PUTRA WIJAYA

NEED ANALYSIS Chapter Overview Instructional design purpose

Purpose desired change Change many things Need Analysis: An Overview Instructional design particular change

Need Analysis Quesions What change Who require Where Is intruction appropriate

Formal and Informal Need Analysis Popular Approaches to Need Analysis Robert F. Mager: steps performance analysis 1. Describe person being question 2. Describe doing cause the problem 3. Describe should be doing 4. Determine cost 5. Small cost stop 6. Great cost going 7. Could know 8. Could not do 9. Quetions solution 10. Remedies cost 11. Compare solution problem 12. Select more solution Need Assessmet phases: Phase I: Planning Defining audience & data needs Decision

Establish data will be collected Phase II: Collecting Data Phase III: Analyzing the Data Phase IV: Compiling the Final Report Summary of the purpose Summary of the process Summary of the result recomendation

Rossett needs analysis factors: Optimal performance Actual performance Feelings Causes Solutions

Rossettes outlines five process needs analysis Step One: Determine Purposes Based on Initiators Step Two: Identify Sources Step Three: Select Tools Step Four: Conduct the Needs Assessment in Stages Step Five: Use Finding for Decision-Making

NEED ANALYSIS PROCEDURE Determining the Desired Change The Request for the Desires Change Implementation Location of the Desired change The intervention EVALUATING THE SUCCESS OF A NEEDS ANALYSIS Evaluate need analysis solution develop NEED ANALYSIS AND THE INSTRUCTIONAL DESIGN PROCESS

What problem exist/What request Who to change What take place Where solution take place Is instruction appropriate Whatsolution to develop

Need Analysis Need analysis: goals & content of a course The Various Focuses of Need Analysis Hutchinson and Waters (1987): Target needs Learner needs

Target needs Necessities Lacks Wants necessary lack wish

Discovering Needs Needs Analysis Tools Necessity Lacks Wants Evaluating Needs Analysis Issues in Needs Analysis: 1. Common core and specialized language 2. Narrow focus wide focus 3. Critical needs analysis

INSTRUCTIONAL GOALS AND OBJECTIVES CHAPTER OVERVIEW INSTRUCTIONAL GOALS AND OBJECTIVES Instructional intervention to do something The Difference Between Goals and Objectives Instructional goals: general statement Instructional objectives: more specific POPULAR APPROACHES TO SETTING Magers component in writing learning objectives: 1. Action 2. Condition 3. Criterion Smaldino, Lowther, and Russel ABCD objectives: Audience Behaviour Condition Degree

SETTING GOALS Mager 1984: Goal statement describing broad or abstract intent, state or condition Thornburg, 1998 FAST TRANSLATING GOALS INTO OBJECTIVES Blooms taxonomy: cognitive, affective, psychomotor Gagne 1985: declarative knowledge (verbal information) procedural knowledge (motor skills, intellectual skills and cognitives strategies affective knowledge (attitute)

EVALUATING THE SUCCESS OF SETTING GOALS AND OBJECTIVES SPECIFICATIONS Compare each other

GOALS AND OBJECTIVES AND THE INSTRUCTIONAL DESIGN PROCESS What overall purpose Intention of instruction reflected in goals and objectives Have the tradition Specific behavior What evolution

ORGANIZING INSTRUCTION CHAPTER OVERVIEW SCOPE AND SEQUENCE Levels of Organization: Macro, Micro, Vertical, and Horizontal Organizational Strucures: Content and Media THE EVENT OF INSTRUCTION THE CONTINUUM OR LEARNING EXPERIENCES METHODS OF DELIVERY ClassroomTeaching Programmed Instruction Distance Education Two Categories of Instructional Delivery THE HIDDEN CURRUCULUM INSTRUCTIONAL ACTIVITIES IN NON-EDUCATIONAL SITUATIONS Job Aids USING ORGANIZATION TO IMPROVE INSTRUCTION ORGANIZING INSTRUCTIONAND THE INTRUTIONAL DESIGN PROCESS