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1. Why is learning task analysis important? How to do learning task analysis? What can the outcomes of the learning task analysis help us in instructional design? The importance of a learning task analysis

In a modest form, a learning task analysis can be defined as the process of decomposing down a skill, usually a complex one, into smaller and more manageable steps and sub-steps by an instructional designer in order to teach the learners tactfully. This depends on how best the tutor prepares the instructions. According to Dick, Carey, and Carey (2009), the process entails proper articulation of the instructions, which the instructional designer feel best for his or her learners. the instructor is able to set right the instructional goals and objectives, select the most appropriate instructional goals and objectives as well as setting the priority right for the tasks sequence and establish right the instructional activities and strategies to foster effective learning, select the appropriate learner and media environments and construct well thought out performance assessments and evaluation criteria.

How to complete a learning task analysis

Provided that an instructional designer has understood the learning task analysis process in good way, the task analysis can be carried out as follows: one has to classify task in accordance to learning outcomes, generate a task list, select task in order of importance and feasibility. The instructional designer must also decompose the task into well simplified steps and sub-steps. He/she should also organize the in a sequential manner for cohesiveness of the learning process.

2. How do you know when you have gone deep enough in your subordinate task analysis?

Essentially, subordinate task analysis aims at evaluating the feasibility of the instructions as set by the instructional designer. Thus, for the designer to ascertain the depth of the subordinate task, he or she mostly rely on the outcomes of the learning process for the designer to effectively evaluate the instructions. 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. By reflecting on the outcome of the learning skills as indicated by the learner’s capability, the instructor can know with exactness the scope of the analysis. Good performance is an indicator of thorough subordinate task Analysis.

Reference

 Dick, W., Carey, L., & Carey, J. O. (2009). The Systematic Design of Instruction (7th ed.). Upper Saddle River, NJ: Pearson.