Analysis is the first step in any new instructional
design project. The analysis stage consists of the following
- Learning Context
- Needs Analysis
- Learning Environment Analysis
- Learner Analysis
- Learning Task Analysis
- Learning Goals
- Learning Outcomes
- Learning Objectives
Learning Environment 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 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
Learning outcomes describe what the learner should be
able to do as a result of the instructional intervention.
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