Introduction
After a needs analysis is conducted, the next step in the conduct a task analysis. Task analysis for instructional design is a process of analyzing and articulating the kind of learning students are expected to know how to perform. Following the determination that an instructional need exists (needs assessment), task analysis is used to analyze that need for the purpose of developing the instruction. In this process, task analysis and instructional analysis can be designed at the same time and stage (Seels and Glasgow, 1998). Task analysis is the main part of designing courses and projects in education, industry, government, and business. There are multiple approaches for conducting a task analysis. Brown and Green (2006) list the following as popular methods:
- Jonassen, Hannum and Tessmer’s Approach (1989)
- Morrison, Ross and Kemp’s Three Technique (2004)
- Dick, Carey, and Carey Instructional Analysis (2001)
- Smith and Ragan’s Analysis of the Learning Task (2005)
This chapter will detail the Smith and Ragan’s Analysis of the Learning Task method (2005).
Smith and Ragan’s Analysis of the Learning Task
Instead of using the term task analysis, Smith and Ragan chose to characterize their method as analysis of the learning task. They describe the key difference as “transforming goal statements into a form that can be used to to guide subsequent design” (Smith and Ragan, p. 76). The influence of Robert Gagne and Charles Reigeluth in their emphasis of a conditions based instructional design model is illustrated in this analysis. Brown and Green (2006) describe that the information-processing analysis in Smith and Ragan’s approach as the key step in the process.
An overview of Smith and Ragan’s Analysis of the Learning Task (2005):
- Write a Learning Goal
- Determine the types of learning of the goal
- Conduct an information-processing analysis of that goal
- Conduct a prerequisite analysis and determine the type of learning of the prerequisites
- Write learning objectives for the learning goal and each of the prerequisites
Learning Goal
The Learning goal describes the knowledge the learner is expected to obtain as a result of instruction (Mager, 1962). Normally, they start from very broad statements such as “learners will be able to fix a broken computer.” This phase starts to narrow the scope of the learning goal and focus on how to provide instruction. Remember, these are not objectives. Objectives will be covered specifically at the end of the process. Constructing the learning goal does not need to be complex, however it needs to be focused.
Keep in mind learning goals may already predetermined depending on your setting. K-12 education may have learning goals set on the local or state level. Trade or vocational areas, industry training boards or employers’ associations set learning goals that need to be followed for qualifications to be accredited. Even in higher education, an instructor may ‘inherit’ a course where the goals are a