User and User Needs Assessment and Analysis

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User and User Needs Assessment and Analysis
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Instructional Design Process

• A systematic approach for designing, developing
  and delivering strategic instruction focused on
  improving the learners' performance and the
  elimination of performance gaps that are the
  result of a training problem.

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I.D. Process
Analysis
Evaluation
Design
Development
Implementation
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I.D. Process

• Preparations Collect Resources
• Subject Resources
• materials relevant to the subject matter
• Instructional Design Resources
• materials relevant to the instructional
  development
• Media Resources
• hardware, software, operation manuals

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I.D. Process

• Preparations Learn the Content
• refer to expert if not familiar with subject
  matter
• studying resources gathered
• includes content structure and not only the
  actual content

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I.D. Process

• Analysis
• Performance Analysis
• Goal analysis
• Task analysis

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I.D. Process

• Analysis Performance Analysis
• reveals the gap between actual learner
  performance and the desired learner performance
• determines if the gap can be eliminated through
  an effective training program

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I.D. Process

• Analysis Goal analysis
• turns abstract statements into concrete tasks
  that can be taught
• e.g. Employees should be safety conscious. How
  do I know if someone is safety-conscious?

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I.D. Process

• Analysis Task analysis
• a sequenced description (or flowchart) of
• the step by step actions
• the tools, equipment, materials, and supplies
• any associated safety concerns
• required prerequisite knowledge
• acceptable standards of performance
• key points required to complete a task

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I.D. Process

• Analysis Task analysis
• understand the user activities that a product is
  intended to support
• consider the goals of the product and the goals
  of the end users
• ensures the need to know information is taught

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I.D. Process

• Design
• Learner Analysis
• Learning Objectives
• Skill Hierarchies
• Course Prerequisites
• Content Design
• Technical Design

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I.D. Process

• Design Learner Analysis
• a description of the people who will receive the
  training
• this might include
• their skills, knowledge (experience level), and
  expectations
• their reading ability
• their attitudes and interests

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I.D. Process

• Design Learner Analysis
• consider personality, individual preferences and
  dislikes
• determine what the student should know or be able
  to do
• assess the characteristics and instructional
  needs of intended users

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I.D. Process

• Design Learning Objectives
• statements that define what the learner must do
  to demonstrate learning has been accomplished.
• contain 3 distinct components
• Performance States what a learner is expected to
  be able to do.
• Conditions Describes the important conditions
  under which the performance is to occur.

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I.D. Process

• Design Learning Objectives
• contain 3 distinct components (cont.)
• Criteria States the specific standard of
  performance by describing how well the learner
  must perform in order to be considered acceptable.

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I.D. Process

• Design Skill Hierarchy
• a diagram showing the relationships between the
  skills in the training
• helps you determine what to teach first

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I.D. Process

• Design Course Pre-requisites
• gives you a starting point
• describes what knowledge and skills the learners
  must have before taking your course
• everything between the course prerequisites and
  terminal objectives course content

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I.D. Process

• Design Content Design
• Generate Ideas
• brainstorming
• conceptual design
• the more ideas you generate early in the design
  process, the more likely it is that at least one
  of them will be an exceptionally good one

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I.D. Process

• Design Content Design
• generate Ideas (ideas about Information to be
  taught)
• e.g.
• history of computers
• parts of the computer

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I.D. Process

• Design Content Design
• generate Ideas (ideas about how to teach the
  topics)
• e.g.
• give a video about the history of the computers
• show a picture of a computer system and label
  the parts

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I.D. Process

• Design Technical Design
• Flowchart the Design
• series of diagrams describing the operations a
  computer performs
• visual representation of decisions and events
• shows sequence

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I.D. Process

• Design Technical Design
• Storyboarding
• process of preparing textual and pictorial
  displays
• depicts content and presentation
• draft of actual instructional messages such as
  presentations, questions, feedback, directions,
  prompts, pictures, and animations

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I.D. Process
Good
Fast
Cheap
Pick any two!
If you want it fast and good dont expect it to
be cheap. If you want it fast and cheap dont
expect it to be good. If you want it good and
cheap dont expect it to be fast.
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I.D. Process

• Development
• Criterion tests
• Relevant practice
• Content derivation
• Delivery system selection
• Module development
• Sequencing
• Tryout

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I.D. Process

• Development Criterion tests
• Criterion testing evaluates whether the learner
  has met the objectives. A test may have a
  learner
• provide a correct answer from alternatives
  (multiple choice, fill in the blank, etc.)
• do or produce something to demonstrate the
  objective has been met

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I.D. Process

• Development Content Derivation
• content promotes complete understanding and
  successful completion of test items.

