The process of analysis “is the foundation for all other phases of instructional design and is the step where the user determines who the learners are, what knowledge gaps exist, and what it is that they need to learn” (Manning & Johnson, 2011, p. 11). It identifies areas requiring or needing training taking into account views of subject matter experts, the target audience, and the objectives and goals of the training. It is usually compiled of four subsections: Instructional Goals, Instructional Analysis, Learner Analysis, and Learning Objectives
Instructional Goals
This is basically your starting point. A well-defined goal can save lots of time and effort by defining what you want to accomplish. Dick, L. Carey, & J. Carey, state, “goal analysis is the technique used to analyze a goal to identify the sequence of operations and decisions required to achieve it “(p.407).
Instructional Analysis
According to Dick, L. Carey, & J. Carey (2015), “An instructional analysis is a set of procedures that, when applied to an instructional goal, identifies the relevant steps for performing a goal and the subordinate skills required for a student to achieve the goal “(p. 42). This section is where all of the necessary steps are defined to carry out the instructional goals. It is illustrated in the form of a chart or diagram and helps to outline the instructional goal.
Learner Analysis
Learner Analysis is a section where the user finds out what students already know. Finding out how much knowledge students have about the subject lets the user know how much he or she needs to teach them. This is usually accomplished by using defined research techniques such as a needs analysis, job analysis and task analysis that result in the output of instructional goals, and a list of assignments to be instructed. These outputs will be used as the inputs for the Design phase. A breakdown of the needs, job, and task analysis is as follows:
Learning Objectives
A learning objective is a statement of what the student should be able the time a student finished this course, he or she should be able to ______” It spells out the tasks the learners will be able to perform after they finish the learning process. An effective learning objective is usually a clearly stated measurable goal that is realistic and appropriate for the learner.
References
Brown, J. D. (1995). The elements of language curriculum: A systematic approach to program development. New York: Heinle & Heinle.
Dick, W., Carey, L. & Carey, J. O. (2015). The systematic design of instruction (8th ed.). Upper Saddle River, NJ: Pearson.
Manning, S., & Johnson, K.E. (2011). The Technology Toolbelt for Teaching. San Francisco, CA:
Jossey-Bass.
Martino, J., (2010). The Systems Approach to Training Users Guide. Camp Lejeune, North Carolina: United States Marine Corps
Instructional Goals
This is basically your starting point. A well-defined goal can save lots of time and effort by defining what you want to accomplish. Dick, L. Carey, & J. Carey, state, “goal analysis is the technique used to analyze a goal to identify the sequence of operations and decisions required to achieve it “(p.407).
Instructional Analysis
According to Dick, L. Carey, & J. Carey (2015), “An instructional analysis is a set of procedures that, when applied to an instructional goal, identifies the relevant steps for performing a goal and the subordinate skills required for a student to achieve the goal “(p. 42). This section is where all of the necessary steps are defined to carry out the instructional goals. It is illustrated in the form of a chart or diagram and helps to outline the instructional goal.
Learner Analysis
Learner Analysis is a section where the user finds out what students already know. Finding out how much knowledge students have about the subject lets the user know how much he or she needs to teach them. This is usually accomplished by using defined research techniques such as a needs analysis, job analysis and task analysis that result in the output of instructional goals, and a list of assignments to be instructed. These outputs will be used as the inputs for the Design phase. A breakdown of the needs, job, and task analysis is as follows:
- Needs Analysis- Conducting a needs analysis is an important first step in the development of a curriculum that is being developed from scratch for a completely new program. The outcome of a needs analysis should be a list of goals and objectives for the parties involved, which should “serve as the basis for developing tests, materials, teaching activities, and evaluation strategies, as well as for reevaluating the precision accuracy of the original needs assessment” (Brown, 1995, p. 35).
- Job Analysis- According to Martino (2010), A Job or occupational analysis determines what the job holder must know or do on the job. Job analysis results in a verified list of all tasks performed on the job and determination for who is responsible for conducting the instruction and the instructional setting assigned to each task.
- Task Analysis- Task analysis (sometimes called Training Analysis) is performed to determine the job performance requirements requisite of each task performed on the job. Job performance requirements include a task statement, conditions, standard, performance steps, administrative instructions, and references. Task analysis is an effective way to plan the teaching of skills that require several steps to be performed in a certain order and can then be used for many purposes (Martino, 2010, p. 4).
Learning Objectives
A learning objective is a statement of what the student should be able the time a student finished this course, he or she should be able to ______” It spells out the tasks the learners will be able to perform after they finish the learning process. An effective learning objective is usually a clearly stated measurable goal that is realistic and appropriate for the learner.
References
Brown, J. D. (1995). The elements of language curriculum: A systematic approach to program development. New York: Heinle & Heinle.
Dick, W., Carey, L. & Carey, J. O. (2015). The systematic design of instruction (8th ed.). Upper Saddle River, NJ: Pearson.
Manning, S., & Johnson, K.E. (2011). The Technology Toolbelt for Teaching. San Francisco, CA:
Jossey-Bass.
Martino, J., (2010). The Systems Approach to Training Users Guide. Camp Lejeune, North Carolina: United States Marine Corps
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