Names: Lindsay Lipscomb, Ayesha Epps, Wayne Wheeler, Amanda Griffin

Background
We now move into the final aspect of an Instructional Analysis: the analysis of the task.   While it is challenging, procedures have been developed to help guide the process.  To complete the activity, you should use the instructional objectives procedures described in Turner & Riedling (Ch. 9). You will begin your analysis at the general or broad level (macro) and work your way down to the specific level (micro). This activity will also build upon the technique of developing instructional curriculum maps (ICMs).  To assist with this activity, you should also refer to the "Learning Task Analysis" example on the Course Web site.

What are Instructional Curriculum Maps (ICMs)?
The ICM visually represents the functional relationship among instructional objectives.  Just think of ICMs as maps. Constructing and interpreting one map which includes specific details about the three levels (i.e. nation, state, and city) is probably messy and confusing at best (even if feasible!). Separate maps for each are likely to be more functional. The construction of instructional "maps" is a similar process. The development of ICMs for the three levels (i.e. course, unit, and lesson) results in instruction that is designed in a hierarchical and functional fashion, an approach that is usually the most straightforward for beginners. The course ICM provides the overall picture (macro), then the unit ICM and lesson ICM provide increasing detail (micro). 

In this IDA, you will start with the lesson objective, and determine what other enabling objectives are related to the attainment of this objective (essential or supportive).  Essential objectives are required to learn the lesson objective and are represented above subordinate objectives, such as supportive prerequisites.  Entry skills, which are subordinate skills that will not be taught, are represented below a dotted line at the bottom of the ICM.  As you try to relate objectives from different learning domains/outcomes to one another, it becomes easier to recognize "holes" in the instruction and recognize when there are extraneous "dead wood" objectives. 

Entry Skill (not taught)

Intellectual Skills Objective

Terminal Attitude Objective

Subordinate Psychomotor Skills Objective

Subordinate Declarative Knowledge Objective

Figure 1. Lesson ICM

Figure 1 provides an illustration of the relationship between terminal, essential, and supportive objectives in a lesson.  The terminal objective is an attitude.  The intellectual skills objective is essential for attaining the attitude objective. This diagram implies that the learner attains a more positive attitude due to the development of the intellectual skill that reinforces the concept. In addition, the psychomotor skills precede the attainment of the intellectual skills, and therefore the instruction should include strategies and content aimed at the psychomotor skills at the beginning of the unit. 

 
Lesson -Level Task Analysis
                                                    
This activity builds on the needs assessment IDA (#1). In this activity, you will design a rough outline of a course. In this context, "course" is defined as an instructional entity, which has both a recognizable start and finish point, and has an organized set of content. It is the most general instructional solution to a problem identified in needs assessment. The activity is designed to give you hands-on practice with course/workshop-level task analysis. Complete the activity with your project in mind

Remember: there can be many plausible lesson-level ICMs. Keep asking yourself if the lesson-level ICM you are constructing is the most efficient as well as the least painful alternative. Your lesson-level ICM will serve as an estimate for the amount of instruction needed for that lesson.
 
Food for thought: 	

As you move through this section, guide your breakdown of the objectives and tasks by referring to the "Food for Thought" boxes in the first section. As we mentioned before, the process is cyclical and you will keep moving through the hierarchy until you reach the final level of analysis. 	

1.	Restate the instructional goal(s) from IDA#1  

1. The lesson is informative and presented in a creative manner.
2. Introduce students to resources that help them design an effective resume.
3. Demonstrate and practice constructing a resume.  	

2.	Based on Gagne's types of learning outcomes (refer to Turner & Riedling for specific examples), identify the type(s) of learning reflected by the goal.

