This chapter deals with subordinate skills analysis which is the 2nd step in the instructional analysis process. The purpose of this step is to analyze each individual step and substep of the goal to determine the prerequisite skills that are required to complete each goal step. The Subordinate Skills Analysis are the supporting information that learners need to be able to perform the goal steps to receive the final outcomes of success. This chapter described several approaches to subordinate skills analysis as follows: hierarchical, procedural, cluster, and combination techniques.
Hierarchical Approach
This approach is used to analyze skills which are classified as: intellectual and psychomotor skills. Gagne (1985) explained the used of this approach by asking this question: "What must the student already know so that, with minimal amount of instruction, this task can be learned?" When subordinate skills have been identified the designer then ask the questions, "What is it that the student already know how to do, the absence of which would make it impossible to learn this subordinate skill?" Furthermore, the hierarchical approach to instructional analysis identifies all the skills relevant to the goal and their relationship. The instructional goal appears at the top and subordinate skills are arranged below the goal. These subordinate skills are connected by lines to show relationships between various skills. Instruction on skills is then sequenced from the bottom to the top. Verbal information and attitudinal skills are often attached horizontally. See the diagram below.
Procedural Approach
The procedural approach to instructional analysis is used for psychomotor goals. The purpose of a procedural approach is to identify the steps a person performs in accomplishing the goal. In addition, it clearly defines the sequence of these steps. Steps are arranged in sequential order below the goal and connected by lines. See the diagram below. Although the procedures are normally laid out left to right, you can create a diagram in a format that meets your needs.
Cluster Approach
The cluster approach to instructional analysis is used for verbal information goals. The cluster approach is used to identify all the information needed to achieve the goal. Furthermore, this chapter noted that "verbal information goals should not be automatically discarded on discovery, but considered for their relevance to other important educational goals." Information may be diagrammed as hierarchy or in an outline form. See the diagram below.
Combination Approach
Complex goals that contain components from two or more learning domains require the use of a combination approach to instructional analysis. Steps in a procedure are identified and the subordinate skills of the steps are shown as hierarchies below the particular step. Verbal information supporting an intellectual skill is attached to it with a horizontal line connecting the vertical sides. See the diagram below.
Hierarchical Approach
This approach is used to analyze skills which are classified as: intellectual and psychomotor skills. Gagne (1985) explained the used of this approach by asking this question: "What must the student already know so that, with minimal amount of instruction, this task can be learned?" When subordinate skills have been identified the designer then ask the questions, "What is it that the student already know how to do, the absence of which would make it impossible to learn this subordinate skill?" Furthermore, the hierarchical approach to instructional analysis identifies all the skills relevant to the goal and their relationship. The instructional goal appears at the top and subordinate skills are arranged below the goal. These subordinate skills are connected by lines to show relationships between various skills. Instruction on skills is then sequenced from the bottom to the top. Verbal information and attitudinal skills are often attached horizontally. See the diagram below.
Procedural Approach
The procedural approach to instructional analysis is used for psychomotor goals. The purpose of a procedural approach is to identify the steps a person performs in accomplishing the goal. In addition, it clearly defines the sequence of these steps. Steps are arranged in sequential order below the goal and connected by lines. See the diagram below. Although the procedures are normally laid out left to right, you can create a diagram in a format that meets your needs.
Cluster Approach
The cluster approach to instructional analysis is used for verbal information goals. The cluster approach is used to identify all the information needed to achieve the goal. Furthermore, this chapter noted that "verbal information goals should not be automatically discarded on discovery, but considered for their relevance to other important educational goals." Information may be diagrammed as hierarchy or in an outline form. See the diagram below.
Combination Approach
Complex goals that contain components from two or more learning domains require the use of a combination approach to instructional analysis. Steps in a procedure are identified and the subordinate skills of the steps are shown as hierarchies below the particular step. Verbal information supporting an intellectual skill is attached to it with a horizontal line connecting the vertical sides. See the diagram below.
Examples of instructional Analysis
Example 1: This instructional goal can be accomplished by learning to perform three steps (i.e., by learning three part-skills and an executive subroutine).
Example 2: This instructional goal has three subordinate skills. All three skills are independent of each other (i.e., no prerequisite relationship exists between them).
Example 3: This instructional goal has ten elements altogether. Upon initial analysis, the goal was determined to have two major groups of information. The first group was composed of three items of information and the second group had five.
Example 4: This instructional goal can be accomplished by learning to perform two steps. However in performing the first step, the learner actually does three separate actions in sequence. And, with respect to step two, it is a relatively rare individual who can perform that step without also being able to perform two intellectual skills that are independent of each other.
Let's explore these four examples as shown in the diagram below:
Reference:
http://eduscapes.com/instruction/5.htm
http://eduscapes.com/instruction/5.htm
This chapter also explained analysis techniques for Attitude goals which can either use hierarchical and/or cluster approach. The chapter also talked about Cognitive Task Analysis (CTA). This concept is part of job analysis but can also identify subordinate skills. It is mostly used by practitioners in design settings such as training and performance technology which involved observation and interview. The observational and analytical techniques used in CTA are often found in front-end analysis, goal analysis, and subordinate skills analysis in instrutional design (ID). CTA has been used for analyzing complex tasks but is expensive and time-consuming.
This chapter also introduced concept mapping as another analytical procedure related to learning task analysis. It's a graphical representation of how conceptual knowledge is structured. Concept mapping can take the form of: flow charts, hierarchies, circles, or spider webs. The WebQuest hyperlinking model is good example of concept mapping or webbing. Concept mapping is a tool for meaningful learning and may lead to deeper understandings, better questions and new ideas.
