Procedural+analysis+&+Instructional+objectives+(E)

=
//Task ////analysis: ////Procedural analysis & //=====

//Instructional objectives (E) //
Team Member E: Ijea
 * Procedural Analysis**

A procedural analysis is used to break down the mental and/or physical steps that the learner must go through in order for the task to be successfully achieved. Procedures are to be strictly defined so that each step is clear and easy to follow for the learner, which is unlike something perceived such as a concept, or a principle that could be a standard.

Procedures can also be complex, with many decision points that the learner must make and take into account along the instructional design process. Following are instructional objectives used to recognize essential information to solve the performance problem which have been derived after a review of the task analysis prior.

What does the learner do (//psychomotor domain that encompasses those skills requiring the use and coordination of skeletal muscles, as in the physical activities of performing, manipulating, and constructing)?//

a) Articulation b) Performs a coordinated activity in an efficient and coordinated manner. c) After a brief discussion of a software program process, you allow the learner to practice using the software and ask questions.
 * The learner demonstrates the best practices for non-tech savvy adults.

What does the learner need to know to do (complete) this step (//cognitive domain that is the intellectual aspect of learning)?//

a) Knowledge b) Comprehension c) Application d) Analysis e) Synthesis f) Evaluation
 * Ability to create tailored instruction given a case study.

What cues inform the learner that there is a problem, the step is done, or a different step is needed (//affective domain that involves objectives concerning attitudes, appreciation, values, and emotions such as enjoying, conserving, and respecting; form a continuum for attitudinal behavior, from simple awareness and acceptance to internalization, as attitudes become part of an individual’s practicing value system.//)?

a) Receiving b) Responding c) Valuing d) Organizing e) Characterizing by a value complex
 * Demonstrates appreciation for challenges of learning for non tech savvy adults.

The final question to ask with regard to instructional objectives is, has the need for instruction been satisfied?

Some subject-matter experts (SME’s) are able to verbalize the direction an instruction should take early after the task analysis, others may take some time in the design process of instructional objectives (Morrison, Ross, Kalman, & Kemp, 2011). Flexibility is the key to writing instructional objectives as they begin with a broad definition that later gets modified and becomes refined as the design progresses.

References: Instructional Design Knowledge Base (IDKB) 2012. Instructional Technology Program - GraduateSchoolof Education - GeorgeMasonUniversityretrieved from [] January, 2012.

Morrison, G.R., Ross, S.M., Kalman, H.k., & Kemp, J.E., 2011. Designing Effective Instruction, 6th Ed.Hoboken,NJ: John Wiley & Sons, Inc.