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respond to this post 250 words with 3 citations no older than 4 years old. Ask a question as well. This week's discussion is an interested one, will be required to understand and analyze the option
respond to this post 250 words with 3 citations no older than 4 years old. Ask a question as well.
This week's discussion is an interested one, will be required to understand and analyze the options, vices, and virtues needed to focus on the preparation of the instructional design. As current and future instructional designers, it is critical to consider the tasks that, in the long run, it will be decided to be in the curriculum for the training, class, course, and/or activity that will be designed. So, as stated by Dr. G on what is needed to be discussed, we need to answer specific questions, when we are set to start designing the curriculum. Essential questions such as the ones that will follow:
Why is this important to successful instructional design?
First of all, Gagné (2005), in chapter 7, page 125 of his book Principles of Instructional Design, that “according to Dick and Carey's (1990) model for instructional design, performance objectives are written after the process of task analysis.” Meaning that before we, as instructional designers, start writing and creating the program's goals, performance objectives, learning objectives. Soon as the tasks are analyzed and are confirmed what is required, the desired outcomes of the designed instruction must be clearly and unambiguously stated. (Gagné, 2005).
It is essential to have a successful instructional design, due that it can determine the success of failure of a learner. As instructional designers, teachers, instructors, even the students need to receive well communicates instructions, understand the outlines of the tasks, and achieve with precision the objectives that are and will be established. Zafer Güney (2019) in his paper, “Four-Component Instructional Design (4C/ID) Model approach for Teaching Programming Skills;” that “the need for methods, techniques, and approaches can develop high-level thinking skills, as well the creation of important activities, that will increase the order to achieve effective use of technology and change information and communication.” Meaning that it does not matter the avenue you take to create and analyze the tasks for the program; the goals can be achieved as long as the teachers, instructional designers, instructors, generate and analyze a well-defined performance, learning, and behavioral objectives.
What might happen if a task analysis were not done?
To understand task analysis is needed to be defined. JoAnn Hackos and Janice Redish (2013) state in their book, “User and Task Analysis for Interface Design,” the definition as “the process of learning about ordinary users by observing them in action to understand in detail how they perform their tasks and achieve their intended goals.” Meaning that we need to understand the goals that need to be met, that have already been established, and mold them to the present learners that we have. To ensure that they understand clearly want is needed to be done.
Just as a labyrinth, has a path that requires to follow, the same way is with the task analysis. If the task analysis is not done, “gaps” might pop up, and then some bridges within the objectives will collapse. When performing a task analysis is when you can finding out the “gaps” on in and fix and connect the dots. Most labyrinths have just the one path, a strict way, still others can have multiple ones, to reach the goal.
How will you know when the goals of instruction have been met?
Some tools can identify and measure that the goals of the instructional design have been met. Such tools can be identified as the progress of the instructions are given and provided to the learner. Some of these are ensuring that the problem has been tackled, and if not ensure the teacher addresses the doubts that the learner might have. As the teacher is providing the solution to the problem, it will automatically have some feedback about the approach of the learning goals and objectives. (Dr. Michael Jurgen Garbade 2018; 4 Tricks to Know if eLearning Objective are Met)
Another way to ensure that the goals of instructions are met is to assess or test the learner. Teachers, instructors, even the instructional designers, can provide emphasis on what type of test will benefit the learners as well as them. By doing so, it will ensure that testing will provide new skills to the learner, as they will increment the capabilities of the teachers to impart instructions. (Garbade 2018)
Collaboration is amongst the tools to utilize, will determine that the learners' are capitalizing on each other resources and skills, which will provide the ability to grasp the learning objectives of the course even faster. (Garbade 2018)
Yet these are composed and express by Garbade, 2018 about eLearning, still they are related as well as on face to face, in the perspective of learning. As stated, it does not matter if you study online, homeschooled, or at the institution per se, still these mentioned tools, as well as other, are ways to determine the goals are met.
What will students be able to do at the conclusion of this lesson, the unit, or course?
Learning outcomes as the University of Toronto Centre for Teaching Support & Innovation (2020) states that these are “statements that describe the knowledge or skills students should acquire by the end of a particular assignment, class, course, or program and help students understand why that knowledge and those skills will be useful to them.” Meaning that the learner should be able to identify the objectives that were exposed, ready to perform the task learned and flow with it within the society and the community that they have selected as the objective of learning.
For example, as I have stated, before my current job, I used to be a City Police Officer and a US Army Soldier. So, to be able and capable of performing the duties of the position, first, I needed to know the goals and objectives of the task. Go to the Police Academy or the US Army School for the place and learn how to operate as such. At the end of the course or training, I should have the essential knowledge to perform the task of it.