
You will be most successful if you:
• Accurately estimate tasks and time
needed (scope)
• Specifically describe learning objectives
and concrete behaviors
PLN: Google Sites .. Or?
Assignment for this week:

Continue the Tools Presentation
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Develop a website (or webpage) that will be used
to document your PLN and other EDTEC 572
work.
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Google Sites
You will continue to add to your site throughout the
remainder of the course
Devan’s