EDTEC 671 Learning Environment Design

Extend

Examples of tutorials

Here are some examples of free tutorials in a wide range of content areas, but all using a similar approach of presenting information and letting users practice and test their understanding. This isn't necessarily a good cross section, since most tutorials are in organization intranets, but it gives you an idea of the range of topics you might tackle.

Where can I refresh my understanding of task analysis?

Well, you did a little of it in EDTEC 540, and even more in EDTEC 544, and possibly some in EDTEC 644 if you've taken that course. Most instructional design textbooks sport one approach or another to task analysis. For this course, I'm fine with any systematic approach you choose. If you have a favorite, or would just like to try an approach you've never used before, please feel free. Here is a partial listing of instructional design texts that include specific methods for conducting task analysis:

Clark, R. (1999). Developing technical training. Silver Spring, MD: International Society for Performance Improvement.

Dick, W. & Carey, L. (1996). The systematic design of instruction. New York: Harper Collins.

Gordon, S. (1994). Systematic training program design. Englewood Cliffs, New Jersey: PTR Prentice Hall.

Morrison, G., Ross, S., and Kemp, J. (2003). Designing effective instruction. New York: John Wiley & Sons, Inc.

Rossett, A. (1987). Training needs assessment. Englewood Cliffs, New Jersey: Educational Technology Publications

Seels, B. & Glasgow, Z. (1998). Making instructional design decisions. Upper Saddle River, NJ: Merrill.

There are many approaches to task analysis, but they are all variations on a theme: How does an expert do this or think about that?

Hierarchical Outline

This works well when you're teaching facts, concepts, and principles. The outline for the Ordering Numbers: Fractions tutorial (in the Apply section of this module) is a good example of a hierarchical list of the rules experts use in ordering fractions.

Cognitive task analysis

If the content is primarily conceptual, you may do what is often called a topic analysis or cognitive task analysis. This can be similar to making a concept map or a hierarchical outline. Here's an example of a concept map:

Be sure to use relational descriptors (the labels on the arrows). One useful method for conducting this type of analysis is to use a series of probe questions that correspond with a constrained set of relational descriptors. Here are some probe questions and corresponding relational descriptors (we'll continue to use the dinosaur example here):

What are dinosaurs a type of? (has type/type of)
What kinds of dinosaurs are there? (has type/type of)
What are the characteristics of carnivores? (has characteristic/characteristic of)
What caused dinosaurs to become extinct? (causes/caused by)

In cognitive task analysis, you're often trying to define facts, concepts, or principles, but you can also use it for procedures.

The EDTEC 544 Web site has a module on cognitive task analysis that you might find helpful.

Procedural analysis

Another way of dealing with a procedure or process of some kind is to to use a procedural analysis.

A procedural analysis results in a linear or branching list of steps:

In situations where you're analyzing more complex heuristics, such as how to conduct a performance analysis, you may use the critical incident method of task analysis. This can also be subsumed in a cognitive task analysis approach.

Learning Environment Design