Instructional Design The ID Process: Needs Analysis

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Instructional DesignThe ID ProcessNeeds
Analysis Task Analysis (EDER 673 L.91
)From Calgary With Asst. Professor Eugene G.
KowchFeb 27, 2003(A synchronous meeting
usingVclass Real-TimeAudioConference
Technology WebCT Course SpacesThe World
Wide Web
Check your connection speed
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Agenda Feb 27

• Update Where we are in the course
• Housekeeping
• Posting your ID Model for Peer Review Feedback
• How is the technology working at your place?
• Needs Analysis Seeing the Views from Several
  Theorists
• Dick Carey / Rossett / Magliaro / Smith and
  Ragan / Reigeluth
• (from EDER 673 WebCT, WWW, Vclass Materials)
• Task Analysis
• (from EDER 673 WebCT, WWW and Vclass Materials)
• Other optional resources (Views) on job analysis,
  content analysis and competency analysis

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Poll 9
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Posting Your ID model for Peer Review

• Refer to my WebCT Email (Feb 26) for a guide
• Random Groups
• Press private in a discussion thread Group
  (Group 01 to Group 06) to find your group.
• Post your ID Model stuff (attachments are
  possible) for others to review.
• Use the Guide to provide Peer feedback,
  hopefully by March 15th, to all others in your
  group.
• After all members have provided quality feedback
  to each group member model (as designers helping
  development), the Groups could then open up so
  everyone can provide feedback.
• This is practice for creating and reporting your
  final ID model (major assignment).
• (Generous) development/design feedback offered in
  a group setting can really help an instructional
  designer grow. This is a core competency that all
  Instructional Designers require (AECT, 1994).

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Update EDER 673
History of ID
ID Terminology
Instructional Design Philosophies
SMCR/Feedback Communication Model
Learners and Learning Theories
Context based designs
ID Models A peek
Needs Analysis
Media Selection
Task Analysis
Ordering Content (elaboration)
Evaluation
Motivation
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Rossett/ Tessmer/ SmithRagan/ Reigeluth/ Kazanas/
Shaumbagh Magliaro/ Dick Carey/
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Needs Analysis (Rossett in Anglin, 1995)

• A pound of analysis is worth a ton of solutions
  (Dr. B. Clarke, 2003).
• Needs Analysis is an (ID persons) first response
  to a problem.
• A problem is a gap between what is and what
  should / could be

Ought
Is
Gap
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Needs Analysis (Rossett in Anglin , 1995)

• Design -gt Development -gt Use -gt
  Evaluation
• Analysis serves all stages in this Instruction
  Systems development model.
• Five Purposes for Needs Assessment
• Optimal Performance How should they do X best?
• Actual Performance Why do they do X lt best?
• Feelings/Attitude Why do they dislike/like doing
  X?
• Causes (for the Gap in learning or performance)
• Lack of skill or knowledge
• Environment / Organizational barriers
• No incentives
• No motivation
• Values (lacking)
• Confidence (lacking)
• Solutions Instructional Interventions to close
  the gap.

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How to conduct a Needs Analysis ( 5 steps)
(Rossett in Anglin, 1995)

• Determine the causes
• Performance problems
• Affective problems
• Directives
• Identify Sources (of the information you need)
• Select Tools (to find the exact causes)
• Interview (supervisors, workers/teachers,
  learners)
• Observe (learners, workers do actualsoptimals?)
• Cognitive perspective are outcomes what we
  expect?
• Examine records (about performance / achievement)
• Focus Groups (get an org. culture accord on
  optimals)
• Surveys (cost effective measures.. Seek needs,
  proof of need, feelings, demographics).
• Conduct a Staged Needs Assessment
• Meet with management / administration
• Meet with the SME (subject matter expert)
• Observe steps in the work flow / learning process
• Meet with the solution - seeker to check your GAP
  determination

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How to conduct a Needs Analysis ( 5 steps)
(Rossett in Anglin , 1995)

• 5. Use findings to create a foundation for
  Instructional Design
• Is training appropriate here (to fill this gap?)
• Will it fit for this culture/group/person?
• Other interventions that might work?
• Job aids
• Supervisor training
• Expert systems
• Workstation redesign
• Incentives
• Restructuring
• How will training / teaching be received?
• Is the cost prohibitive?
• Who will be responsible?

