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Identify
Instructional
Goals
The Steps...
During the Needs Assessment, we will:
Not included are gaps: optimal minus actuals. If the two are the same, no change is needed.
Fuzzies..!
At times you may encounter a goal that is not clear. Robert
Mager created a procedure to help clarify goals that are fuzzy,
or too vague. His process involves the following:
1. Write down the goal.
2. Identify the behaviors that learners would
demonstrate to reflect their achievement of the goal.
Write everything down first.
3. Sort through the list of behaviors and select those that
best represent what is meant by the unclear goal.
4. Incorporate each of the behaviors into a statement
that describes what the learner will be able to do.
5. Look over the goal statement and ask yourself: If
learners achieved or demonstrated each of the
performances, would you agree that they have
achieved the goal?
Conduct
Instructional
Analysis
Among much of his work, we will briefly go over his five categories of learning.
Intellectual Skills...
Intellectual Skills require the learner to perform some unique
cognitive activity. These skills can be further broken down:
DiscriminationThe ability to distinguish one feature of an object
from another based on one or more physical dimensions.
Concrete ConceptsLearning to identify a stimulus as a member
of a class having some characteristics in common.
Defined ConceptsConcepts that cannot be identified by pointing
them out and must be defined.
RulesMake it possible for us to do something, using symbols,
and for us to respond to a class of things with a class of
performances.
Higher-order RulesInvolves applying complex combinations of
simpler rules in order to solve problems and perform tasks.
Cognitive Strategies...
Internal processed we use to govern our own learning and
thinking.
Motor Skills...
Physical activities requiring movement of all or part of the body.
Attitudes...
An internal state that influences the choice or personal action
towards some class of things, persons, or events.
Next, we will look at three different types of flowcharts that goals can be organized in.
Topic 1
Topic 2
Topic 3
Topic 4
Step 1
Step 2
Step 3
Step 4
These are not the only ways to create flowcharts, create the best to display the information.
Analyze
Learners and
Contexts
Analyzing Learning...
Why you ask? The answer is simple, knowing some information
about your learners can help you increase the rate of transfer
(learners taking what they learner in the class and using it on
the job). Aside from characteristics such as age and academic
level, Dick and Carey mention several other characteristics to
look for and analyze. On the next page, we will take a look at
some of these learner characteristics and so questions to ask
yourself when trying to complete this phases of the analyze.
Academic Motivation...
How motivated are learners about the training topic?
Some questions to ask:
How relevant is the instructional goal to you?
What aspects about the training do you find
interesting?
Group Characteristics...
Items such as race, gender, age, and other demographics.
Performance Context...
The performance context is the setting in which new skills and
knowledge will be used after the instruction is completed. Note
the word after. This context is when learners go back to class,
their desk, or the field. Analyzing this context will aid in creating
a more relevant environment for learners. This will help
increase learners motivation and aid in transferring knowledge.
There are some factors in which you will want to consider doing
this step.
Writing
Performance
Objectives
environment.
Write objectives for each step in goal analysis for which
there are no substeps shown.
Write objectives that reflect the substeps in one major
objective, or write objectives for each substep.
Write objectives for all subordinate skills.
Write objectives for entry behaviors if some learners are
likely not to possess them.
Performance...
Objectives must be clear, precise statements. When coming up
with objectives, ask the following questions:
What is the performance stated?
What is the main point of the objective?
Remember, worthwhile objectives contain behaviors that
represent skills learners will actually use in real life and
skills that are required to learn other skills.
Here are a couple of bad examples:
Be able to write solution.
Be able to appreciate the state bird.
Here are a couple of good examples:
Be able to solve word problems .
Be able to list the state birds.
Next, lists of observable verbs that be used to describe a performance.
memorize
name
order
recognize
relate
recall
repeat
arrange
define
duplicate
label
list
match
reproduce
differentiate
discriminate
distinguish
examine
experiment
inventory
question
test
recognize
report
restate
review
select
sort
tell
translate
manage
organize
plan
prepare
propose
set up
synthesize
write
operate
prepare
practice
schedule
sketch
solve
use
evaluate
judge
predict
rate
score
select
support
value
Affective...
acclaims
agrees
argues
assumes
attempts
avoids
challenges
cooperates
defends
disagrees
disputes
engages in
helps
is attentive to
joins
offers
participates in
praises
resists
shares
volunteers
Common Verbs
Verbal Information
Identify, Label
Motor Skills
Attitudes
Believe
Learn
Have faith in
Internalize
Be happy
Value
Acquire
Develop
Given a list of
When provided with a standard set of tools
Without the aid of references
With the aid of references
Without the aid of tools
performance to occur?
4. Are there any skills that you are specifically NOT trying to
develop? Does the objective exclude such skills?
Criteria...
There are two main ways to define a criterion of acceptable
performance: Speed and Accuracy
1. Speedproviding a time limit within which a given
performance must occur. If a time limit is important, it
should be stated as part of the objective. If a time limit is not
important, then do not impose a time limit. Some examples:
in under two hours.
within fifteen minutes.
2. Accuracygiving a range of acceptable performance.
Some examples:
within two inches of accuracy.
to the nearest whole number.
Develop
Assessment
Instruments
Live
Fill-inMultiple
Product
Performance
Essay
Completion
Matching
Blank
Choice
Checklist
Checklist
X
Identify
X
X
Select
Discriminate
Discuss
Define
Solve
Develop
Locate
Construct
Generate
X
X
Operate/
Perform
Choose
X
X
Develop
Instructional
Strategy
Determining Format...
Some suggested formats:
Self study training guides
Quick-reference guides (Pocket tools)
Classroom/Workshop series
eLearning Course
A blended variation of the above
If a classroom or workshop series, determine the appropriate
duration for the course.
One single sitting course
Longer but fewer session
Shorter, more numerous sessions
Develop and
Select
Instructional
Materials
Critical Questions...
eLearning Standards...
Page Size and Format:
Personal Preference: 1024 x 768; SCORM 1.2
Seat Time:
Personal Preference: Between 15 to 30 minutes
Contents:
Page 1: Explain seat time
Page 2: Audio page, if included
Page 3: Introduction page with objectives
Quiz, If the course needs to be tracked in the LMS, must
include:
Bank of 10 multiple choice or True/False questions, with 5
random questions asked
Passing rate of at least 80%
Feedback needs to be given after each slide
Results need to be shown at the end
Design and
Conduct
Summative
Evaluation
Level 1Reaction...
Learners are asked to evaluate the learning/training after
completion. This is an inexpensive measurement that usually
takes the form of a port-learning survey that can be a handout
or done online.
Some questions can include:
Level of appeal of the instruction
Relevance of the objectives
Ability of the course to encourage and retain interest
Amount and appropriateness of interactive exercises
Ease of navigation and use of tools
Quality and relevance of media
Value perceived by the learner
Level 3Behavior...
Level 3 attempts to determine whether of not learners
behaviors have changed as a result of training. This form of
evaluation should be done two to three months after the
training has ended.
Some tools you can use are:
Observations
Behavioral scorecards/surveys by:
The learner
The learners supervisors
The learners direct reports
Those who interact with the learner in the
workplace