VERS003VERS003  y;J JJJ J J JJJJJJJJ JJXJ3J>JJJ JJJJJJ\JJ(JJHJFJJ4JBJ/JJJLJ#J2JIJ!JJtJ5J:J,JuJoJ7JWJJJ-J.J}J1J+J"J2JvJ%J3J J1J/J0JYJgJUJjJJJJpJrJ5JwJnJAJ=JsJ~JeJ J(JJ$J]J"J1J"J|J)JbJ+JJJ`JJEJ J_JJJJ,JJJJJJ8JKJcJJOJJ&JJ[J6J5JlJJPJ^JhJqJ:JJJiJNJJJ!J;J@J7JJ(J'JJ)JQJzJ/J4JmJaJ{J3JVJ%JkJJJJJ9JJJJfJ8JJJJJ2JJSJ<JRJCJJ8JJ JTJJ%J)JdJJ4J7JJ??q4f@fqTq eNeeds AssessmentqnrqqRnInstructional AnalysisqqzPerformance Objective DesignqV-Learner/Context AnalysisrqqnAssessment Instrument Designqi-Instructional Strategy Designq Instruct Material Developmentqc hFormative Evaluation rqq} .Summative Evaluation rqq-$@3@3 !3 !,@Instructional Revision rqqW $@3@3 !3 !mSystematic Instructional Design $@3@3 !3 !Mager and Pipe's ModelrqqZemke and Kramlinger's Modelqu Gilbert's PIPqnrqqRossett's Theoriesnrqq$@3@3 !3 !$@3@3 !3 !Instructional goal(s)rqqn Subject-matter expert approachq"+Performance technology approach#,@$@3@3 !3 ! $@3@3 !3 !+jIntellectual Domainrqqu Verbal Domainqnrqqt@$@3@3 !3 !!$@3@3 !3 !*Attitudinal DomainrqqAttv$@3@3 !3 !n$@3@3 !3 ! Hierarchical Approach"rqqyCluster Approachqn#rqqx@ Goal Analysisqn$rqqzPTarget Populationn%rqqO$kLearning Environment&rqq@% Performance setting'rqq&.Performance Objectives(E_Terminal ObjectivesR)E@$@3@3 !3 !$@3@3 !3 ! $@22!2! Criteria to evaluate materialsq\Criteria to revise materialsq]Draft set of instruct materials^ Draft tests q.0rqq_Draft Instructor's ManualqqbSample Criterion-ref. test(s)n-iN#Pretestd q.3rqq!qPosttestd q.4rqq"qLearning Research5no+Learning Process Knowledgenp-Content to be taught7nqLearner CharacteristicsnrePsychomotor Domain9lkkwr$@3@3 !3 ! TOne-to-one evaluationkkOne{L Small-group evaluationkkSma|(Field EvaluationnbrkFie} rActualsd5qn>rqq~$@3@3 !3 !:Optimalsd5qn@rqqFeelingsd5qnArqq_Causesqd5qnBrqq Solutionsd5qnCrqq $@3@3 !3 !?SInstructional Objectiveonal ObjدF:Behavioral Objectiveoral Objectد $@3@3 !3 !DBehavioral IdentificationqqCondition DescriptionIrqqEvaluative CriteriaJrqq^Learner IdentificationKrqqClinical Evaluationcal Evaluati؁G$@3@3 !3 !G Objective-referenced testeferen LearnersRV|Learnersb Managerial SupportPnT'Physical aspects of the site(.Social Aspects of the Siten)rSkill relevance to workplace*RSupervisor Supportrvisor SupporءeEntry BehaviorsUn-Prior Topic KnowledgeVn.gContent/Delivery Attitudesvery /gAcademic Motivation (ARCS)n0Educational/Ability levelsn1$@3@3 !3 !MLearning Preferences[n2Attitudes toward Organization3Group Characteristics]n4TMedia Selection@^nInstructional Sequence_nInstructional Chunking`noPreinstructional activitiesnGInformation presentationnNLearner participationcntTestingn mp0 P0$@3@3 !3 !$@3@3 !3 !V$,/.N0`pN^NuNV\H8,. ?<$@3@3 !3 !$@3@3 !3 !&H Hn0.nS@?BgHnBgfoundation fore! based uponu`( bas r?.0.P@?0.[@?0.nphase ofudes^0^k`3\)includesg@gq>b)inc }^0n$po0n r-@0n$@3@3 !3 !$@3@3 !3 !T'motNRp"(p. D/Nv mAinformational component of+definesg.@gq&b+def  A!u5 0@ A1@ A1m Ais a component ofq#b, consists ofgq#b, con .-Hp$ n PBPp-@r-A`$@3@3 !3 !$@3@3 !3 !*顨؀c .؀` .ƨ-@ع .عܨ$@3@3 !3 !$@3@3 !3 !-.N^ _ޟNNVߘ/. ?.HnHnؘcharacteristic offssbYd possessesB@gqb/ pos Hnؚ?<NRN^ _\ONNVH(n $@3@3 !3 !$@3@3 !3 !n.??<D=GRGinoLN^ _\O decides uponed duringG1identified duringM1ide -?.ؾ?.؏? ,?<460HˡgBg component ofsu`42 describesu`42 des /?. HnؚHnؐHnؔ/.ؐHn߾/ activity ofesm 8@3 developesu`83 dev -/<?<~`P0-ml//< can be in the form ofb4used asg@gqb4use <zH/NHz"Hn?<NHnN considersr of-E5 factor of@gqKb5 fac l/?<HnHn؜Hnؘ/?<?.Hz$@3@3 !3 !$@3@3 !3 !0 ؘ/?<HnHn؜Hnؘ/?<?.part of@ c cqutilizesg@gqb7uti nHnؘ/?<HnHn؜Hnؘ/?<step ofuires{{ū|8requiresg@gqb8req n$@3@3 !3 !$@3@3 !3 !6 necessary for learner'sconsiders learner'sb:con $@3@3 !3 !$@3@3 !3 !9H.<_FG OMg  <@ <  @ <  n  6n @!n.""/< ,$V%7)*@(.+<-&5^'s2*31.n0#l> :;*e<9%"&"??'"@@n(%C)%DDLm .~JICCmKANN.8PPQNQ[ RsPTcEUUi TVnB(DUWbXZ-Y5.\\c/T].0^^ S`1__]bYag23d24ff2Vhb=lj4m8RcmQm5(cn6(oo7(pp$8(qqk$$tt$uu$9vv$# wn$" xx$!my ;)W <){{n =)||>+;@+~~A+B+C+(H,Ye(I,n(J,(K,P'/Ag<Q'/R'/tS'/%U/?