Morrison model explained
1. Instructional problems
2. Learner characteristics
3. Task analysis
4. Instructional objectives
5. Content sequencing
6. Instructional design
7. Designing the message
8. Developments of instruction
9. Evaluation instruments
Instructional problems (Chapter 2)
To identify the need of the client or the performance problem the client wishes to solve
Identifying the need for instruction
- What is the problem we are asked to solve?
- Will instruction solve the problem, or is there another approach?
- What is the purpose of the planned instruction?
- Is an instructional intervention the best solution?
Needs assessment can help avoid providing too much instruction when it is not necessary.
needs assessment is used to identify gaps in performance and determine whether the
gaps are worth addressing through an intervention.
Types of needs
- Normative needs
Comparing the target audience (de lerenden) against a national standard
For example, a class score compared with national CITO score.
- Comparative needs
Comparing a target group to a peer group, to another company or school, as
opposed to a norm. In education, comparing two 6-grade classes.
- Felt needs
, An individual’s desire to improve either his or her performance of that of the target
audience. Felt needs express a gap between current performance or skill and
desired performance or skill level.
- Expressed needs
A felt need turned into action. It is outspoken that there is a desire to improve
performance.
- Anticipated or future needs
Anticipated needs are a means of identifying changes that will occur in the future.
Identifying these needs should be part of any planned change so that any training
needed can be designed prior to implementation of the change.
- Critical incident needs
Failures that are rare but have significant consequences. Critical incident needs are
identified by analyzing potential problems or asking what-if questions.
Conducting needs assessments
1. Planning
2. Collecting data
3. Data analysis
4. Final report
Goal analysis
- Identify an aim
- Set goals
- Refine goas
- Rank goals
- Refine goals again
- Make a final ranking
Goal analysis takes less time than a needs assessment, and its focus is typically much
narrower.
,The goal analysis starts with a problem, need or perceived performance gap someone has
identified, and then it focuses on a solution to the given problem
A goal analysis is typically conducted with a few individuals who are knowledgeable about
the problem and target audience
, Learner characteristics: Learner and Contextual analysis (Chapter 3)
Learner and environmental analysis will affect the design and delivery of instruction
Types of learner characteristics
- General: Are broad identifying variables (gender, age, work experience, education,
ethnicity)
- Specific entry (prerequisite skill for the instruction): Are prestique skills and
attitudes that learners must possess to benefit from the training. Based on our
experiences, we have found that the analysis of such competencies is important at
two stages in the design process. One stage precedes the design of the instruction
and determines the entry characteristics of typical target students or trainees. The
second stage of design, during which the assessment of specific entry
competencies comes directly into play. Once the instruction is designed, it is highly
useful and often essential to include entry tests that determine the learners’
readiness.
- Learning styles: Are trades that refer to how individuals approach learning tasks and
process information. The limited support for adapting instruction to specific
learning styles suggests that designers focus their attention on other types of data
to make design decisions. Academic information is more often a key variable for
instructional planning and delivery.
In addition to the general and specific categories, we describe five additional categories
- Acedemic information: School grades, grade point average, degrees, special
courses.
1. Instructional problems
2. Learner characteristics
3. Task analysis
4. Instructional objectives
5. Content sequencing
6. Instructional design
7. Designing the message
8. Developments of instruction
9. Evaluation instruments
Instructional problems (Chapter 2)
To identify the need of the client or the performance problem the client wishes to solve
Identifying the need for instruction
- What is the problem we are asked to solve?
- Will instruction solve the problem, or is there another approach?
- What is the purpose of the planned instruction?
- Is an instructional intervention the best solution?
Needs assessment can help avoid providing too much instruction when it is not necessary.
needs assessment is used to identify gaps in performance and determine whether the
gaps are worth addressing through an intervention.
Types of needs
- Normative needs
Comparing the target audience (de lerenden) against a national standard
For example, a class score compared with national CITO score.
- Comparative needs
Comparing a target group to a peer group, to another company or school, as
opposed to a norm. In education, comparing two 6-grade classes.
- Felt needs
, An individual’s desire to improve either his or her performance of that of the target
audience. Felt needs express a gap between current performance or skill and
desired performance or skill level.
- Expressed needs
A felt need turned into action. It is outspoken that there is a desire to improve
performance.
- Anticipated or future needs
Anticipated needs are a means of identifying changes that will occur in the future.
Identifying these needs should be part of any planned change so that any training
needed can be designed prior to implementation of the change.
- Critical incident needs
Failures that are rare but have significant consequences. Critical incident needs are
identified by analyzing potential problems or asking what-if questions.
Conducting needs assessments
1. Planning
2. Collecting data
3. Data analysis
4. Final report
Goal analysis
- Identify an aim
- Set goals
- Refine goas
- Rank goals
- Refine goals again
- Make a final ranking
Goal analysis takes less time than a needs assessment, and its focus is typically much
narrower.
,The goal analysis starts with a problem, need or perceived performance gap someone has
identified, and then it focuses on a solution to the given problem
A goal analysis is typically conducted with a few individuals who are knowledgeable about
the problem and target audience
, Learner characteristics: Learner and Contextual analysis (Chapter 3)
Learner and environmental analysis will affect the design and delivery of instruction
Types of learner characteristics
- General: Are broad identifying variables (gender, age, work experience, education,
ethnicity)
- Specific entry (prerequisite skill for the instruction): Are prestique skills and
attitudes that learners must possess to benefit from the training. Based on our
experiences, we have found that the analysis of such competencies is important at
two stages in the design process. One stage precedes the design of the instruction
and determines the entry characteristics of typical target students or trainees. The
second stage of design, during which the assessment of specific entry
competencies comes directly into play. Once the instruction is designed, it is highly
useful and often essential to include entry tests that determine the learners’
readiness.
- Learning styles: Are trades that refer to how individuals approach learning tasks and
process information. The limited support for adapting instruction to specific
learning styles suggests that designers focus their attention on other types of data
to make design decisions. Academic information is more often a key variable for
instructional planning and delivery.
In addition to the general and specific categories, we describe five additional categories
- Acedemic information: School grades, grade point average, degrees, special
courses.
