Task Analysis Methods for Instructional Design

Jonassen, David H.; Tessmer, Martin; Hannum, Wallace H.

doi:10.4324/9781410602657

Cited by 129 publications

(130 citation statements)

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“…Therefore, a critical reexamination of the expert's role as a direct source of knowledge for instruction is necessary. The assertion that inaccuracies or omissions in instructional materials limit their instructional efficacy is generally accepted (Clark & Estes, 1996;Jonassen, Tessmer, & Hannum, 1999). However, the extent to which these errors are avoidable through knowledge elicitation methods other than free recall requires further exploration.…”

Section: Selection and Use Of Strategiesmentioning

confidence: 99%

The Implications of Research on Expertise for Curriculum and Pedagogy

Feldon

2006

Educ Psychol Rev

123

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Instruction on problem solving in particular domains typically relies on explanations from experts about their strategies. However, research indicates that such self-reports often are incomplete or inaccurate (e.g., Chao & Salvendy, 1994;Cooke & Breedin, 1994). This article evaluates research on experts' cognition, the accuracy of experts' self-reports, and the efficacy of instruction based on experts' self-reports. Analysis of this evidence indicates that experts' free recall of strategies introduces errors and omissions into instructional materials that hinder student success. In contrast, when experts engage in structured knowledge elicitation techniques (e.g., cognitive task analysis), the resultant instruction is more effective. Based on these findings, the article provides a theoretical explanation of experts' self-report errors and discusses implications for the continued improvement of instructional design processes.

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Section: Selection and Use Of Strategiesmentioning

confidence: 99%

The Implications of Research on Expertise for Curriculum and Pedagogy

Feldon

2006

Educ Psychol Rev

123

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Section: Technology Implementation Entailment Issues: Ontology Camentioning

confidence: 99%

“…There are some tools available and the community developed intense research in the 90s. The benefits of using these forms of knowledge representation are justified in the literature [12] [13].For centuries, the philosophical ontology community has discussed how the nature of the world should be conceptualized. When the computing community began structuring and systematizatizing knowledge bases, these problems emerged again.…”

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confidence: 99%

Entailment Issues to Integrate Learning Theories with Educational Technologies

Prata¹,

França²,

Rocha³

2016

IJIET

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Abstract-Learning technologies intrinsically pervade education via Internet, encouraging teachers to conform their pedagogical practices. However, this information era imposes an interdisciplinary and multidisciplinary approach for applying instructional strategies to technology. In this work, a knowledge engineering case is described to represent the knowledge design entailment issues when integrating learning theories with information technology. The systematic and procedural language of computers in scene illustrate the challenge task of instruction design to develop customized content and to assess students' learning. Underlying these reasons, this work create awareness for the long trip to deal with pedagogical technology intricate issues in order to cause students to learn, and not only to use technology tools. IndexTerms-Educational technology, knowledge engineering, pedagogical issues, instructional design, ontology. I. INTRODUCTIONDuring the early years of this century, the concepts of network, cyberspace, and hypermedia, were consolidated as language. Directly, such elements have grounded new forms of work. Structures of companies and universities took shape according to this new global phenomenon. Establishing new parameters for a globalizing market drove by an emerging educational culture, and often idealized and shaped by capital doctrine.Regarding all the historical and structural issues related to Education and Technology, the contemporary discussion earns another view: some models and traditional values in universities and educational institutions are getting obsolete. Similarly, the work styles, and even the understanding of knowledge production and technology processes acquire other senses.In this context, we observe more closely the relationship between knowledge, technology, and teaching and learning. Especially in this primacy moment of hypermedia, globalization, and information. A major challenge for educators is to realize that learning relationships are beyond conventional classroom, but closer to individual experiences from the diversity of technological languages, also considering what we call social groups.The educational technologies bring us strong impact on the way we perceive the educational process. Actually, we could now understand it is not only provide content and technology Manuscript received February 5, 2015; revised April 22, 2015. This work was supported in part by the Funraç ã o Universidade Federal do Tocantins -UFT, productive grant.The authors are with the Department of Computer Science of the Federal University of Tocantins, Brazil (e-mail: ddnprata@uft.edu.br).to students and teachers, as was thought earlier in the "industrial age".Likewise, we realize that publishing only interfaces, authoring tools, and content does not exhaust the debate, since the progress or course of a development work involves a team composed of different professionals from different areas that complement each other, such as teachers , designers, writers, programmers and others, characterizing...

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“…These techniques provide more flexibility than completely structured interviews, which is especially useful at the beginning of the task analysis process when the task analyst has little domain knowledge (Cooke 1994, Bortz and Döring 1995, Jonassen et al 1999. Each participant took part in four interviews lasting from 1 up to 3 hours.…”

Section: Task Analysismentioning

confidence: 99%

Assessing the quality of geoscientific simulation models with visual analytics methods – a design study

Dransch

Köthur

Schulte

et al. 2010

International Journal of Geographical Information Science

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Originally published as:Dransch, D., Köthur, P., Schulte, S., Klemann, V., Dobslaw, H. (2010): Assessing the quality of geoscientific simulation models with visual analytics methods -a design study. -International Journal of Geographical Information Science, 24, 10, 1459-1479 DOI: 10.1080/13658816.2010 Assessing the quality of geoscientific simulation models with visual analytics methods -a design study Simulation models are essential means of scientific knowledge building and also the basis for decision-making. Because of their relevance, they have to be assessed thoroughly with respect to their quality. Simulation model assessment comprises two challenges: (a) modelers have to create a comprehensive mental image of the model's quality despite the massive multidimensional, multivariate, and often heterogeneous data; and (b) the model assessment process should be as efficient as possible. We face these challenges with a visual analytics approach. We aim at developing interactive visual representations which, in combination with present computational analysis methods, support the scientist's reasoning process to enhance the assessment of simulation models. In a design study, we analyzed two exemplary reasoning processes which cover the main model assessment procedures: the evaluation of the internal coherence of the model's structure and behavior and the assessment of its empirical validity. The analysis was conducted by means of a user-and task-centered approach which combines several knowledge elicitation techniques and task analysis concepts. We derived domain tasks as well as cognitive actions and developed and implemented interactive visualization components which supplement the statistical analysis methods already used. An informal qualitative user study shows that our visual analytics approach and tools help gain a more detailed mental image and hence a better understanding of the data and the underlying simulation model and allow for a faster and more comprehensive assessment of the simulation model.

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Task Analysis Methods for Instructional Design

Cited by 129 publications

References 0 publications

The Implications of Research on Expertise for Curriculum and Pedagogy

The Implications of Research on Expertise for Curriculum and Pedagogy

Entailment Issues to Integrate Learning Theories with Educational Technologies

Assessing the quality of geoscientific simulation models with visual analytics methods – a design study

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