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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

Task analysis for instructional design is an important process for it entails the analysis and articulation of the kind of learning that an instructor expects of his learners and thus he or she gets the professional command on how to perform his or her instructions. Precisely, 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 student can understand them better, establish and select the most appropriate instructional goals and objectives as well as setting the priority right for the tasks’ sequence. The instructional designer is also able to establish right the instructional activities and strategies to foster effective learning, select the appropriate learner and media environments.

How to carry out learning task analysis

In order for an instructor to carry out effective learning task analysis procedure, he ought to understand the rule of the game by having the requirements at his or her fingertips. Generally, a typical learning analysis can be performed as follows: the designer has to classify tasks in accordance to learning outcomes, generate an appropriate and an optimal task list, select the tasks, decompose them and organize them in an appropriate order.

The importance of the outcomes of the learning task analysis in instructional design

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.

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

From the authors Dick, Carey, and Carey (2009), the designer is able to establish whether he or she had done an in-depth subordinate task analysis by reflecting on the outcome of the learning skills as indicated by the learner’s capability. Good performance is indicative of a thorough such process. In addition to this, knowing if I have gone deep enough in my subordinate task analysis can also is assessed from how properly I carry out the procedural analysis, cluster analysis, analysis techniques for attitude goals, analysis techniques for combination domains, and entry skill. This has to be done comprehensively.

Reference

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