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Analysis presentation

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Nelly Kamel
Nelly Kamel

The document discusses the analysis phase of instructional design, which involves understanding learners, contexts, tasks and needs to design effective instruction. It describes analyzing learners' skills, knowledge and motivation, as well as the teaching environment and tools. The analysis phase aims to understand the current and desired states to identify gaps and inform the design of learning activities, content and assessments.

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Instructional Design and Content Development Workshop ANALYZE PHASE
Topics  Tasks Associated with Analysis Phase  Create Course Analysis Schema  Conducting the Task Analysis.
Instructional Design Concepts Instructional design is a systematic procedure that includes learning analysis , design , developments, implementation and evaluation steps. Using these steps, general principles of learning and teaching should be translated into plans of learning activities and assessment.
Instructional design models  There are many instructional design models with similar steps, the only difference between these models is the details different that the steps may contain.  Instructional design models: ADDIE, Dick and Carey & Gangee…etc.
Content Developer Roles  Review and re-write the learning objectives  Design the content in an educational manner  Review the assessment methods and ensure they are suitable for student levels and motivation  Ensure that content has no errors  Ensure that the content format is suitable and attractive for students.
ADDIE Model Analysis Design Development Implementation Evaluation
Significance of Analysis Phase  The analysis phase gives the students an overview of the current situation and the targeted situation.  The analysis phase is the main phase on which all phase will be directed  The analysis phase includes the answers to the following questions:  Who? Targeted population  When? Implementation time  What? Course  Where? Environment
Significance of Analyze Phase During the analysis phase, the designer should understand the following :  Student .  Environment.  Restrictions under which content will be developed  General goals and learning objectives  Assessment methods and materials
Analysis Phase Activities  Problem definition: is there a problem? What is it?  Needs: is there a need to design or develop e-course or can we use the course as it is?  Audience: targeted group skills? Knowledge? Attitudes  Tasks: what are the required tasks to develop the content?  Content: the needed information , resources & knowledge to design and develop the materials.
Problem Analysis The problem should be stated and described in details.
Needs Analysis Desired Status= Need - Current Status Main Goal or The Gap between Current specific standard the current & Performance Desired status The difference The role of the instructional designer is to find between the the gap between the needs and the current current status of status the students and the status s/he should be in
Learners and Context Analysis The information provided by analyzing the context and the learners in determining the best learning strategy.
Learners Analysis  Learner analysis benefits in determining the learners Characteristics:  The learners Characteristics:  Prior skills  Prior information  Attitudes toward content and delivery methods  Academic motivation
Learner Analysis Learners characteristics: Prior behaviors: the information and skills that should be required before learning the designed content. Prior knowledge: the knowledge that should be acquired by the learner based on prior courses. Attitudes: Attitudes towards the content and the display methods modes. Academic Motivation: the developed materials should be designed in a way that increases the students motivation to learn.
Context Analysis  Teaching style: • Face to Face (F2F) • Online • Blended Learning (F2F & Online)  Analyze the available hardware and software.
Learners Analysis Activity: using the learners analysis form, enter the required information to analyze the targeted population characteristics.
Course Structure Activity: using course analysis chart, develop the course structure schema
Analysis presentation

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Analysis presentation

  • 1. Instructional Design and Content Development Workshop ANALYZE PHASE
  • 2. Topics  Tasks Associated with Analysis Phase  Create Course Analysis Schema  Conducting the Task Analysis.
  • 3. Instructional Design Concepts Instructional design is a systematic procedure that includes learning analysis , design , developments, implementation and evaluation steps. Using these steps, general principles of learning and teaching should be translated into plans of learning activities and assessment.
  • 4. Instructional design models  There are many instructional design models with similar steps, the only difference between these models is the details different that the steps may contain.  Instructional design models: ADDIE, Dick and Carey & Gangee…etc.
  • 5. Content Developer Roles  Review and re-write the learning objectives  Design the content in an educational manner  Review the assessment methods and ensure they are suitable for student levels and motivation  Ensure that content has no errors  Ensure that the content format is suitable and attractive for students.
  • 6. ADDIE Model Analysis Design Development Implementation Evaluation
  • 7. Significance of Analysis Phase  The analysis phase gives the students an overview of the current situation and the targeted situation.  The analysis phase is the main phase on which all phase will be directed  The analysis phase includes the answers to the following questions:  Who? Targeted population  When? Implementation time  What? Course  Where? Environment
  • 8. Significance of Analyze Phase During the analysis phase, the designer should understand the following :  Student .  Environment.  Restrictions under which content will be developed  General goals and learning objectives  Assessment methods and materials
  • 9. Analysis Phase Activities  Problem definition: is there a problem? What is it?  Needs: is there a need to design or develop e-course or can we use the course as it is?  Audience: targeted group skills? Knowledge? Attitudes  Tasks: what are the required tasks to develop the content?  Content: the needed information , resources & knowledge to design and develop the materials.
  • 10. Problem Analysis The problem should be stated and described in details.
  • 11. Needs Analysis Desired Status= Need - Current Status Main Goal or The Gap between Current specific standard the current & Performance Desired status The difference The role of the instructional designer is to find between the the gap between the needs and the current current status of status the students and the status s/he should be in
  • 12. Learners and Context Analysis The information provided by analyzing the context and the learners in determining the best learning strategy.
  • 13. Learners Analysis  Learner analysis benefits in determining the learners Characteristics:  The learners Characteristics:  Prior skills  Prior information  Attitudes toward content and delivery methods  Academic motivation
  • 14. Learner Analysis Learners characteristics: Prior behaviors: the information and skills that should be required before learning the designed content. Prior knowledge: the knowledge that should be acquired by the learner based on prior courses. Attitudes: Attitudes towards the content and the display methods modes. Academic Motivation: the developed materials should be designed in a way that increases the students motivation to learn.
  • 15. Context Analysis  Teaching style: • Face to Face (F2F) • Online • Blended Learning (F2F & Online)  Analyze the available hardware and software.
  • 16. Learners Analysis Activity: using the learners analysis form, enter the required information to analyze the targeted population characteristics.
  • 17. Course Structure Activity: using course analysis chart, develop the course structure schema