1. Affective and Intellectual
2. Intellectual
3. Intellectual and Motor Skills

3.	
We will now work on identifying what a learner needs to do or know in order to achieve your goal. We will do this in two steps....
•	Identify the mental and/or physical steps that someone must go through in order to complete the learning task.
•	Conduct a prerequisite analysis of steps identified in IPA 

a)	Write down the steps for the completion of this instructional goal.  Remember to keep this at the macro (broad) level of analysis. E.g., let's consider this overall goal: Learners in the Instructional Design course will each design an instructional unit based on a systematic ADDIE design process. Some possible steps in the execution of this goal might include: select appropriate subject matter for instruction, then perform needs analysis for instructional material, then perform a context analysis, then perform an audience analysis, then identify instructional goals, then perform a task analysis for instructional goals, and so on. 

Food for thought: You may find these questions useful in guiding your explanation: 	
 
•	Have you identified all the necessary steps for goal completion? 
•	Is there more than one set of steps that can help to achieve the goal? 
•	Which set of steps is most suitable for the current context? 	

Yes, we have identified all of the necessary steps for goal completion. We are going to introduce the topic, show sample resumes and allow students to construct the resume. There is more than one set of steps, as well as instructional strategies, to achieve this goal. The first set of steps mentioned is the most practical and efficient method of instruction. The steps are listed below.

Steps:
•	Introduce the topic of resumes (Streaming Video and Web Sites)
•	Summarize work experience and other pertinent information (Prepare a Resume worksheet)
•	Select a resume design format/template in Microsoft Word
•	Place information into the selected format

b)	Identify the prerequisite skills necessary for the instructional goal(s). For e.g., to execute the goal identified above, each learner must be an expert in some content area and learners must have a basic understanding of the different stages of design and their application.  

Food for thought: You may find these questions useful in guiding your explanation: 	
 
•	What must the learner know or be able to do to execute each step in the sequence? 
•	Is there any specific content knowledge that the learner must possess to execute each step? 
•	Is there any specific attitude or characteristic that the learner must possess to execute each step? 
•	Are there any physical abilities or psychomotor skills that a learner must possess to execute the steps in reaching the goal? (This may only be applicable if your goal is primarily a psychomotor goal.) 

To execute the sequence, students must be familiar with how to use a computer, navigate the Internet, and print a document. Specifically, students should know how to operate Microsoft Word. The learner should be patient through this process, as when working with the templates in Microsoft Word can be tedious. Students should be able to type on a keyboard.

4.	 Based on the steps you have noted above, list the all of the critical parts of the lesson. (Note: the number of objectives will depend on your instructional problem and design.  Add or eliminate objectives as you deem necessary). Write the enabling objectives below:

a)	Objective 1

E.g.,  	Title: Designing systematic instruction 
	Obj: Learners will design an instructional unit using the ADDIE process. 	

Title: Introduce the topic of resumes
Objective: Students will explore a list of Internet resources for resumes, as well as understand how to locate more resources. 

	

b)	Objective 2

E.g.,  	Title: Performing a needs analysis  
	Obj: Learners will design and conduct an appropriate needs analysis. 	

Title: Summarize work experience and other pertinent information
Objective: Students will create a work and personal information sheet.

	

c)	Objective 3

E.g.,  	Title: Identifying instructional goals 
	Obj: Learners will list 3-5 instructional goals based on data gathered through needs analysis. 	

Title: Select a resume design format/template in Microsoft Word
Objective: Students will use Internet and software resources to select a style/format for their resumes.

d)	Objective 4

E.g.,  	Title: Performing a task analysis 
	Obj: Learners will list the sequence and hierarchy of tasks for achieving their instructional goal. 	

Title: Place information into the selected format
Objective: Students will input their own work and personal information into the selected format.

	

5.	Draw an ICM, flowchart, which visually represents the optimal sequence of these objectives. Draw the ICM in "top-down" fashion with the terminal objective (i.e. lesson objective) at the top. Restate all of the objectives in your ICM.

Students will be able to create a quality resume

                                                                                      ↑                                 

Objective: Students will input their own work and personal information into the selected format. 

                                                                                      

Objective: Students will use Internet and software resources to select a style/format for their resumes.

	         ↑	

			                     ↑

Objective: Students will explore a list of Internet resources for resumes, as well as understand how to locate more resources.