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Needs Analysis
Analysed opportunities and constraints inusing C&IT
i.e. analysed the needs or requirementsPut simply, the goal is to describe the gapbetween where the students are and wherewe want them to be, before we can designthe bridge they can cross.
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A needs analysis
Tasks some or all of1. Review the current course, if any2. Analyze the stakeholders especially
students3. Analyze the subject domain4. Analyze the learning outcomes5. Analyze the teaching/learning activities6. Analyze the constraints and resources
7. Analyze the evaluation methods needed
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Stakeholder analysis
Who are they? Who cares?What will they want from the intervention?
Are we prepared to give it them?
They includeThe tutor, programme assessmentStudents
ColleaguesThe departmentThe QA office, the QAA
The university
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The students
What relevant knowledge and skills?How varied are they in knowledge and learningstyles?
How well can they learn? What study skills?What motivation and interests, attitudes toteaching/learning methods?What obstacles to their learning, such asanxiety, colour blindness, lack of concentration,computer access?
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The subject domain
In commercial training needs analysis onlytask performance countsIn higher education emphasis is on theknowledge underpinning performance, andgeneric cognitive skillsWe may need to represent the knowledgedomain, the context of learning activities andoutcomesSo we might use knowledge elicitation and
knowledge representation techniques
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Knowledge elicitation
Informal interviews with experts.This reveals their view of the domain.Observation of actual performance ofexpertise done in a natural context.
Verbal protocols in an assessment situation. A protocol provides a framework forcapturing the knowledge in a skilledperformance.
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Knowledge represented as
living things
mammals
animals
humans dogs
female humans
Julia
movement
respiration
growth
plants
movement
have
have
have
not have
ako
ako
akoako
ako
isa ako = class is A Kind Of
isa = individual Is A
orchids
ako
Danny
whippets
ako
isa
Semantic net
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Pyramid of learning outcomes
to be able to
to be able to
to be able to
to be able to
to be able to
to be able to
to be able to
to be able to
to be able to
to be able to
to be able to
to be able to
Pre-requisites
to be able to
to be able to
to be able to
to be able to
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TLAs: traditional
Acquisition reading, lecturesPractice - exercises, problems
Discussion seminars, tutorialsDiscovery field trips, practicals Assessment essays, exams
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12TLAs: LaurillardsConversational Framework
In more detail, 12 activities of which 10 are:Receiving informationDescribing own conceptions (verbally, writing..)
Correcting misconceptions from feedbackRe-describing improved conceptionsPerforming tasks
Receiving feedback on tasksImproving performance of tasksReflecting on performance to improve conceptions
Reflecting on conceptions to improve performance
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concrete experience
abstract conceptualization
reflective observationactive experimentation
four stages of learning from experience:
TLAs: Kolbs cycle
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TLAs: Robert GagnThe nine instructional events Use LT to support1. Gain attention2. Tell learners the learning objective
3. Stimulate recall4. Present the stimulus, content5. Provide guidance, relevance, organization6. Elicit the learning by demonstrating it7. Provide feedback on performance8. Assess performance, give feedback and
reinforcement
9. Enhance retention and transfer to other contexts
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Shuells Learning Functions - 2
7. Hypothesis generation, encourage thinking ofalternative actions
8. Repetition: guided practice or reflection, multiple
examples or perspectives9. Relevant feedback and correction10. Evaluation of feedback as basis of next activity11. Monitoring - check for understanding12. Integration: provide ways to combine, integrate,
synthesize, with graphics, multimedia
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Constraints & resources
Learning technology availabilityWhen: deadlines, time available
Who is available to do whatHow tools and resources availableOther costs
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Summative evaluation, what will count assuccess? (from Kirkpatrick, four ripples)
1. What happened in use?Did learners, teachers use it? Like it?
2. Were learning outcomes achieved?Was student performance improved?
3. Were the outcomes transferable to realsituations?
4. What were the wider effects?On students, staff departments, institution
The evaluation in outline
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Criticisms of needs analysis
The unit of analysis is too small. Decompositionemphasizes elements but not their integration orapplication - does not encourage constructivistlearning, synthesis, generic skills.Hierarchies of objectives (or content) are toosimple for the richer interrelations of real domains.Instructional strategies can become just the
integration of small items of learning. ?
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References 1Bostock S.J. 1996 A critical review of Laurillards classification
of educational media Journal of Instructional Science24,71-88Gagn R M and Medsker K L, The conditions of learning:
training applications 1996, Harcourt BraceHarmon, P. and King, D. 1985 Representing knowledge New
York: WileyKirkpatrick D L Evaluating Training ProgramsKemmis S & McTaggart R 1988 (eds) The Action Research
Planner 3rd ed. Deakin University PressLaurillard D. Rethinking University Education , 1994 Routledge
and second edition 2002Marshall, I.M., Samson, W.B., Dugard, P.I. & Scott, WA
Predicting the development effort of multimedia coursewareInformation and Software Technology 1994 36 (5) 251-258
Oliver, M. and Conole, G. 1998 A pedagogical framework forembedding C&IT into the curriculum ALT-J 6 (2)
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21References 2Pederson, K. Expert systems programming: practical
techniques for rule-based systems 1989 London: John
WileyPeterson, R. 1992 Training needs analysis in the workplaceLondon: Kogan Page
Shuell, T. 1992, Designing Instructional Computing Systemsfor Meaningful Learning, in P. Winne & M.Jones (eds)
Adaptive Learning Environments: foundations and Frontiers,New York: Springer VerlagStoner G. A conceptual framework for the integration of
learning technology, chapter 3 in Im plementing LearningTechnology, LTDI, Heriot-Watt 1996 http://www.icbl.hw.ac.uk/ltdi/implementing-it/implt.pdf
Taba H. 1971 The functions of a conceptual framework forcurriculum design 134-152 in R. Hooper (ed.) TheCurriculum: context, design and development OpenUniversity Press
http://www.icbl.hw.ac.uk/ltdi/implementing-it/implt.pdfhttp://www.icbl.hw.ac.uk/ltdi/implementing-it/implt.pdfhttp://www.icbl.hw.ac.uk/ltdi/implementing-it/implt.pdfhttp://www.icbl.hw.ac.uk/ltdi/implementing-it/implt.pdfhttp://www.icbl.hw.ac.uk/ltdi/implementing-it/implt.pdfhttp://www.icbl.hw.ac.uk/ltdi/implementing-it/implt.pdfhttp://www.icbl.hw.ac.uk/ltdi/implementing-it/implt.pdfhttp://www.icbl.hw.ac.uk/ltdi/implementing-it/implt.pdfRecommended