For instructional design, task analysis is an important process. First and foremost, a learning task analysis offers the instructional designer the skills to articulate effectively the kind of learning that he or she expects of his/her learners and thus the instructor is advantaged to have the professional command on how best to perform his or her instructions. According to Dick, Carey, and Carey (2009), a learning task analysis helps the tutor or the instructional designer to: set right the instructional goals and objectives break down the tasks so that the students can understand them better. The instructional designer is also placed at the advantage of being able to establish and select the most appropriate and even the effective most instructional goals. He or she is uniquely able to set right the priority for the tasks as well as their sequence.
How to carry out learning task analysis
To carry a learning task analysis effectively, it is important for an instructional designer has to classify the tasks in accordance to learning outcomes, generate a task list, and carefully select the tasks. Lastly decomposing of the task together with the right sequencing is done. The outcomes of the learning task analysis serve as the end point for self-evaluation by the designer based on the learners’ performance. This way, the design learns on the strength or weaknesses of the instruction; which in turn act as a future reference.
1. How do you know when you have gone deep enough in your subordinate task analysis?
Subordinate skill analysis and provide a comprehensive analysis of the instructional goal. Here, 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. In regard to this, it is then evident that the designer, by using the learner outcome, is in better position to ascertain that he had done an in-depth subordinate task analysis.
Reference
Dick, W., Carey, L., & Carey, J. O. (2009). The systematic design of instruction. Upper Saddle River, N.J:
Merrill/Pearson, 39-89.
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