analysis learning task

7/28/2019 Analysis Learning Task

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Analysis of a

Learning Task


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Introduction

Task analysis refers to several different,interrelated, procedures that are carried out to

yield the systematic information needed to plan

and specify the conditions for instruction.

Learning task analysis has the purpose to

identify the prerequisites of both target and

enabling objectives

Target objectives-those to be attained at theend of the course.

Enabling objectives- those to be attained

during a course of study


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Scope of the analysis

Guideline of Identifying the purpose of a course

1. State the purpose of a course

Behaviour of student after the instruction not

what they will be doing during the course.

2. Avoid tendency to identify purposes that are too

far removed or too far in the future

Stated in expected current outcomes ofinstruction


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Procedural Task Analysis

Describes the steps for performing a task.

Involves breaking tasks down into steps the

learner must perform to complete the task.

Developed linearly and sequentially, step-by-step.

Has a directional flow, has a start and an end.

Represented in the form of a flowchart or anoutline.



Uses of Procedural Task Analysis

Provides a clear description of the target

objective, including the steps involved in

the procedure.

The depiction of individual steps that might

not otherwise be obvious.



Learning-task analysis/

prerequisite task analysis

Identifying what must be mastered before

each higher order skill can be acquired.

Hierarchical, developed bottom up, from

general to specific.



Types of prerequisites

Prerequisites

Essential Supportive


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Prerequisites in

LearningIntellectual Skills

Essential Prerequisites

Supportive Prerequisites


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Intellectual Skills

It involve knowing how to do something

rather than knowing about something.

Often requires the interactions with the

environment through symbols such as

letters, numbers, words, or diagrams.


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Essential Prerequisites for

Intellectual Skills

Subordinate skills that must have been

learned to enable the learner to reach

objective.

It also become a part of what is

subsequently learned.


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Example:

Objective: Student will be

able to form a word

Learn to knowalphabet and

able to identify

the alphabet

Learn aboutsyllable

Learn how touse and

combine theright syllable to

form a word.


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Conduct a Learning-task

Analysis for Intellectual Skills

1. Familiarize yourself with the topic

2. State the final learning outcome

3. Identify the entering capabilities the learners have in

regard to the final learningoutcome4.Identify first level prerequisites

5. Identify second level prerequisites

6. Identify third and subsequent level prerequisites

7. Determine how far to go in breaking down theprerequisites

8. Construct the learning hierarchy

9. Verify the learning hierarchy


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Supportive prerequisites

of intellectual skills

Those that useful to facilitate learning but

are not absolutely for the learning to occur.

3 types of supportive prerequisites:

Information

Cognitive Strategies

Attitudes


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Prerequisites in

CognitiveStrategies




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One type of learning strategy that learners use in

order to learn more successfully.

Useful tools in assisting students with learning

problems. Referred to as procedural facilitators (Bereiter &

Scardamalia, 1987)

Include repetition, organising new language,summarising meaning, guessing meaning from

text, using imagery for memorisation.


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Simple mental abilities: learning,

remembering and thinking.

Ability to divide a verbally described

situation into parts.

Ability to create visual images for

remembering.

Innate factors:

Maturity

How much have learned


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Include intellectual skills that may be

useful in learning the particular material or

solving the particular problems presented

to the learner.

Relevant Verbal Information

Favorable attitudes


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Prerequisites in

VerbalInformation




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Verbal Information

Sharing of information between individuals

by using speech.

Needed for un understanding spoken

words, as well as ensuring pronounciation,

stress and tone of voice expressed is

appropriate.

Have basic language skills


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Meaningfully organized sets of information

May be learned immediately before the

information is to be acquired or it may

have been learned previously

Eg, skill of forming

propositions(sentences)


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Attitudes supports the learning of verbal

information in mental way just like

supporting others learning.

Cognitive strategies (Eg, cognitive

strategies support for learning of word

lists)

Language Skills


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Prerequisites inAttitudes




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Attitudes

Internal state which affects an individuals

choice of action toward some object,

person, or event.

Mental state that influence the choice of

personal actions.

Consists of positive and negative attitudes


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Learned capabilities like intellectual skills

Basic capabilities learned needed for own

evaluation and posses a appropriate

attitudes


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Attitudes may be mutually supportive of

each other

Verbal Information also has a supportive

function in establing attitudes

Eg, Dont drive after drinking


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Prerequisites inMotor Skills




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Motor Skills

Refers to bodily movements involving

muscular activity

Often composed of several part skills, and

efficient learning takes place when the part

skills are practiced individually and then

combined in practice of the total skill


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Part skills

Procedural skills

Executive subroutine (learned as an initialstep)


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Positive attitudes toward learning a motor

skill and toward the performance it makes

possible

Positive mindset motivates towards

learning


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Integrated

Goals


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Integrated goal conceived as incorporating

rather than supplanting the various single

types of instructional outcomes.

The requirement for instructional design to

provide for the integration of multiple

objectives as they occur in lesson and

courses.


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Form aword

Learn toknow

syllable

Learn about

alphabet


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Gagne and Merril (1990), design theory

should encompass instruction instruction in

integrative goals. Such goals da not

supplant single objectives such as labels,facts, concepts and rules, rather they

incorporate them.


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An enterprise is a purposive activity that

depend for its execution on some

combination of verbal information,

intellectual skills and cognitive.

An enterprise is a purposive activity that

depend for its execution on some

combination of verbal information,

intellectual skills and cognitive.

General from of an Enterprise


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General from of an Enterprise

Schema

Intellectual

Skills

Labels

Verbal

Information

Cognitive

Strategies

Goal

Enterprise

Scenario


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Conclusion

Task analysis refers to the several different, interrelated,

procedures that are carried out to yield the systematic

information needed to plan and specify the condition for

instruction.

Task classification has the purpose of providing a basisfor designing the condition necessary for effective

instruction (intellectual skills, cognitive strategies, verbal

information, attitudes or motor skills).

Learning-task analysis has the purpose of identifying theprerequisites of both target and objective.


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analysis learning task

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