This chapter also introduced concept mapping as another analytical procedure related to learning task analysis. It's a graphical representation of how conceptual knowledge is structured. Concept mapping can take the form of: flow charts, hierarchies, circles, or spider webs. The WebQuest hyperlinking model is good example of concept mapping or webbing. Concept mapping is a tool for meaningful learning and may lead to deeper understandings, better questions and new ideas.
Let's look at this example of teaching students how to use the AltaVista search engine to perform research as a completed instructional analysis:
Reference:
http://www.itma.vt.edu/modules/spring03/instrdes/lesson6.htm
http://www.itma.vt.edu/modules/spring03/instrdes/lesson6.htm
Let's look at an example of concept mapping:
Reference:
http://elinahill.com/2013/02/25/concept-mapping/
http://elinahill.com/2013/02/25/concept-mapping/
REFLECTION
Academic librarians commonly use maps as visual aids to teach library research processes and information literacy skills. As an academic librarian, I think maps is a good tool to show the steps in the library research process or the stages of academic publishing. It can make complex processes more understandable to students.
This chapter in concept mapping is very interesting. I see this concept as an application we often used in Academic Library Instruction. Many examples in the library literature attest to the value of having students visualize their research and brainstorm keywords and topic ideas with mapping tools (Colosimo and Fitzgibbons 2012, 3).
In a library instruction process, brainstorming a map of student's research topic is central to library instruction. For example, maps could be used more fully in online teaching and learning. In addition to using maps to illustrate specific information literacy concepts, librarians could use conceptual maps to structure student navigation through information literacy tutorials and student quizzes could be constructed around having students correctly fill in labels that represent accurate relationships among concepts.
Again, I want to go back to these questions: "What must the student already know so that, with minimal amount of instruction, this task can be learned?" When subordinate skills have been identified the designer then ask the questions, "What is it that the student already know how to do, the absence of which would make it impossible to learn this subordinate skill?" I think as a librarian, we spend so much time crating library aides and guides that we forget to evaluate or assess the student's skills. It's not effective or efficient creating so much unnecessary instruction. It's expensive and a waste of time. I think the concept of identifying subordinate and entry skills should play a part in overall design of library instruction.
I agree with Association of College and Research Libraries (ACRL) on the importance of Information Literacy Competency Standards for Higher Education as such: "Gaining skills in information literacy multiplies the opportunities for students’ self-directed learning, as they become engaged in using a wide variety of information sources to expand their knowledge, ask informed questions, and sharpen their critical thinking for still further self-directed learning. Achieving competency in information literacy requires an understanding that this cluster of abilities is not extraneous to the curriculum but is woven into the curriculum’s content, structure, and sequence. This curricular integration also affords many possibilities for furthering the influence and impact of such student-centered teaching methods as problem-based learning, evidence-based learning, and inquiry learning. Guided by faculty and others in problem-based approaches, students reason about course content at a deeper level than is possible through the exclusive use of lectures and textbooks. To take fullest advantage of problem-based learning, students must often use thinking skills requiring them to become skilled users of information sources in many locations and formats, thereby increasing their responsibility for their own learning."
EXTENDED KNOWLEDGE
I want to explore further on the concept of Cognitive Task Analysis. Here are some examples:
I want to explore further on the concept of Cognitive Task Analysis. Here are some examples:
Reference:
http://edtech2.boisestate.edu/kristinewing/portfolio/5-1.html
Let's think and explore the application of ID to Strategic Teaching since most of us will have the opportunity to teach as designers. What is Strategic thinking? Strategic thinking is a way of making decisions about a course, an individual class, or even an entire curriculum, beginning with an analysis of key variables in the teaching situation. These variables include the characteristics of the learners, the learning objectives, and the instructional preferences of the teacher. See the diagram below.
http://edtech2.boisestate.edu/kristinewing/portfolio/5-1.html
Let's think and explore the application of ID to Strategic Teaching since most of us will have the opportunity to teach as designers. What is Strategic thinking? Strategic thinking is a way of making decisions about a course, an individual class, or even an entire curriculum, beginning with an analysis of key variables in the teaching situation. These variables include the characteristics of the learners, the learning objectives, and the instructional preferences of the teacher. See the diagram below.
Reference:
http://tll.mit.edu/help/what-strategic-teaching
http://tll.mit.edu/help/what-strategic-teaching
In my profession, I've been really thinking about how I can apply instructional analysis and somehow design something that benefits the user experience. I found this article interesting, perhaps a start to my inquiry. This topic is trending in library community:
The Role of the Academic Library in Promoting Student Engagement in Learning
George D. Kuh and Robert M. Gonyea
Abstract
This study examines the nature and value of undergraduate students’ experiences with the academic library. The data represent responses from more than 300,000 students between 1984 and 2002 to the College Student Experiences Questionnaire. Although library use did not appear to make independent contributions to desirable outcomes of college, such experiences were related to important educationally valuable activities. Because the emphasis a campus places on information literacy is a strong predictor of students becoming information literate, librarians should redouble their collaborative efforts to promote the value of information literacy and help create opportunities for students to evaluate the quality of the information they obtain.
The Role of the Academic Library in Promoting Student Engagement in Learning
George D. Kuh and Robert M. Gonyea
Abstract
This study examines the nature and value of undergraduate students’ experiences with the academic library. The data represent responses from more than 300,000 students between 1984 and 2002 to the College Student Experiences Questionnaire. Although library use did not appear to make independent contributions to desirable outcomes of college, such experiences were related to important educationally valuable activities. Because the emphasis a campus places on information literacy is a strong predictor of students becoming information literate, librarians should redouble their collaborative efforts to promote the value of information literacy and help create opportunities for students to evaluate the quality of the information they obtain.