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Needs Analysis (Shambaugh Magliaro, 1997).

• An analysis activity that examines the
  instructional problem, intended learners, and
  learning context.
• (Smith and Ragan cited in Shambaugh Magliaro,
  1993)
• Is done before Design begins
• .. Is an ongoing process

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Needs Analysis (Shambaugh Magliaro, 1997).

• Functions of a Needs Assessment
• Confirm that the problem is an ID opportunity
• Is this project idea an instructional problem?
• Discover the nature of what is to be learned
• Is there a solution embedded in MY idea?
• Learn more about the learners in context
• Do you know all you need to know about your
  learners?
• Understand the realities of the instructional
  context
• What are the realities surrounding the
  instructional problem?
• Explore the issues surrounding the instructional
  problem
• What are some possible solutions?
• Generate the (instructional and learning outcome)
  goals that will guide designing.
• Based on this data, what should be done (to fill
  the gap)?

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Needs Analysis 3 Steps (Shambaugh Magliaro,
1997).

• Describe your intent The IDEAL
• Gather Information REALITY
• What is known about the learning task?
• Task analysis
• Ethnography
• Structured questions, protocol analysis,
  displays, stats, docs
• Who are your learners?
• Data analysis tools
• Learner profiles
• What are your resources and constraints?
• Summarize and Revise your intent GOALS

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From Tessmer, M (1990). Environmental Analysis
A neglected stage of instructional design. In
Educational Technology Research Development,
38(1), 55-64.
Resources Constraints

• Use Factors
• Instructional Environment
• Patterns of Use
• Reasons for Use
• Student-User characteristics
• Leadership Characteristics
• Supportive Environment
• Production Services
• Storage Delivery Services
• Dissemination resources
• Support Resources

• Physical Factors
• Instructional Environment
• Facilities
• Equipment
• Instructional Lifespan
• Supportive Environment
• Site distribution
• Management Coordination
• Seasons Climate

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Needs Analysis 3 Steps (Shambaugh Magliaro,
1997).

• Outline of a Needs Assessment (Report -)
• Summarize your instructional problem
• Confirm the problem
• Describe the major issues characterizing the
  problem
• Cite the resources of information and the tools
  used
• Describe your instructional solution (set)
• List features addressing learning task or content
• Include a learner profile
• Include a context analysis
• Identify Major Goals that address the problem
• Identify and prioritize goals
• What really needs to be done to fill the gap?
• Prioritize the list and get buy-in from the
  leadership.

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• Adieu for this week, EDER 673 !Instructional
  Design (iD) Next Week (March 6- March 13)
  Ordering and sequencing content Elaboration
  Theory (blueprinting)Readings due for Next
  Class (March 6, 2003) 1. The Elaboration
  Theory Guidance for Scope and Sequence
  Decisions. In C. Reigeluth (Ed.), Instructional
  Design Theories and Models - An Overview and
  Current Status (pp.425-454).2. Read / Use The
  Interactive Powerpoint on this topic, available
  from the Course Home Page.From, Culnan, A.
  (2003). Elaboration Theory. Unpublished M.Ed. Ed
  Technology Assignment.See the Home Page by
  Friday, 7 PM Feb. 28th for more detail and
  reading resources on this topic -- beyond the
  class material covered tonight.See the New
  Discussion Thread (Groups) in WebCT for your ID
  Model Peer Feedback(Rubrics are attached in your
  email and in the new Thread)http//www.ucalgary.
  ca/ekowch/673/673home.htmlEugene G.
  KowchAssistant Professor of Educational
  Technology