EIPT Blog 5

Morrison, Ross & Kemp, Chs. 4-7
Bonk & Zhang, Chs. 3,5,7,9, and 10

What have you learned about analyzing learning task and objectives? How can you plan to apply this new information to your design project?

Task Analysis
According to Morrison, Ross, & Kemp (2007 task analysis is a critical component of instructional design, defines the content of the class, and can be changed over the progression of time (p. 76). The needs or goals provide the initial direction for an analysis (p. 76). Content may be identified through informal conversations, literature searches, and/or formal meetings with subject matter experts (SME) (p. 97). Topic analysis (cognitive knowledge), procedural analysis (psychomotor tasks, job tasks, or cognitive sequences involving a series of steps), and the critical incident method were described as the 3 specific techniques for analyzing content and tasks (p. 77). Since I'm a nursing instructor, I will most likely be my own SME, (p. 91). The benefits of being my own SME include being familiar with the learners and the problems they have with the task. The major disadvantage is my familiarity with the content may cause me to skip steps and fail to identify important cues. (p. 91, 92). I can counteract the disadvantage by finding another nurse to review the steps with me (another set of eyes). A digital camera, laptop, note cards, notepad, recorder, etc. may be used to record information during a procedural or a topic or procedural analysis (p. 93). I will probably use at least 2 of the task analysis methods for the Nurses' Virtual Learning Community (NVLC).

Objectives
Morrison, Ross, & Kemp (2007) describe objectives as being "based on the results of the task analysis." The goals are refined and implemented through objectives. The objectives indicate the expected learner outcome from a particular instruction. Objectives are written in "precise, unambiguous terms through either a behavioral approach or a cognitive approach. Cognitive, psychomotor, and affective domains guide objectives. Behavioral objectives consist of an action verb and subject content referency. Cognitive objectives consist of a general objective and samples of student performance(p. 124). The designer should write an objective for each of the goals and for any additional important information not addressed in the objectives (p. 109). The authors provided a question that helped me to form my objectives for the (NVLC). "A behavioral objective is a precise statement that answers the question, "What behavior can the learner demonstrate to indicate that he or she has mastered the knowledge or skills specified in the instruction?" (p. 110). The list of verbs also helped me build objectives (p. 111). The NVLC goals, tasks, and objectives will help me structure the NVLC for more effective learning. I couldn't implement instructional strategies until I understood the goals and objectives for the design project.

Given the learning objectives/tasks you have identified, what instructional strategies or activities you have identified from Bonk and Zhang's book are useful for your target community members (or learners) to achieve their goals/objectives?

The objectives for the NVLC are:
-1. The learner will apply strategic knowledge for scientific discourse.
(acquire and demonstrate knowledge through online readings, games, e-learning explorations, PowerPoint presentations, listening to podcast, audio dramas, webquests, synchronous messaging, blogs, instant messaging, scaffolding, peer modeling, expertise & instructions, and debates)

-2. The learner will demonstrate meta-cognitive discourse.
(acquire and demonstrate knowledge through scaffolding, peer modeling, and/or blogs)

-3. The learner will demonstrate reflection during discourse.
blogs, synchronous chats, asynchronous discussion, self-testing aids, expert videos, archived chats, online discussion forums, group discussions, videostreamed conferences, content centered podcasts, expert panel discussion videos, podcast tour, learner/instructor interaction, electronic portfolio, online case studie, small-group case creations and analyses.

-4. The learner will use social interaction to develop expertise.
encourage shared expertise, social interaction, and acquired behaviors through cooperation and interaction, blogs, synchronous chats.

-5. The learner will actively construct individual knowledge.
search and create materials for own learning through repositories, visual portals, podcasts, readings, websites, webquests, debates, virtual tours, online video, online museums, online libraries, concept mapping, animations, PowerPoint presentations.

-6. The learner will demonstrate strategic knowledge through discourse skills.
scaffolding, asynchronous, synchronous, chats, discussion forum, discussion groups, and games.

-7. The learner will construct knowledge from multiple communication channels.
asynchronous, synchronous, chats, email

The objectives for the Acid Base Balance Presentation are:

-1. The learner will choose correct components of an ABG.

-2. The learner will indicate component ABG ranges.

-3. The learner will differentiate between compensated and uncompensated ABG's.

-4. The learner will differentiate between alkalosis and acidosis

-5. The learner will differentiate between respiratory and metabolic problems.

The Acid Base Balance instruction will utilize a video with set induction, a self quiz, a game, scaffolding, a PowerPoint, a video, and animations. There will also be discussion forums, a chat, and email for reflection and discourse.

Bonk, C.J. & & Zhang, K. (2008). Empowering online learning: 100+ activities for reading, reflecting, displaying, & doing. San Francisco, CA:Josey-Bass.

Morrison, G.R., Ross, S.M., & Kemp, J.E.(2007). Designing effective instruction. (5^th ed.). Hoboken, NJ:John Wiley & Sons, Inc.