Objectives
Test
Content
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I.D. Process

• Development Delivery System Selection
• sometimes referred to as media selection.
• you decide how the training will be presented to
  the learners.
• examples simulator based, instructional videos

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I.D. Process

• Development Module Development

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I.D. Process

• Development Module Development

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I.D. Process

• Development Module Development

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I.D. Process

• Development Sequencing
• determining the most efficient order to present
  the modules to learners.
• organize information in one of these ways
• Hierarchically (from easy to difficult, from
  simple to complex)
• Chronologically
• Spatially (left to right, top to bottom, outside
  in)
• Spirally

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I.D. Process

• Development Tryout
• try out your design
• debugging
• re-engineering
• evaluation intended users

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I.D. Process

• Implementation
• the training system is put in place and persons
  are trained on how to use it properly

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I.D. Process

• Evaluation
• focus on continuous improvement
• this step tells you
• whether or not the training solved the original
  training problem
• what you can do to improve the training
• how training impacts the bottom line

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I.D. Process

• Evaluation

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Research Techniques

• Expert Reviews
• Site Visits
• Survey Construction
• Paper Prototype Tests
• Contextual Inquiry
• Technology Immersion
• Participatory Design

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Research Techniques

• Expert Reviews
• provide quick checks of design to catch obvious
  problems
• check for violations of usability guidelines

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Research Techniques

• Site Visits
• provide information about the end users use of
  products in context
• e.g. examining what makes a product retain appeal
  and replayability or how quickly children
  master certain types of interactivity

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Research Techniques

• Site Visits
• explores end users preferences and other
  qualitative reactions to design ideas
• goal increase the chance that the end users will
  choose the product over many options

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Research Techniques

• Survey Construction
• Questionnaires
• must be age-appropriate

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Research Techniques

• Survey Construction

?
A scale for asking children to rate software on
attributes of usability and engagement
?
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Research Techniques

• Paper Prototype Tests
• low-tech prototyping
• screen shots, sketches, or storyboard made of
  paper, crayons, etc.
• interaction between researcher and end users

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Research Techniques

• Research Technique Stage/s
• Expert Reviews Throughout
• Site Visits Concept, Prelim Design
• Survey Construction Concept, Prelim Design
• Beta Testing
• Prototyping Prelim Design

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Research Techniques

• Contextual Inquiry
• observation technique
• users can be, at times, nonverbal o
  less-reflective in discussing the world around
  them
• goal to understand what these needs may be

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Research Techniques

• Technology Immersion
• immersing the users with large amounts of
  technology
• provide as many options as possible
• observing likes, dislikes, preferences on
  hardware and software

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Research Techniques

• Technology Immersion
• a combination of technology, time, and freedom of
  choice offers researchers more opportunity to
  understand what users do and want with technology

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Research Techniques

• Participatory Design
• develops partnership between designers and end
  users
• low-tech prototyping
• users not only reactants but designers as well

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Research Techniques

• Participatory Design
• adult researchers can identify new technology
  possibilities that might not have been considered
  otherwise
• in practice CHI Kids

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Project Schedule

• Documentation of General Project Information
• Listing of Project Deliverables
• Scheduling of Project Activities

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Project Schedule

• Documentation of General Project Information
• purpose of the project and what need is addressed
• current performance gaps and obstacles
• desired outcome
• project constraints
• assumption that have impact on time lines or
  project success

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Project Schedule

• Listing of Project Deliverables
• Audio Scripts
• Storyboards
• Prototype Screen Interface
• Programming Templates or models
• Video Scripts

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Project Schedule

• Scheduling of Project Activities
• All team members must
• know their roles and responsibilities
• be aware of the project time line
• deliver their project components at the
  appropriate time

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Project Schedule

• Scheduling of Project Activities
• Schedule Reviews
• Technical or Functional Review
• Instructional Design Review
• Standards Review
• Editorial Review
• Management Review

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Team Organization

• List Team Roles
• Assign Roles and Responsibilities
• Match tasks to members

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Team Organization

• List Team Roles
• Project Manager / Project Leader
• manages the project including people, resources,
  schedule, and processes
• estimates the project costs
• creates and maintains project schedule
• sets the goals for the team and defines the roles
  and responsibilities of team members

