Learner context & task analysis

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Learner, context & task analysis

Learner Analysis

Adult learners

They have some characteristics such as

Less flexible

Independant

Time is important

Highly motivated

Sepcific entry characteristics

Skills learners should have to benefit from the training

Computer skills

Reading skills

Learners with disabilities

Learning

Speech

Hearing

Personal & social characteristics

Talents

Expectations

Aptitude

Motivation

Academic information

Scores

Courses taken

Educaion

Learning styles

Kinesthetic

Physical

Visual

General characteristics

Experience

Age

Gender

Context Analysis

Three types of contexts

Transfer context

Creating tools & resources to apply the new skills

Creating environment that promotes application of new knowledge

Instructional physical context

Transportation

Equipment

Seating

Lighting

Timing

Orienting context

Learner's perception of accountability, i.e. do they have to master the course?

Learner's perception of the usefulness of the training

learner's goals for taking the training

It is important because:

Context can inhibit or facilitate learning

Learning doesn't take place in vacuum

Task Analysis

It identifies the content not the sequence

3 Techniques to conduct task analysis

Critical incident method

It identifies a list of tasks the learner needs to master

It identifies what works and what does not work

e.g. Air force pilots

It identifies commonalities of different approaches

e.g. Salesperson

High-pressure approach

Calm approach

Procedural analysis

It follows a checklist

Cognitive

Unobservable tasks, information processing analysis

Behavioral

Observable steps required to complete a task

What cues inform the learner that there is a problem?

What does the learner need to know to do the step?

What does the learner do?

Topic analysis

Identifies the content of instruction

Identifies facts, concepts & principles needed for instruction

Gives information that falls into various content structures

Attitude

i.e. Predisposition towards a behavior

Procedure

e.g. Steps for changing a light bulb

Steps executed to complete a task

Interpersonal skills

e.g. interviewing skills

Behaviors related to interpersonal communication

Principles & rules

e.g. Supply & demand

Relationship between 2 concepts

Cocepts

Verbs

Islands

Fruits

Facts

Vocabulary

Symbols

Names

important because

Identifies the content not the sequence

Gives hte designer a focus

Gives insights as to what teaching strategies to use

Gives detailed steps for conducting a task

Identifies content to solve the problem