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1. Why is the learning task analysis important?
In any instructional design, the learning task analysis is a critical step. It entails the breakdown of the learning instruction by the instructional designer and allows the designer to completely dissect each learning goal into steps which helps determine exactly what needs to be learned and which areas of learning will be required. In many cases, this step also helps designers to narrow down the precise areas of learning that will need the most focus and brings clarity to the design model. Proper completion of the learning task analysis will also help the designer to sequence the learning in the most appropriate manner. It should be appreciated that, as the skills are simplified more and more, the more independent the learner becomes and gradually, he or she becomes increasingly able to perform larger skills
How to complete a learning task analysis?
First and foremost, completing a learning task analysis is to fully understand and state the learning goal. Depending on which type of learning outcome is required, the goal may be simply stated or may require a more complex analysis. Once the designer breaks down all requisite steps to complete the learning goal, a flow chart is utilized to offer a visual tool for the designer. The flow chart shows all learning elements required to successfully complete the learning goal.
What can the outcomes of the learning task analysis help us with in instructional design?
The outcomes of the instructional designer efforts are a reflection of how good or fair the instructions are. They show any gaps or other issues (particularly regarding what the learners are capable of prior to beginning the instruction) in the steps required to complete the instruction.
2. How do you know when you have gone deep enough in your subordinate task analysis?
Under the subordinate task analysis phase, the designer analyses each of the goals set. This analysis is done in depth to assure that both the steps and the sub steps of the goal(s) are captured and assessed. Steps and sub-steps refer to the supporting information that the learners require. This subordinate task analysis aims at determining the prerequisite knowledge which a learner must possess to be able to adequately perform.
Generally speaking, the designer should have a thorough understanding of the basic skills expected of the learner prior to entry into instruction. Upon checking through the outcome of the learning skill analysis with reference on the learners’ performance, satisfactory performance indicates a thorough undertaking by the designer on the subordinate skills analysis
Dick, W., Carey, L., & Carey, J. O. (2009). The Systematic Design of Instruction (7th ed.). Upper Saddle River, NJ: Pearson.