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Theory to Practice – Part II Review: Task Analysis and Learning Objectives ( Revised )

Theory to Practice – Part II Review: Task Analysis and Learning Objectives ( Revised ). EDTEC 572. Road Map. Where we’ve been:. Update: Emerging Tech Assignment Debrief – Readings Applying Theory Part 2 PLN: Google Sites or other designated website

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Theory to Practice – Part II Review: Task Analysis and Learning Objectives ( Revised )

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  1. Theory to Practice – Part IIReview: Task Analysis and Learning Objectives (Revised) EDTEC 572

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

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

  4. Emerging Technology Preso! LESSONPLAN

  5. Debrief: Readings A few points from Chapters 4-6 (Williams): • You are responsible for applying the principles in this book to your presentations and created instructional content! • 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 #? • What is good or bad presentation you ever attended? • Why? Don’t let this be you!:

  6. Task Analysis: #97 • Procedural: what’ll the learner do? Highly structured tasks. Concrete content. • Cognitive Task Analysis: the “mental” steps in completing a task • Topic: content & structures (like Bloom’s) • Critical Incident Method：interpersonal skills & attitudesinterview SMEs; job holders

  7. Bloom’s overlaps Topic TA: • To analyze learning/task • And to create instructional strategies/activities • Instructional Strategy Selection Chart • Ensures the Alignment of Objectives, Activities and Outcomes

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

  9. Task Analysis: Online Group • Dionna: CTA--to analyze and make decisions based on the particular situation • 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 • Erika: "win" the challenge of successfully having a member protect their loan with payment protection (interpersonal skills & attitudes)

  10. Task Analysis: Online Group (2) • Nora: SMEs and ID (different responsibilities) • Content • Organize and sequence the content efficiently by applying learning and instructional theories. • Aaron: develop a pass-down book prior to job transfer; serve as your own SME • Anu: TA as the collection of procedures for defining the content of an instructional unit. • Jack: for Emerging Tool presentations—Poll everywhere

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

  12. Task AnalysisPractice: Halloween

  13. Task AnalysisCooking! • What are the facts and concepts, procedures? • How much time would each task take?

  14. 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 • Objectives align to tasks and sub-tasks

  15. Learning Objectives(Chapter 5 Morrison) Once you’ve identified your content … What will the learner DOto DEMONSTRATEtheir learning?

  16. Learning ObjectivesA Reminder: Classifying Objectives Classifying objectives helps prescribe the appropriate Instructional strategy

  17. Learning ObjectivesA Reminder: Classifying Objectives Classifying objectives helps prescribe the appropriate Instructional strategy

  18. Learning Objectives(Chapter 5 Morrison) What areCONCRETE and OBSERVABLE outcomes?

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

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

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

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

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

  24. Learning ObjectivesPractice: 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

  25. Learning ObjectivesPractice: Cognitive Objectives • The learner will interpret a sales graph Write a cognitive objective for the following task:

  26. Learning ObjectivesPractice: 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

  27. Learning Objectives and Task Analysis • Final Project Takeaway: • You will be most successful if you: • Accurately estimate tasks and time needed (scope) • Specifically describe learning objectives and concrete behaviors

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

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