Analysis+Doucumemt

= Analysis Document = Using the template below to guide your response, complete the section of the document that corresponds to your role on the team. The suggested length for //each// group member’s section is 1-2 pages (when compared to a traditional word document).
 * Analysis document serves as a document to guide team responses.**

Your group will need to decide if you want to make each of the portions below a separate page on the wiki, or if you want to combine certain sections of the document onto one page.

Any team member that adds a page may also need to add navigation links to the sidebar for every page added to the wiki. As you and your team develop your wiki site throughout this course, keep in mind the readability factor associated with excessively long web-based based pages. You are free to add any graphics or images to the wiki site that you feel will //enhance// your overall presentation and response.

All sections required by the document should be easily found by your instructor using the navigation and other features of the site.
 * Team Member A:** **Project Leader**

//Project description://

Write a brief description of the project and instructional context. Include some historical background as to how the need for this instructional solution arose. //Needs analysis://

In a narrative form, answer the following 4 questions: What is the problem we are asked to solve? Will instruction solve the problem? What is the purpose of the planned instruction? Is an instructional intervention the best solution?
 * Team Member D1:**

//Learner Analysis://

Using Chapter 3 of your textbook as a guide to complete a description of the learner’s characteristics for whom you will design this instruction. If there is not a //specific existing// instructional context or pool of learners for whom this will be developed, describe the learner characteristics for whom this instructional module would be suitable.

//Performance gap analysis://

Identify the difference between current learner performance and desired performance at the end of the planned instruction; you may need to make some assumptions about your learner audience if you do not have //specific// learners you can survey or assess.
 * Team Member D2:**

//Contextual analysis://

Write a brief overview of the considerations that will need to be taken based on the types of context described in Chapter 3: orienting, instructional, and transfer context.

//Unit Goals://

Write at least 3 to 5 goals for your instructional module. How will you know if the instruction was successful?


 * //*Note://** //The degree to which your instructional module is successful in guiding your students to achieve the learning objectives is measured by your unit goals.//

In addition, you may decide other goals not directly related to the performance of the learners may also reflect the success of your unit, (ie: the enjoyment level of students, or the completion or attrition rates.) This is different from assessing how well the //learners// perform at the end of the unit, as measured against the unit’s instructional objectives (see below). However, learner assessment data may be one component used to evaluate the overall effectiveness of your unit. //Task Analysis= (topic analysis + procedural analysis)// //Topic analysis://
 * Team Member I:**

Begin your task analysis by identifying the topics that need to be taught during your 30-60 minute instructional module. You should include 2-3 topics that are described by the content structure in Chapter 4: facts, concepts, principles and rules, procedures, interpersonal skills, or attitudes. If helpful, you may communicate your analysis using a chart, table, or other annotated illustration.
 * Team Member E:**

//Procedural analysis://

For each topic to be taught, answer each of the follow 3 questions: What does the learner do? What does the learner need to know to do this step? What cues inform the learner that there is a problem, the step is done, or a different step is needed? If helpful, you may communicate your analysis using a chart, table, or other annotated illustration. //Instructional objectives://

Chapter 5 will prepare you to complete your instructional objectives. Keeping in mind the unit goals, look at each task to be learned and identify each specific instructional domain (cognitive, psychomotor, affective, or mixed). Using the format modeled in Ch. 5, write an instructional objective for each task based on the appropriate domain. Two-to-three objectives should be identified for your instructional module. Remember to keep your instructional objectives: do-able, measurable, and needed. The final question to ask is: Once all instructional objectives have been met, has the need for instruction been satisfied?