%V/%W/%X/n%Y/%[/%\/%]/-^1r_1`1a2b2c2d2ne2 ef3eg3neh3i34fLj34k34-l34i44hj44k44nl44cmi_cno_b1nob1ipb1dqa5o r7 a s7xrt!zsru!rv!mrw!Ksz8s{8s|8s}8s~8|X:.X: X:X:z<^A technique used to analyze goals classified as containing intellectual or psychomotor skills.llectual or psychomotor skills.tor skills+Gs@9@P0KKp9l$qK concept An evaluation of the absolute and/or relative value or worth of instruction that occurs only after the instruction has been formatively evaluated and sufficiently revised to meet the standards of the designer.ards of the designer. concept hA study conducted to determine the exact nature of an organizational problem and how it can be resolved.w it can be resolved.Gs@9@P0KKp9l$qK concept Analysis to determine learner's present skills, preferences, and attitudes along with the characteristics of the instructional setting and the setting in which the skills will eventually be used. This data strongly impacts upon the instructional strategy.The process used to develop (write) specific statements of what it is the learners will be able to do when they complete the instruction. Kp9l$qK concept The process used to construct "sample" assessments that are parallel to and measure the learner's ability to perform what has been described in the performance objectives.objectives.9l$qK concept The process used to identify a strategy that will be used in the instruction to achieve the terminal objective. Includes sections on preinstrutional activities, presentation of information, practice and feedback, testing, and follow-through activities.t A set of procedures that, when applied to an instructiona goal, results in the identification of the relevant steps for performing a goal and the subordinate skills required for a student to achieve the goal.\z`Kp concept A model for systematically designing instruction that typically includes the following major phases: analysis, design, development, implementation, and evaluation. ton, and evaluation. 9l$kK concept HWhat learners are to be able to do when they have completed instruction.+Gk@9@P0K\}Kp9l$kK concept A series of evaluations designed to collect data that identifies how to improve instruction. The three types of formative evaluation are referred to as one-to-one evaluation, small-group evaluation, and field evaluations. concept The process of reexamining the validity of the instructional analysis and revising instruction after data from the formative evaluation are summarized and interpreted to attempt to identify difficulties experienced by learners in achieving the objectives.The process of selecting existing materials for instruction or producing one's own. This typically includes a learner's manual, instructional materials, tests, and an instructor's guide.$kK concept Determining step-by-step what people are doing when they perform the goal and what skills and knowledge known as entry behaviors, are reqkuired of learners to be able to begin the instruction.HZ @q @HNO rd concept A needs assessment model that defines five essential informational components of a needs assessment: acturals, optimals, feelings, causes, and solutions. q@qгrdqLHZ @q @HNO rd concept Learning domain that involves mental and physical activity. The characteristics of a psychomotor skill are that the learner must execute muscular actions, with or without equipment, to achieve specified results. @HNO rd concept =Learning domain that requires some unique cognitive activity.~qZHZ~%~%#@@@#bNr@@@@@ q@qгrdqLHZ @q @HNO rd concept PLearning domain that requires specific responses to relatively specific stimuli.~%#@@@#bOr@@@@@ q@qгrdqLHZ @q @HNO rd concept z Learning domain that is concerned with the behavior of making choices or decisions to act under particular circumstances.r@@@@@ q@qгrdqLHZ @q @HNO rd concept Technique used to analyze goals classified as containing verbal information. The analysis identifies the major categories of information that are implied by the goal.q@qгrdqLHZ @q @HNO rd concept A rapid needs analysis technique that performs a performance record calculation (PIP, Potential for Improving Performance) by "comparing the very best instance of performance with what is typical," to tell wheather a change in performance is needed.ncept A needs analysis technique that is composed of six factors or "categories of variables" that attempt to capture the major variables that researchers have found to affect performance in organizations.q @HNO rd concept VA human-performance model used in needs analysis to define human performance problems.~%#@@@#bOHr@@@@@ q@qгrdqLHZ @q @HNO rd concept A detailed description of what students will be able to do when they complete a unit of instruction, derived from the skills in the instructional analysis. q@qгrdqLHZ @q @HNO rd concept