EIDT-6910 Module 1, Week 2 Checklist

Needs Assessment: The first step of the instructional design process is to identify the problem the
client wants to solve. Write a brief description of the project and instructional context. Include some
background information about the client and how the need for this instructional solution arose.
Determine and rank your goals associated with the instructional problem. The goals should describe
and identify behaviors that are necessary to influence learner performance. It is suggested that you
develop 3-5 goals. Note: Your goals will serve as the starting point for your instructional objectives.
(1-2 pages)

Rubric (Target): Identifies unit goals

1. Is the problem correctly identified?
a. Can you identify the type of need: normative, comparative, felt, expressed,
future, critical?
b. Goal analysis: Can you describe the aim (overarching BIG goal) and enabling or
supporting unit goals?
2. Is the problem best addressed by instructional intervention?
a. Can you rule out these other potential causes?
i. Lack of motivation
ii. Environmental factors
iii. Management factors
iv. Interpersonal factors

Learner Analysis: Consider the following types of characteristics in a detailed analysis of your
learner: gender, age, work experience, education, ethnicity, culture, learning styles, and disabilities. The
entry competencies and prerequisite skills of your learner audience should also be considered. Write an
analysis that includes a description of how these characteristics will guide the design and
development of your instructional solution, including level of difficulty and learner use of technology.
(1-2 pages)

Rubric (Target): Identifies specific learning characteristics and notes entry competencies;

Identifies specific learning styles of intended audience and includes references to theory and
research.

1. Did you identify the specific learner prior knowledge, skills, attitudes, and
attributes that are relevant to your potential solution?
a. Academic information
b. Personal/social characteristics
2. Did you describe how your understanding of the learner audience will influence
your design decisions and support your decisions with theory research?
Contextual analysis: The context influences every aspect of the learning experience (Morrison et
al., 2011). Consider the instructional context of your project by analyzing the following factors of the

instructional environment: lighting, noise, temperature, seating, accommodations, equipment,

transportation, and scheduling. Note: Some of these factors may not apply to your instructional
environment based on your choice of delivery method. (1-2 pages)

Rubric (Target): Clearly identifies contextual factors with detail and examples.

1. What is the orienting context: learner goals, perceived utility, accountability?

2. What is the instructional context: facilities, environmental factors, scheduling?
3. What is the anticipated transfer context: tool/resource access to practice,
opportunity, support?
Task Analysis: Task analysis is considered by many instructional design (ID) professionals to be the
most critical step in the instructional design process. In this section, think about how you will structure
the content of your instructional solution. What facts, concepts, procedures, skills, or attitudes will your
learners need to acquire? How will you organize everything to ensure that learners incorporate
prerequisite knowledge? In outline form, create a topic or procedural analysis that structures your
content effectively. Include a visual representation as an appendix to your Task Analysis section by
creating a table or flowchart of your topics or procedures. Develop a table that outlines the
instructional strategies you will use. Use Microsoft Word, Adobe Photoshop/Illustrator, or a concept
mapping tool to develop your visual representations. (Important instructors note: creating this table
is as easy as it sounds: you will list each task or group of related tasks and next to each grouping state
what you will do or how you will teach those tasks) (2-3 pages)

Rubric (Target): Analyzes specific instructional tasks using relevant topics and procedures and

displays task analysis in graphical form.

1. If you use a Topic Analysis (content structures for instruction) be sure to:
a. Identify facts, concepts, principles for instruction
b. Group and arrange content structures
c. Report (e.g., outline, concept map, table, etc.)
2. If you use a Procedural Analysis (observable and unobservable tasks and
behaviors) be sure to:
a. Identify steps, cues, sequence for performance
b. All steps, cues, sequencing accurately described
c. Procedural grouping: frequency of use, difficulty level, motor skill
d. Report (e.g., flowchart, concept map, table, etc.)
3. If you use Process Analysis, be sure you have:
a. The SME identified
b. The data gathering technique identified
c. A solid literature search included

Instructional Objectives: The instructional objectives identify exactly what the learner will know
and create the framework upon which the instruction and assessments will be based. Look back to your
Goal Analysis and develop 2-3 instructional objectives for each goal. Each objective should contain
an action verb, the subject content reference, and level of achievement. Determine the objective domain
before you begin. Consider Bloom's taxonomy for behavioral objectives in the cognitive domain.
(1-2 pages)

Rubric (Target): Identifies unit goals and learning objectives appropriate for specific content,

outcome levels and instructional domains.

1. What domain are you writing instructional objectives for?
a. Procedural
b. Cognitive
c. Affective
2. Important instructors note: Morrison et al pointed out that these objectives can

have many different names: learning objectives, cognitive objectives, instructional

objectives, and performance objectives (p. 106). The main point is that each objective
describes exactly what the learner will know based upon each completed task.

Instructional Sequencing and Strategies: Describe your intentions for sequencing your
content in a way that helps your learners achieve the instructional objectives you have previously
established. The sequence developed during the Task Analysis phase should be developed further to take
into consideration all variables that could influence learner success. Choose a sequencing scheme
outlined in Chapter 6 and describe your instructional sequencing in outline or graphical form.
Once you have completed your sequencing, describe your instructional strategy for each
instructional objective. Reference the Strategy Design Document in Chapter 7 for the appropriate
presentation of this information. (1-2 pages)

Rubric (Target): Multiple instructional strategies are identified and demonstrate appropriate

contextualized application within practice in complex, interactive environments.

1. Important instructors note: The Task Analysis and the Instructional Objectives
describe what the learner will do; from this point to the end, you are describing what
the instructor/presenter will do!
2. Table 1. Sample Task Analysis and Strategies Table
Sequence

Task Description

Strategy

3. Table 2. Sample Sequencing and Strategies Table.

Sequence

Sequence
Scheme

Task
Description

Instructional
Objective

Strategy

Strategy
Description

Rubric (Target): Design document is supported by Learning Resources and additional

research.
1. Did you support the premise for each or your arguments or rationale statements with
solid research or scholarly resources?
2. Did you support each major decision you have made with solid research or scholarly
resources?
3. And, did you carefully proofread and check everything for proper APA formatting
(including tables and figures)?