Page 147 - Educational Technology A Primer for the 21st Century

138 8 Designing Learning Activities and Instructional Systems

Table 8.3 Standard procedures for analysis
Standard procedures Typical deliverable
(1) Validate the performance gap Performance assessment
Purpose statement
(2) Determine instructional goals List of instructional goals
(3) Confirm the intended audience Learner analysis/learner profile
(4) Identify required resources Required resources
(5) Determine potential delivery systems Potential delivery systems (including
(including cost estimate) cost estimates)
(6) Compose a project management plan Project management plan

Designer measures the actual performance and confirms the desired performance
through observe, test, interview, and data. When the extent of the performance gap
has been determined, the next step is to identify the primary cause of the
gap. Practically, causes for a performance discrepancy can be categorized as a lack
of resources, lack of motivation, and lack of knowledge and skill.
The procedure to validate the performance gap could be summarized in a pur-
pose statement. The aim of the purpose statement is to state in brief and explicit
terms the primary function of the instructional program and the context in which the
instruction will occur.
Instruction may be the best response to a performance gap in the case of lack of
knowledge and skill. So the essential issue of designing instruction, a course, or a
curriculum for students is to cope with the knowledge and skill deficiency.
(2) Determine instructional goals.

Determine instructional goals is to generate goals that respond to performance
gaps that are caused by a lack of knowledge and skill. It describes the “terminal”
tasks that students will perform at the end of the course, such as “what will students
be able to do as a result of participating in this course.” The classification of
instructional goals (also called learning objective) and how to write instructional
goals could be found in the part of learning activity design in this chapter.

(3) Confirm the intended audience.
Confirm the intended audience is to identify the abilities, experiences, prefer-
ences, and motivation of the student. The data collected will impact decisions
throughout the remaining ADDIE process, which include but not limited to group
identifications, general characteristics, numbers of students, location of students,
experience levels, student attitudes, skills that impact potential to succeed in the
learning environment.