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Analysis is the first step in any new instructional design project. The analysis stage consists of the following components:

  • Learning Context
    • Needs Analysis
    • Learning Environment Analysis
  • Learner Analysis
    • Characteristics
  • Learning Task Analysis
    • Learning Goals
    • Learning Outcomes
    • Learning Objectives

Learning Context

Needs Analysis.

Learning Environment Analysis.

Learner Analysis


Learning Task Analysis

Task analysis is exactly what it says it is, an analysis of the knowledge required to complete a particular task. Many theorist suggest that observing masters of a task will help in determine what the thought processes involved with the task are.

Learning Goals.

Learning goals are a broad statement about the expected results of the instruction which is derived from the Needs analysis. The scope of a learning goal can describe a goal for a program, a course, a unit, or an individual lesson.

Learning Outcomes.

Learning outcomes describe what the learner should be able to do as a result of the instructional intervention.

Learning Objectives.

Learning objective describe the expected result of instruction. Learning objectives are "subparts of goals" (Smith & Ragan, 2005, p. 77). "Objectives can be written at the lesson level, the course level, or various intermediate levels such as units, blocks, or chapters (ibid).

Learning objectives consist of:

  • a condition
  • an activity
  • a criterion