Analysis of a Learning Task
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TSEN MEI TZEE AZNAH BINTI TAHIR EZRA CARMELA MARIMO FARHAIN SHAFINAZ BT FAUZI CHUAH SEONG TENG 203516 203599 204069 204793 205062
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Contents
1 2 3 4 Introduction Scope of analysis Types of analysis task Prerequisites in Learning Intellectual Skills Prerequisites in Cognitive Strategies Prerequisites in Verbal Information Prerequisites in Attitudes Prerequisites in Motor Skills Integrated goals Conclusion
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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 the end of the course. Enabling objectives- those to be attained during a course of study
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Scope of the analysis
Broad scope of the task(s) must be carefully considered during instructional analysis. Is the analysis related to a course? Is the analysis related to a lesson? Proses of task analysis for both course and lesson are the same. However, the scope of the analysis and the number steps in the analysis can be different.
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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 of instruction
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Type of Task Analysis
Task analysis
Procedural task analysis
Learning task analysis
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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-bystep. Has a directional flow, has a start and an end. Represented in the form of a flowchart or an outline.
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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.
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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.
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Types of prerequisites
Prerequisites
Essential
Supportive
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Prerequisites in Learning Intellectual 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 know alphabet and able to identify the alphabet
Learn about syllable
Learn how to use and combine the right 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 learningoutcome 4.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 the prerequisites 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 Cognitive Strategies
Essential Prerequisites Cognitive Strategies
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Cognitive Strategies
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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Essential Prerequisites
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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Supportive Prerequisites
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 Verbal Information
Essential Prerequisites Supportive Prerequisites
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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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Essential Prerequisites
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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Supportive Prerequisites
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 in Attitudes
Essential Prerequisites Supportive Prerequisites
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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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Essential Prerequisites
Learned capabilities like intellectual skills Basic capabilities learned needed for own evaluation and posses a appropriate attitudes
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Supportive Prerequisites
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 in Motor Skills
Essential Prerequisites Supportive Prerequisites
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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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Essential Prerequisites
Part skills Procedural skills Executive subroutine (learned as an initial step)
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Supportive Prerequisites
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 a word
Learn to know 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.
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General from of an Enterprise Schema
Intellectual Skills
Cognitive Strategies
Labels
Goal Enterprise Scenario
Verbal Information
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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 basis for 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 the prerequisites of both target and objective.
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Thank you
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