Instructional and Guided Learning Analysis
Methods: Learning Hierarchy
(Prerequisites) Analysis
Dr. Lee Chwee Beng
Chweebeng.lee@nie.edu.sg
67903285
Recap
What is needs assessment?
Why do learner analysis?
What do you want to find out when conducting
job task analysis?
In pairs, take about 10-15 min to do think about
the purposes of task analysis? (retrieve from
folder the document on TA purposes)
Instructional and Guided
Learning Analysis Methods
Such methods describes task or jobs in terms of the
ways they are best learned, which may or may not
correspond with the ways the jobs are performed.
More on the way learners process information as they
perform task.
The emphasis is on what must the learner know in
order to perform the task
Instructional and Guided
Learning Analysis Methods
There are basically three analysis methods
Learning Hierarchy Analysis
Information Processing Analysis
Learning Contingency Analysis
Learning Hierarchy (Prerequisites) Analysis
When an instructional objective indicates that the
learner will use a concept, apply a rule, or solve a
problem, a LHA can pinpoint the prerequisite
skills to perform that objective.
A LHA represents content in a hierarchical fashion.
A learning hierarchy depicts these prerequisites in
an ordered hierarchical relationship
Lower-level skills are prerequisites to the higherlevel skill.
Task A
Task B
Task C
Task D
Task D is a prerequisite to Task B
Learning Hierarchy (Prerequisites) Analysis
Prerequisite sequencing is the basis for much of
the organization of curriculum, especially in
mathematics. In elementary school, students
learn basic arithmetic operations before
teaching algebra in junior high school.
Prerequisite sequencing is most obvious in
mathematics but also shows up in language
classes and sciences, as well.
Learning Hierarchy (Prerequisites) Analysis
So the assumption is we must understand the
basics before can move on to more difficult skills.
Prerequisite Sequencing is a foundational
assumption of traditional instructional design.
Most designers believe that basics must be
mastered before moving onto more complex skills.
Prerequisites analysis IS NOT A PROCEDURAL
ANALYSIS. The tendency is to fall back into
procedures. With prerequisites analysis, you are
analyzing SKILLS.
So what is important is you must do
A before you do B, because without
A you cannot perform B
Learning Hierarchy (Prerequisites) Analysis
Prerequisite sequencing refers to intellectual
skills.
Gagne (1985): learning outcomes in the domain
of intellectual skills are organized such that each
depends on the mastery of simpler prerequisite
skills (bottom-up sequence) see next slide
Learning Hierarchy (Prerequisites) Analysis
Problem solving
Rule
Defined
concept
Verbal
information
Rule
Defined
concept
Verbal
information
http://classweb.gmu.edu/ndabbagh/Resources/IDKB/images/hierarchy_example.jpg
Algebra problem solving
Translation of problems into algebraic expressions
Evaluation of simple algebraic expressions and formulae
Using letters to represent
numbers
Four
Operations
Interpreting algebraic
notations
Technical
terms
Whole numbers
and integers
Learning Hierarchy (Prerequisites) Analysis
People must comprehend information before
they can classify concepts. People need to
understand (classify) concepts before being able
to apply rules and principles, and those rules
and principles are prerequisite to solving
problems. That is the essence of prerequisites
analysis.
Many skills either benefit from or require the
acquisition of more basic skills before learning
more complex skills. Prerequisites analysis is the
methods for identifying that sequence
Learning Hierarchy (Prerequisites) Analysis
Limitations
Much of the contemporary research on situated
learning and everyday cognition calls into
question this assumption.
Can you identify the prerequisites for all
learning outcomes?
Begins by identifying the highest level (most
complex) learning outcome that is sought and
develops a hierarchy of prerequisite skills for
that outcome.
1. Familiarize with the topic
2. State the final learning outcome
3. Identify the entering capabilities the learners have in
regard to the final learning outcome
4. Identify first-level prerequisites
5. Identify second-level prerequisites
6. Identify third-level and subsequent level
prerequisites
7. Determine how far to go in breaking down the
prerequisites (how do you know?)
8. Construct the learning hierarchy (see slide 15)
9. Verify the learning hierarchy (logically-asking yourself
questions or approach SME) or empirically-develop
test items)
Individual interview
Structured group interview
Documentation analysis (using wide range of
documents)
Can be used in the design of constructivist learning environment.
The below is an example (to remove a wounded eagle from the
wilderness to the veterinary)
Find the quickest
way to rescue the
eagle
Select quickest
rescue plan
Investigating
rescue options
Identify rescue
plan option
Test feasibility
of rescue plan
Test landing
area
Test fuel
consumption
Estimate time
of rescue
In your group, visit
http://familydoctor.org/online/famdocen/home/common/cancer
/treatment/721.html
Complete the following LHA diagram (next
slide)
Determine the prerequisites of the highest
order skill presented in the next slide
Identifying the
most appropriate
treatment for
various types of
cancer
Add/delete boxes and arrows as needed
Now that you have done the activity, tell me this
LHA can be meant for who?
Trainee doctor? Consultant? Who else?
What are the difficulties when conducting LHA?
You should take note of:
The goals of TA
The different methods of TA
How to select task for TA
Which method to use
How to conduct TA
2015/4/13