Chapter Reflections

Chapter Reflections

Chapter 3

Chapter three is about Needs Analysis. The first step in the instructional design process is to identify the requested change and the different variables surrounding this change. These variables include identifying the desired change that needs to occur, who wants the change, and what environment this change should occur. (Brown & Green, 2020). The process of identifying these variables is what is called need analysis. There is no need to conduct a formal needs analysis in some scenarios. A good example of this is when an instructional designer has been hired to carry out the instructional design process and finds out that the client had gone out of their way and already determined what the problem is and possibly what has been causing it. There is no need for a formal need analysis in such a case as it would be a waste of time and resources.

Chapter 4

In chapter four, the main topic is Task Analysis. There is a need to carefully pick the instruction that learners are to learn and how they are supposed to do so. This means choosing the correct content and how that content will be presented and internalized by the learner. Task analysis is the systematic process used by instructional designers to choose the content to be learned and how the content will be presented. (Brown & Green, 2020) Task analysis is also referred to as content analysis, subject matter analysis, and learning task analysis. In some situations performing a task analysis is very difficult, like when the number of participants is large. The activity would be time-consuming, and actual observation will be very hard when the task is done.

Chapter 5

Chapter five teaches us about the importance and how to analyze learners. Learner analysis is the approach to the instruction which includes prerequisite knowledge, skills, and attitude toward the task. (Brown & Green, 2020)  When analyzing learners, there are some entry competencies or necessary skills that the learner requires to succeed in learning the instruction being given. In a scenario where learners are given instructions on attaching a file to an email message, they need several entry competencies. They include; knowledge of how to operate a computer, knowing what an email is, knowing how to create and save a file, and knowing how to access the internet to send the email. Without this prior knowledge or skills, being taught how to attach a file to an email will be no good to the learner.  

Chapter 6

Chapter six is about instructional goals and objectives. Although the two might seem the same, there is a difference. An instructional goal is a general statement about the intention of the instruction, while an instructional objective is usually more specific about how and to what extent the instruction will impact the learners. (Brown & Green, 2020) The objective should describe an action taken by the learner after the instructional event that an observer can empirically measure. Goals are necessary to create an instruction as instruction is formulated based on what the instruction giver wants to archive. On the other hand, objectives can be done away with as they are subordinate to goals and are not necessary for an instructional design. There are several approaches when it comes to formulating goals and objectives; they include Mager’s development of performance objectives, Dual approaches to determining goals and objectives by either consulting subject matter experts or taking a performance technology approach, Heinich’s ABCD approach, and Morrison’s 2007 terminal and enabling objectives. If I have been tasked with creating a six-week unit class teaching how to write poetry, I will use the ABCD approach. I have to identify and describe the learners in the class. The second step describes what is expected of them after they have learned the instruction. Should they be able to recite and analyze a poem? Or even create a poem. The next step is describing the setting or environment in which the learners’ performance will occur. Lastly, it is to determine the standards or level that would be considered acceptable performance; in this case, it can be after a student can analyze and break down a poem.   

Chapter 9

Chapter nine is about evaluating learners’ achievements. Evaluation is determining the success of an individual, product, or process. (Brown & Green, 2020) There are three main types that one can use in evaluation: learner evaluation, formative evaluation, and summative evaluation. Proper evaluation allows good intervention and change of instruction where needed. It allows the instruction designer to have proper feedback on whether the learners received and learned the instruction as they intended them to and where they can improve or change the instruction. A learner’s evaluation can be criteria-referenced or norm-referenced. In the criteria referenced, the learner is evaluated based on their level of competency. The level of competency is determined using specific criteria like answering a specified number of questions. In a norm-referenced, the evaluation results are used to compare or rank the learners.

Chapter 10

Chapter ten is about determining the success of the instructional design product and process. This evaluation provides feedback on the effectiveness of the process. The designer can make necessary changes to the instructions for efficient and effective learning. One way of evaluating the design product is using formative evaluation conducted all through the instructional design, and it gives feedback on how the process is going. (Brown & Green, 2020) It allows the designer to make necessary changes to the process before it is complete.

 Unlike formative evaluation, summative evaluation happens after the completion of the process. It determines if the goals and objectives of the ID were achieved and how effective the process has been to the learners. The results of this evaluation are presented in a formal report stating the impact the design had on the learner, the activities carried out, who the learner was, and what change occurred after the process was completed. It is recommended that when it comes to summative evaluation, the designer of the instructional design product should not be the evaluator.

Conclusion

Several aspects are important when conducting an instructional design product. First of all, a need analysis is essential, and after that, a task analysis is also crucial. Analyzing learners’ entry competencies is also crucial. For effective learning, there is a need for goals and objectives. This will help evaluate the learner’s understanding and performance. Last is evaluating the success of the instructional design product and process.

Reference

Brown, A., & Green, T. (2020). The essentials of instructional design. Routledge.