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Team Organization

• List Team Roles
• Audio Producer or Technician
• produces all audio
• casts talents
• schedules audio recording sessions
• mixes, edits, and digitizes audio
• finds sources of music and sound effects
• reviews the product from an audio perspective

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Team Organization

• List Team Roles
• Video Editor or Technician
• digitizes and edits all video
• Video Producer
• produces and directs all video
• generates final video scripts
• casts talents
• reviews final product from a video perspective

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Team Organization

• List Team Roles
• Creative Director
• works closely with the interactive designer and
  graphics designer on design and development of
  the human-computer interface (storyboards, and
  scripts)
• carries responsibility for the overall quality of
  the media elements of the product
• reviews the product from a quality perspective

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Team Organization

• List Team Roles
• Editor
• edits written or authored material
• creates or reviews writing specifications
• Evaluation Specialist
• develops or reviews the evaluation plan and tools
• develops or reviews the testing plan

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Team Organization

• List Team Roles
• Graphic Designer
• designs and produces graphics for instructional
  materials
• designs the overall visual look of the product
• works with the instructional designer and
  creative director to conceptualize the main
  interface and content graphics
• creates content art, illustrations, and animation

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Team Organization

• List Team Roles
• Graphic Artist
• works with the graphic designer to create content
  graphics
• creates screen or interface designs
• creates illustrations and animations for the
  product

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Team Organization

• List Team Roles
• Interactive/Instructional Designer
• prepares objectives as part of the project team
• defines content
• selects sequence activities
• writes (or works with subject-matter experts) to
  develop instructional material
• develops multimedia instructional design
• develops the interactive design of the product

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Team Organization

• List Team Roles
• Interactive/Instructional Designer
• works with the systems designer to design flow
  diagrams to support the instructional and
  interactive design
• creates storyboards with the graphic designer,
  creative director, and video/audio producers
• works with creative director to write audio and
  video scripts
• bears responsibility for the overall quality of
  the instruction and interactivity of the product

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Team Organization

• List Team Roles
• Author (Publisher, Materials Developer)
• produces written or electronically mediated
  instructional materials
• integrates media elements and creates the product
  using an authoring tool
• works with the graphic designer and creative
  director to incorporate multimedia into the
  product
• constructs interactions and makes revisions

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Team Organization

• List Team Roles
• Quality Reviewer or Evaluator
• identifies what impact an intervention has on
  individual or organization effectiveness
• reviews the product from an educational and
  quality perspective

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Team Organization

• List Team Roles
• Subject-Matter Experts
• reviews the content in various stages for
  accuracy and gives feedback to interactive
  designer
• functions as a content expert throughout the
  development process

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Team Organization

• List Team Roles
• Systems Designer
• designs how the product works from a technical
  standpoint
• decides how the program logic and flow is
  structured
• manages authors
• works with the instructional or interactive
  designer to design flow diagrams
• conducts technical reviews

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Media Specifications

• Describes standards and design for multimedia
  elements such as
• theme and interface design and functionality
• writing style and grammar guidelines
• feedback and interaction standards
• video and audio treatments

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Media Specifications

• Describes standards and design for multimedia
  elements such as
• text design and standards
• graphic design and standards
• animation and special effects

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Media Specifications

• Design decisions on these elements are a set of
  compromises that weigh
• theories and best practices in learning and
  performance support
• knowledge of the audience and content
• project team preferences, skills, and talent
• project realities such as budget, time line, and
  stakeholder preferences

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Media Specifications

• Four Approaches to Learning
• Visual
• presenting instruction using anything students
  can look at (e.g. video, graphics, animation,
  text)
• Auditory
• presenting instruction using anything students
  can listen to (e.g. sound effects, music)

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Media Specifications

• Four Approaches to Learning
• Olfactory
• presenting instruction using anything students
  can smell or taste
• Tactile or Kinesthetic
• presenting instruction using anything students
  can touch or manipulate (e.g. models, actual
  parts or equipment)

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Media Specifications

• Specifications Procedure
• Define Look and Feel of the Theme
• Define the Interface and Functionality
• Define the Interaction and Feedback Standards
• Define the video and audio treatments

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Media Specifications

• Specifications Procedure
• Indicate text design standards
• Prepare the graphic design standards
• Decide on animation and special effects