Review: Task Analysis and Learning Objectives ( Revised )
EDTEC 572

Where we’ve been:
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Update: Emerging Tech Assignment

Debrief – Readings
Where we are:

Applying Theory Part 2

PLN: Google Sites or other designated website
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Tech Tool: what all presenters need to know; Storytelling
Where we’re going:
 reminders for next week…

Emerging Technology Presentation



5 – 10 minute group PRESENTATION
Highlighting an emerging technology
Suggesting how it might be used in the classroom
Info and Examples:
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Description: http://edweb.sdsu.edu/courses/edtec572comet/emergingt ech.php
Examples
See Assignments Page

A few points from Chapters 4-6 (Williams):
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You are responsible for applying the principles in this book to your presentations and created instructional content!
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We will continue to explore effective presentation of information over the next few weeks. - This is a process.
What is the take away point you came away with? Page #?
Don’t let this be you!:
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What is good or bad presentation you ever attended?
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Why?

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content & structures (like Bloom’s)
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： interpersonal skills
& attitudes interview SMEs; job holders
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what’ll the learner do?
Highly structured tasks.
Concrete content.

the
“ mental” steps in completing a task

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To analyze learning/task
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And to create instructional strategies/activities
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Instructional Strategy Selection Chart
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Ensures the Alignment of Objectives,
Activities and Outcomes


Ann: Job Task Analysis
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Joseph: the peanut butter and jelly sandwich example (#98)
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Dow-Ning: how animation students use tablets to draw

Importance of lit review, interview SMEs
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Scott: specifying cues to let the learner know that a step was complete
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Josiah: train sales team (critical method, both novice & SMEs)

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Dionna: CTA--to analyze and make decisions based on the particular situation
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Lora: not everything learners need to know can be directly observed

Noel: why Army Air Force pilots were not learning to fly correctly in World War II (Critical Incident); field observation of the task
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Erika: "win" the challenge of successfully having a member protect their loan with payment protection
(interpersonal skills & attitudes)

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Nora: SMEs and ID (different responsibilities)

Content

Organize and sequence the content efficiently by applying learning and instructional theories.
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Aaron: develop a pass-down book prior to job transfer; serve as your own SME
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Anu: TA as the collection of procedures for defining the content of an instructional unit.
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Jack: for Emerging Tool presentations—Poll everywhere

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What are the cultural facts and concepts?
trick-treating, carving a pumpkin, or making costumes.
Task Analysis
Review: Halloween

Task Analysis
Practice: Halloween



What are the facts and concepts, procedures?
How much time would each task take?
Task Analysis
Cooking!

Task Analysis
(and how it relates to your final project)
Regarding Your Final Project:

You will need to identify an appropriate “chunk” of instruction to develop

It may be a part of a larger unit of curriculum

GROUP SIZE
1
2
3
4
=
=
=
=
HOURS OF INSTRUCTION
2
3
4
5
Objectives align to tasks and sub-tasks

Learning Objectives
(Chapter 5 Morrison)
Once you’ve identified your content …

Learning Objectives
A Reminder: Classifying Objectives
Classifying objectives helps prescribe the appropriate
Instructional strategy
Facts
Apply
Concepts
Classify new examples
Processes
Develop a
Process
Procedures Principles
Perform the Procedure
Solve a
Problem. Make
Inference
Remember Remember the Facts
Remember the Definition
Remember the Stages
Remember the Steps
Remember the Guidelines

Learning Objectives
A Reminder: Classifying Objectives
Classifying objectives helps prescribe the appropriate
Instructional strategy
THE COGNITIVE PROCESS DIMENSION
THE
KNOWLEDGE
DIMENSION
Factual
Remember
(Knowledge)
Understand
(Comprehension)
Apply
(Application)
Analyze
(Analysis)
Evaluate
(Synthesis)
Create
(Evaluation)
Conceptual
Procedural
Meta-
Cognitive

Learning Objectives
(Chapter 5 Morrison)


Objectives are for Designers to
Communicate with Each other and their
Clients
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To your Learners:

Use Plain English
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A few Paragraphs about

What you’ll learn

Why it’s important or relevant

Learning Objectives
Practice: Observable Verbs
Change the verb in each of the following phrases to one that is observable :

The learner will understand ….
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The learner will recognize ….
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The learner will feel ….

Learning Objectives
Practice: Observable Verbs
Change the verb in each of the following phrases to one that is observable :


The learner will understand ….
Classify, discuss, identify, select, analyze, distinguish ..
The learner will recognize ….

The learner will feel ….

Learning Objectives
Practice: Observable Verbs
Change the verb in each of the following phrases to one that is observable :



The learner will understand ….
Classify, discuss, identify, select, analyze, distinguish ..
The learner will recognize ….
Identify, select, categorize, indicate, locate ..
The learner will feel ….

Learning Objectives
Practice: Observable Verbs
Change the verb in each of the following phrases to one that is observable :



The learner will understand ….
Classify, discuss, identify, select, analyze, distinguish ..
The learner will recognize ….
Identify, select, categorize, indicate, locate ..
The learner will feel ….
Express, attempt, defend, share, participate in, choose ..

Learning Objectives
Practice: Observable Verbs
More examples:


Morrison – Chapter 5 – Table 5-5
Table 5-5 Observable verbs for the cognitive domain

Bloom’s Polygon PDF – Week 3

Learning Objectives
Practice: Cognitive Objectives

Write a cognitive objective for the following task:
The learner will interpret a sales graph

Learning Objectives
Practice: Cognitive Objectives
Write a cognitive objective for the following task:

The learner will interpret a sales graph
Determine the group that sold the most
Determine the groups that were below average
Determine the year with the greatest number of sales

Learning Objectives and Task Analysis
:
You will be most successful if you:
Accurately estimate
and time needed (scope)
Specifically describe learning objectives and

Assignment for this week:

Continue the Tools Presentation
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Develop a website (or webpage) that will be used to document your PLN and other EDTEC 572 work.
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Google Sites
You will continue to add to your site throughout the remainder of the course
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Devan’s