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1、Theory to Practice Part II Review: Task Analysis and Learning Objectives (Revised),EDTEC 572,Road Map,Update: Emerging Tech Assignment Debrief Readings Applying Theory Part 2 PLN: Google Sites or other designated website Tech Tool: what all presenters need to know; Storytelling reminders for next we
2、ek,Where weve been:,Where we are:,Where were going:,5 10 minute group PRESENTATION Highlighting an emerging technology Suggesting how it might be used in the classroom,Emerging Technology Preso!,Emerging Technology Presentation,Info and Examples:,Description: http:/edweb.sdsu.edu/courses/edtec572com
3、et/emergingtech.php Examples See Assignments Page,Emerging Technology Preso!,LESSON PLAN,Debrief: Readings,You are responsible for applying the principles in this book to your presentations and created instructional content! We will continue to explore effective presentation of information over the
4、next few weeks. - This is a process. What is the take away point you came away with? Page #? What is good or bad presentation you ever attended? Why?,A few points from Chapters 4-6 (Williams):,Dont let this be you!:,Task Analysis: #97,Procedural: whatll the learner do? Highly structured tasks. Concr
5、ete content.,Cognitive Task Analysis: the “mental” steps in completing a task,Topic: content & structures (like Blooms),Critical Incident Method： interpersonal skills job holders,Blooms overlaps Topic TA:,To analyze learning/task And to create instructional strategies/activities,Instructional Strate
6、gy Selection Chart Ensures the Alignment of Objectives, Activities and Outcomes,Task Analysis: Campus Experience,Ann: Job Task Analysis Joseph: the peanut butter and jelly sandwich example (#98),Dow-Ning: how animation students use tablets to draw Importance of lit review, interview SMEs Scott: spec
7、ifying cues to let the learner know that a step was complete Josiah: train sales team (critical method, both novice & SMEs),Task Analysis: Online Group,Dionna: CTA-to analyze and make decisions based on the particular situation Lora: not everything learners need to know can be directly observed Noel
8、: why Army Air Force pilots were not learning to fly correctly in World War II (Critical Incident); field observation of the task Erika: “win“ the challenge of successfully having a member protect their loan with payment protection (interpersonal skills & attitudes),Task Analysis: Online Group (2),N
9、ora: SMEs and ID (different responsibilities) Content Organize and sequence the content efficiently by applying learning and instructional theories. Aaron: develop a pass-down book prior to job transfer; serve as your own SME Anu: TA as the collection of procedures for defining the content of an ins
10、tructional unit. Jack: for Emerging Tool presentationsPoll everywhere,Task Analysis Review: Halloween,What are the cultural facts and concepts? trick-treating, carving a pumpkin, or making costumes.,Task Analysis Practice: Halloween,Task Analysis Cooking!,What are the facts and concepts, procedures?
11、 How much time would each task take?,Task Analysis (and how it relates to your final project),You will need to identify an appropriate “chunk” of instruction to develop It may be a part of a larger unit of curriculum Objectives align to tasks and sub-tasks,Regarding Your Final Project:,Learning Obje
12、ctives (Chapter 5 Morrison),Once youve identified your content ,What will the learner DO to DEMONSTRATE their learning?,Learning Objectives A Reminder: Classifying Objectives,Classifying objectives helps prescribe the appropriate Instructional strategy,Learning Objectives A Reminder: Classifying Obj
13、ectives,Classifying objectives helps prescribe the appropriate Instructional strategy,Learning Objectives (Chapter 5 Morrison),What are CONCRETE and OBSERVABLE outcomes?,Keep In Mind!,Objectives are for Designers to Communicate with Each other and their Clients,To your Learners: Use Plain English A
14、few Paragraphs about What youll learn Why its important or relevant,Learning Objectives Practice: Observable Verbs,The learner will understand . The learner will recognize . The learner will feel .,Change the verb in each of the following phrases to one that is observable:,Learning Objectives Practi
15、ce: Observable Verbs,The learner will understand . The learner will recognize . The learner will feel .,Change the verb in each of the following phrases to one that is observable:,Classify, discuss, identify, select, analyze, distinguish ,Learning Objectives Practice: Observable Verbs,The learner wi
16、ll understand . The learner will recognize . The learner will feel .,Change the verb in each of the following phrases to one that is observable:,Classify, discuss, identify, select, analyze, distinguish ,Identify, select, categorize, indicate, locate ,Learning Objectives Practice: Observable Verbs,The learner will understand . The learner will recognize . The learner will feel .,Change the verb in each of the following phrases to one that is observable:,Classify,
