Analyzing the Learning Context

Analyzing the Learner
  1. Analyzing the Learning Task
    1. Write Learning Goals in "observable terms", detailed
      1. Determine "type of learning for this goal
        1. Declarative Knowledge
          Requires a learner to recall in verbatin, paraphased, or summarized form facts, lists, names, or organized information
        2. Intellectual Skills, analagous to Bloom's application, analysis, synthesis and evaluation
          Precedural knowledge is "knowing how" and declaritive knowledge is "knowing that"
          1. Descriminations
            Ability to perceive that something either matches or differes from other things
          2. Concepts
            1. Concrete concepts
            2. Defined Concepts
          3. Principles aka relational Rules
          4. Procedures
          5. Problem Solving
        3. Cognitive Strategies aka Learning Strategies
          1. Rehearsal Strategies
          2. Elaboration Strategies
            used for basic learning tasks and complex learning tasks that tie new information to prior knowledge
          3. Organizational Strategies

            used for basic learning and complex tasks that select information to be retained and define the the relationship among this information so that it may be integrated into memory
          4. Comprehension Monitoring aka Metcognition
          5. Affective Strategies
            strategies that learners use to focus attention, maintain concentration, manage performance anxiety, establish and maintain motivation, and manage time effectively
        4. Attitudes
        5. Psychomotor Skills
        6. Learning Enterprises
          A purposive activity that may depend for its execution on some combination of declarative knowledge, intellectual skills, and cognitive strategies, all related by their involvement in the common goal.
        7. Information Processing Analysis
          Simple: mentally review the steps that one might go through in completing the task.

          Thorough: 11 step analysis see page 69-71

          For an information processing procedure for a particular type of learning see pages 71-78
          1. Pre-requisite Analysis
            To determine pre-requisites you will reflect on each one of the steps in the information processing analysis and ask "What must the learner know to be able to do to achieve this step".
            1. Assessment
              1. Types of assessment
                1. Entry Skills Assessments
                2. Preassessments
                3. Postassessments
              2. Characteristics of good assessment
                1. Validity
                2. Reliability
                3. Practicality
              3. Formats for assessment
                1. Observations on the job
                2. Simulations
                3. Essays
                4. Portfolios
                5. Evaluation of performance assessments
                6. Pencil and paper assessments
              4. Assessment Item Specifications
                1. Objective
                2. Description of test form
                3. Sample Item
                4. Question characteristics
                5. Response characteristics
                6. Number of items and mastery criterion
              5. Trade offs in Assessment Designs
              6. Assessment Blue Prints for groups of objectives
                an assessment instrument usually evaluates learners' performance on more than one objective
                1. Objectives
                2. Forms of items
                3. Total number of items in instrument
                4. Proportionality of items
                5. Directions for administration
                6. Scoring methods
                7. Weighting of items
                8. Passing or cut-off level
              7. Instructional Strategy
                1. Introduction
                  1. Activate attention
                  2. Inform learner of instructional purpose
                  3. Arouse interest and motivate
                  4. Preview the lesson, provide overview
                2. body
                  1. Recall relevant prior knowledge
                  2. Present information and examples
                  3. Gain and direct attention
                  4. Guide or prompt use of learning strategies
                  5. Practice
                  6. Provide feedback
                3. Conclusion
                  1. Summary and review
                  2. Enhance transfere see page 121
                  3. Remotivate and Close
                4. Assessment
                5. Supplantive Strategies
                  explicitly and overtly provide much of the events of instruction, actively gaining learner's attention, informing learners of the objectives, explicitly providing a preview of the lesson.

                  tend to conserve novice learner's cognitive capacity for acquiring skills and knowledge related to the learning task by limiting the amount of responsibility they must carry for structuring the learning situation
                6. Generative Strategies
                  approaches in which learners encounter the content in such a way that they are cncouraged or allowed to construct their own idiosyncratic meanings from the instruction by generating their own educational goals, organizations, elaborations, sequencing and emphasis of content monitoring of undestanding, and transfer to other contexts
                7. Principles for determining optimal degree of instructional support, see page 126
                  1. Learner's Characteristics
                  2. Context Characteristics
                  3. Learning Tasks
                  4. Overall Principles
                8. Strategies FOR:
      2. Description of terminal behavior
      3. description of conditions of demonstration of that action
      4. description of the standard or criterion
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