Needs Anal

8/11/2019 Needs Anal

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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.pdf

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Needs Anal