analysis learning task
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Analysis of a
Learning Task
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Group Member
TSEN MEI TZEE 203516
AZNAH BINTI TAHIR 203599
EZRA CARMELA MARIMO 204069
FARHAIN SHAFINAZ BT FAUZI 204793
CHUAH SEONG TENG 205062
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Introduction
Task analysis refers to several different,interrelated, procedures that are carried out to
yield the systematic information needed to plan
and specify the conditions for instruction.
Learning task analysis has the purpose to
identify the prerequisites of both target and
enabling objectives
Target objectives-those to be attained at theend of the course.
Enabling objectives- those to be attained
during a course of study
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Scope of the analysis
Guideline of Identifying the purpose of a course
1. State the purpose of a course
Behaviour of student after the instruction not
what they will be doing during the course.
2. Avoid tendency to identify purposes that are too
far removed or too far in the future
Stated in expected current outcomes ofinstruction
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Procedural Task Analysis
Describes the steps for performing a task.
Involves breaking tasks down into steps the
learner must perform to complete the task.
Developed linearly and sequentially, step-by-step.
Has a directional flow, has a start and an end.
Represented in the form of a flowchart or anoutline.
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Uses of Procedural Task Analysis
Provides a clear description of the target
objective, including the steps involved in
the procedure.
The depiction of individual steps that might
not otherwise be obvious.
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Learning-task analysis/
prerequisite task analysis
Identifying what must be mastered before
each higher order skill can be acquired.
Hierarchical, developed bottom up, from
general to specific.
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Types of prerequisites
Prerequisites
Essential Supportive
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Prerequisites in
LearningIntellectual Skills
Essential Prerequisites
Supportive Prerequisites
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Intellectual Skills
It involve knowing how to do something
rather than knowing about something.
Often requires the interactions with the
environment through symbols such as
letters, numbers, words, or diagrams.
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Essential Prerequisites for
Intellectual Skills
Subordinate skills that must have been
learned to enable the learner to reach
objective.
It also become a part of what is
subsequently learned.
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Example:
Objective: Student will be
able to form a word
Learn to knowalphabet and
able to identify
the alphabet
Learn aboutsyllable
Learn how touse and
combine theright syllable to
form a word.
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Conduct a Learning-task
Analysis for Intellectual Skills
1. Familiarize yourself with the topic
2. State the final learning outcome
3. Identify the entering capabilities the learners have in
regard to the final learningoutcome4.Identify first level prerequisites
5. Identify second level prerequisites
6. Identify third and subsequent level prerequisites
7. Determine how far to go in breaking down theprerequisites
8. Construct the learning hierarchy
9. Verify the learning hierarchy
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Supportive prerequisites
of intellectual skills
Those that useful to facilitate learning but
are not absolutely for the learning to occur.
3 types of supportive prerequisites:
Information
Cognitive Strategies
Attitudes
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Prerequisites in
CognitiveStrategies
Essential Prerequisites
Cognitive Strategies
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Cognitive Strategies
One type of learning strategy that learners use in
order to learn more successfully.
Useful tools in assisting students with learning
problems. Referred to as procedural facilitators (Bereiter &
Scardamalia, 1987)
Include repetition, organising new language,summarising meaning, guessing meaning from
text, using imagery for memorisation.
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Essential Prerequisites
Simple mental abilities: learning,
remembering and thinking.
Ability to divide a verbally described
situation into parts.
Ability to create visual images for
remembering.
Innate factors:
Maturity
How much have learned
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Supportive Prerequisites
Include intellectual skills that may be
useful in learning the particular material or
solving the particular problems presented
to the learner.
Relevant Verbal Information
Favorable attitudes
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Prerequisites in
VerbalInformation
Essential Prerequisites
Supportive Prerequisites
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Verbal Information
Sharing of information between individuals
by using speech.
Needed for un understanding spoken
words, as well as ensuring pronounciation,
stress and tone of voice expressed is
appropriate.
Have basic language skills
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Essential Prerequisites
Meaningfully organized sets of information
May be learned immediately before the
information is to be acquired or it may
have been learned previously
Eg, skill of forming
propositions(sentences)
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Supportive Prerequisites
Attitudes supports the learning of verbal
information in mental way just like
supporting others learning.
Cognitive strategies (Eg, cognitive
strategies support for learning of word
lists)
Language Skills
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Prerequisites inAttitudes
Essential Prerequisites
Supportive Prerequisites
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Attitudes
Internal state which affects an individuals
choice of action toward some object,
person, or event.
Mental state that influence the choice of
personal actions.
Consists of positive and negative attitudes
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Essential Prerequisites
Learned capabilities like intellectual skills
Basic capabilities learned needed for own
evaluation and posses a appropriate
attitudes
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Supportive Prerequisites
Attitudes may be mutually supportive of
each other
Verbal Information also has a supportive
function in establing attitudes
Eg, Dont drive after drinking
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Prerequisites inMotor Skills
Essential Prerequisites
Supportive Prerequisites
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Motor Skills
Refers to bodily movements involving
muscular activity
Often composed of several part skills, and
efficient learning takes place when the part
skills are practiced individually and then
combined in practice of the total skill
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Essential Prerequisites
Part skills
Procedural skills
Executive subroutine (learned as an initialstep)
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Supportive Prerequisites
Positive attitudes toward learning a motor
skill and toward the performance it makes
possible
Positive mindset motivates towards
learning
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Integrated
Goals
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Integrated goal conceived as incorporating
rather than supplanting the various single
types of instructional outcomes.
The requirement for instructional design to
provide for the integration of multiple
objectives as they occur in lesson and
courses.
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Form aword
Learn toknow
syllable
Learn about
alphabet
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Gagne and Merril (1990), design theory
should encompass instruction instruction in
integrative goals. Such goals da not
supplant single objectives such as labels,facts, concepts and rules, rather they
incorporate them.
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An enterprise is a purposive activity that
depend for its execution on some
combination of verbal information,
intellectual skills and cognitive.
An enterprise is a purposive activity that
depend for its execution on some
combination of verbal information,
intellectual skills and cognitive.
General from of an Enterprise
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General from of an Enterprise
Schema
Intellectual
Skills
Labels
Verbal
Information
Cognitive
Strategies
Goal
Enterprise
Scenario
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Conclusion
Task analysis refers to the several different, interrelated,
procedures that are carried out to yield the systematic
information needed to plan and specify the condition for
instruction.
Task classification has the purpose of providing a basisfor designing the condition necessary for effective
instruction (intellectual skills, cognitive strategies, verbal
information, attitudes or motor skills).
Learning-task analysis has the purpose of identifying theprerequisites of both target and objective.
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Thank you
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